Self Directed Behavior Strategy

Words: 1273
Pages: 6

1 Discuss three advantages of using a self-directed behavior strategy rather than using a teacher-directed behavior strategy.

In focusing on self directed strategy and limiting to slowly removing much of the teacher directed strategies, students are learning how to self regulate more, and therefore establishing more independence. Once that independence has formed, the student is able to determine the problems at hand and begin to come up with and implement strategies to either replace or just change the behavior all together. Granted this process is a glorified process that all teachers and possibly parents wished their children would learn and adopt, but certain parts of it can become learned routine to help develop that independent self-regulation.
…show more content…
If the teacher ahs the capability of teaching those skills in the classroom, it becomes a known response for when they encounter similar situations in the real world. Instead of it being a brand new experience, the students are able to use the tools and techniques taught to them in school to help make some of those decisions that they need to make in order to be successful in their own lives.

2 Give two examples of behaviors for which self-regulation would be an appropriate choice for a teacher to use. Explain why they are appropriate.

Within a classroom, students who have the self-regulating skills become an asset to helping teach the material needed to be taught and doing so in a timely manner. Some students are taught the skills to self regulate when they are younger, according to the IRIS Center, page 2, but some are not. For those who do not have those skills it is important to use situations within the classroom as learning opportunities to teach them those skills needed to not only be successful in terms of self regulation and monitoring ones behaviors but also in adopting new ways of monitoring self
…show more content…
Explain why they are not appropriate.

Even though teaching students the ability to regulate their own behavior is the optimal choice for teachers within a productive classroom environment, sometimes it is not the most beneficial strategy. For example, when a student is not mentally capable of determining what they did wrong and how to fix it, they eventually begin to play the guess and check game in terms of their behavior. This then presents itself as a problem because the student does not understand what he or she did wrong. When they cannot see what they have done wrong, it becomes pointless to teach the self-regulation strategy. When a student also becomes physical in their reactions, it becomes more a challenge to teach them how to control their behavior and how to change that behavior. This can be a result of lacking the ability to understand the behavior and the consequences provided in reaction to that behavior, or it can be the behavior for a result of frustration from another area, or different situation. At this point it is more beneficial for the teacher to step in and show the expected behavior and how to respond and react in those