{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Chapter 10

Here is how sam waterson uses a selfinstruction cue

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: lping students control impulsive behavior and helping students manage academic and 36 social behaviors (Meichenbaum, 1972; Manning, 1991; Prater, 1994). Figure 10.2 (appears at the end of the chapter) contains some sample self-instruction statements for a variety of academic and behavioral self-management purposes. Self-instruction approaches like any strategy needs to be taught to your students. Although there are different approaches for teaching self-instruction routines, in general, you should model the self-instruction routine, allow students to practice these routines with feedback, and then provide cues as they try to apply them on their own (Manning, 1991). Here is how Sam Waterson uses a selfinstruction cue in his sixth grade classroom. • “I have a chart up in my room with the steps we follow when solving any problem. When we discuss a problem, I point to the steps and we work through them. Eventually, students don’t need me to guide them.” Coping skills approaches. Coping skills approaches attempt to teach students ways of coping with stressful or anger producing situations. In these approaches, students are typically taught to use positive self-statements, (e. g. “I can handle this.”) or calming visual images, while they employ some type of relaxation technique (e.g. “Take three deep breathes a...
View Full Document

{[ snackBarMessage ]}

Ask a homework question - tutors are online