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IRIS Module SOS

ITL 604: Learners and Learning I

October 18, 2018

Professor Alpert
Initial Thoughts

1. I think Zach and Alexandria cannot stay on task and are easily distracted because they are

very social kids or they might also have ADHD.

2. I think Ms. Torri might consider offering incentives or revoking privileges to help her

students stay on task, which would save her from losing as much instructional time. For

example, taking minutes away from free time or lunch time might help students want to

pay attention more in class. If she continues to have the same issue, sending the student to

a different class or the office with their work could help the student focus without any

other distractions.

Assessment

1. Using a self-directed behavior strategy rather than a teacher-directed behavior strategy

has its advantages. Students learn to work independently and they develop flexibility

skills. Students will also be able to gather assignments, complete the expected tasks,

review the completed work and continue onto the next assignment. This will help the

students take initiative in learning more information more efficiently and develop the

sense of independence needed to achieve academic success. Finally, students experience

success because they stick with the challenging problems in order to find solutions

instead of giving up and taking the easy way out. This will strengthen their ability to

persevere through tough times.

2. Two examples of behaviors for which self-regulation would be appropriate for teacher

use would be a student who is constantly talking when the teacher is trying to instruct

other students. This is appropriate because the student is able to control the behavior

causing the issue, the problem and student are easily observed, the student has the
necessary skills to be limit conversation during lectures and the issue occurs frequently

during a given time period. Another example that would be appropriate is a student

caught by campus supervisors walking around during class time for longer than the five

minutes permitted to use the restroom. This would be an appropriate situation because

the student is able to control such behavior, the behavior and student is easily observed,

the student has the necessary skills to perform the target behavior and the problem occurs

frequently during a given period of time.

3. Two examples that would not be appropriate for self-regulation techniques would be a

student sometimes throwing a tantrum in class when he is told to do his work. This is not

an appropriate case because the behavior does not occur at a given time. There are some

good days, but there are also bad days and those cannot be predetermined. Also, a

student who curses at his teachers and administration and poses a threat to other students.

These would not be appropriate because the behavior is influenced by anger management

deficiencies and the student does not know how to control them yet.

4. The four strategies highlighted in this Module are accompanied by advantages. Self-

monitoring is beneficial because of the increase and/or decrease in the frequency,

intensity or duration of the existing behavior, the teacher is able to conserve time,

immediate feedback is available and student engagement is increased. Self-instruction

utilizes teacher time efficiently, provides students the element of control over learning

and it requires minimal amount of time to maintain skills once they are developed. Goal

setting offers structure, provides feedback on progress and motivates performance. Self-

reinforcement results in substantial improvement of performance, it actively involves


students in their learning environment, teaches independence and it instills greater

changes than teacher-imposed rewards.

5. Alexandra and Zach will find the best assistance in self-directed behavior techniques to

become independent learners. They can gain these skills with the support of the teacher

and participating in these guidelines. Once a technique is learned, it is important they

stay consistent and disciplined throughout the process.


Reference

The IRIS Center. (2008). SOS: Helping students become independent learners. Retrieved

from https://iris.peabody.vanderbilt.edu/module/sr/