Running head: IRIS Module SOS 1

IRIS Module SOS

Delilah June Muñoz

National University

ITL 602

Learners and Learning

Christopher Foster
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Initial Thoughts:

1.Why do you suppose Zach and Alexandra cannot stay on task and are so easily distracted?
Zach and Alexandria may have some type of Attention Deficit Disorder they are
struggling with or they have just not learned how to self regulate their behavior.

2. What might Ms. Torri consider, to help her students stay on task and also help her regain some
lost instructional time?

Ms. Torri can use Self Directed Strategies and Teacher Directed Strategies to help regain
some of the lost instructional time. By using these two strategies the teacher can gain more
control over the unwanted behavior. Although, with Self Directed strategies the student is
involved with the process of redirecting himself to end the unwanted behavior.

Assessment Section:

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

Self- directed strategies have some advantages over directed behavior strategies, for one,
it frees up more of the teacher’s time by involving the students in the regulation of their
behavior. Self -directed strategies, use the teacher’s time efficiently.
A self-directed strategy has some positive benefits for the student as well, it encourages
self-control, student responsibility, along with providing immediate feedback to the student. It
also, teacher valuable life skills. All these strategies work together to aid the student in correcting
their behavior without so much teacher intervention and requires a minimum amount of time to
maintain.

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.

Self-regulation would be an appropriate choice for a student who constantly raises his
hand in class for everything the teacher says. The student has the ability to control the problem of
constantly raising his hand. The problem of raising his hand is easily observed. The student has
the ability to and the skills to perform the targeted behavior. Finally, the behavior occurs
frequently during a given time period. These are all things that the student can work on to self-
regulate.
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Another example of how self-regulation would be an appropriate choice for a teacher to

use would be with a student who constantly daydreams and looks out the window during class
time. The student is able to control her behavior, the problem behavior is easily seen, the
problem occurs frequently during a given period of time, and finally the student possesses the
necessary skills to perform the targeted behavior.

3. Give two examples of behaviors for which self-regulation would not be an appropriate choice
for a teacher to use. Explain why they are not appropriate.

A student who gets in a fight almost every day at school would not be a good candidate
for self-regulation even though, this behavior can be easily seen, and the student may have the
skills to perform the targeted behavior. The student is still lacking the ability to control his
behavior, as well as the behavior might not occur frequently in a given time period.
Another example of a behavior that would not be an appropriate choice for a teacher to
use in class would be any situation that involved violence or a behavior that occurred only once
in a while. These kinds of behaviors do not occur frequently enough, to use this strategy with the
student.

4. Discuss the advantages of each of the four strategies highlighted in this Module.

Self-monitoring: This strategy that allows the student self- asses their behavior and record
their results. By allowing the student to record their own behavior, the student becomes
involved and engaged in the correction process. This strategy also allows for academic and
social skills to be used, through various skills like counting, reading and cooperation with the
data and teacher. Finally, this strategy allows for the student to recognize their own behavior
and to work to change it, allowing for positive results to occur.

Self-instruction: This strategy is also known as self-talk or self-statements. This intervention

teaches students to talk themselves through a task in which they are struggling with, to help
them control or direct a behavior. This strategy is useful because it allows for the teachers’
time to be used efficiently. It also allows for the student to have control over aspects of their
learning and requires a small amount of time to maintain once the skill is learned.

Goal-setting: Goal setting allows for the teacher and student to have a target they are both
working towards together. Goal setting allows for structure by deciding on a specific goal the
student and teacher are working towards. It also provides motivation for the desired
performance. The one thing to remember, is to make sure the goals are challenging enough,
realistic and attainable, to ensure that they are motivating. Also, make sure there is a timeline
for the goal to be accomplished by.

Self-reinforcement: Self-reinforcement allows the student to reward themselves for

attaining their goals. It actively involves the student in the process of accomplishing their set
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goals. Self-reinforcement, improves performance and creates bigger changes than teacher-
imposed rewards. reinforcers, could be as simple as stickers, certificates, popcorn and can
include things like choice of working partner, extra lunch or recess time and teacher helper
for the day.

5. What techniques will help Alexandra and Zach become independent learners, and how can
they gain those skills?

The classroom environment as a great effect on effective these strategies are. A teacher should
have predictable and stable routines, rather than a classroom that is chaotic and full of disorder. It
is okay for the teacher to allow for accommodations, in the learning environment, such as a quiet
place to study and do their assignment.

These strategies can be used together or by themselves. The needs of the student should always
be taken into account when deciding which strategy to use.
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Resources:

The IRIS Center. (2008). SOS: Helping students become independent learners. Retrieved
from https://iris.peabody.vanderbilt.edu/module/sr/