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  • SOS: Helping Students Become Independent Learners
Challenge
Initial Thoughts
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Why do you suppose Zach and Alexandra can’t stay on task and are so easily distracted? (Opinion Question: No Resources)

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

  • 1: Self-Directed Versus Teacher-Directed Strategies
  • 2: Self-Regulation
  • 3: Guidelines for Use: Who, What, When, Where, and Why?

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

  • 4: Self-Monitoring
  • 5: Self-Instruction
  • 6: Goal-Setting
  • 7: Self-Reinforcement
  • 8: Multiplying Success

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  • 9: References, Additional Resources, and Credits
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What techniques will help Alexandra and Zach become independent learners, and how can they gain those skills?

Page 7: Self-Reinforcement

Have you ever given yourself a reward when you accomplished a task, like eating a decadent dessert after making a deadline? This is called self-reinforcement and it occurs when individuals select a reinforcer and reward themselves for reaching or exceeding a criterion.

Benefits for Students

  • Crayons and notepaperSelf-reinforcement produces substantial improvement in performance.
  • The strategy actively involves students in their learning environment.
  • It serves to teach a skill beneficial to independent adult living.
  • Self-reinforcement creates greater changes than teacher-imposed rewards.

(Smith & Rivera, 1993)

Using a self-reinforcement strategy involves a four-step process.

Step 1: Set a Goal for Receiving Rewards

The teacher and students should set a goal that must be met if the student is to receive rewards. Goals should be clear and objective. For example, “Do better at math” is not a good goal; “Get 80% on my weekly test” is much better.

Teacher  speaking: Ok, to get a reward, you need to meet your goal for being in your seat.

Step 2: Select a Reinforcer

Next, select a reinforcer. If possible, involve the student in this process. Students know what is rewarding to them. One good way to do this is with a reinforcement menu.

  

Alexandria's looking at a list, the teacher says, "Whch of these do you think you'd like?


Step 3: Determine Student Evaluation Procedures

Determine how students will evaluate their work. For example, students may self-correct or bring their work to the teacher to check.

  

Alexandria filling out her tally sheet

Step 4: Administer the Reinforcer

This step may or may not be monitored by the teacher. For example, the student might check with the teacher first or simply self-reinforce if the goal is met or exceeded. It is important to remember that the student, not the teacher, should administer the reward.

Alexandria talking to the teacher, "Ms. Torri, I've met my goal and now I'm going to use my extra computer time."

  

For Your Information

Reinforcers are often more effective if the student is involved in the selection process. The teacher may ask the student to suggest possible reinforcers or may provide a reinforcement menu for the student to choose from or rank order. See the table below for possible reinforcers.

Tangible     Social     Activity-Related
  • Points or tokens
  • Stickers
  • Certificates
  • Popcorn
  • Choice of work partner
  • An extra 10 minutes during lunch
  • Free computer time
  • Extra recess
  • Office/ teacher helper
  • Line leader

Remember: What is reinforcing for students will vary according to factors such as age, personality, culture, and gender.

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