Running head: IRIS SOS Ricks !

Caleb Ricks

IRIS Module SOS

ITL 604

25 May 2019
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Why do you suppose Zach and Alexandra cannot stay on task and are so easily distracted?

I believe Zach and Alexandria cannot stay on task and are easily distracted because they both

have a learning disability. As the module suggests, Ms. Torri has noticed that both Zach and

Alexandria are performing at grade level and are intelligent. The issue, however, is their

performance in the classroom. According to Slavin (2018), students with learning disabilities can

have normal to gifted intelligence but may experience hyperactivity, difficulty with self-

motivation, over-reliance on teachers and peers to complete assignments, and disorganization. Of

course, we as teachers do not have the knowledge or experience to diagnose learning disorders,

but from what I gather from Slavin (2108), Zach and Alexandria may have ADHD, which

“includes impulsive actions, attention deficits, and sometimes hyperactive behavior.” To me, this

would make the most sense because Zach and Alexandria have difficulty completing assignments

and staying focused, not understanding the material.

What might Ms. Torri consider to help her students stay on task and also help her regain

some lost instructional time?

Continuing with the idea that Zach and Alexandria have ADHD or another learning disability, I

believe that Ms. Torri should approach the situation in the way she would for a student who has

ADHD. Slavin (2108) suggests multiple steps in helping students with ADHD stay on task.

These steps include: clearly outlining classroom procedures, establishing seating arrangement to

prevent distractions from assignments, provide opportunities for hyperactive students to be

active, and ensuring to reward positive behavior without punishing behavior caused by ADHD

(Slavin, 2018).
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Discuss three advantages of using a self-directed behavior strategy rather than using a

teacher-directed behavior strategy.

Self-directed behavior strategies provide students with the responsibility to monitor and regulate

their own behavior rather than having the teacher monitor student behavior. Not only does this

free up the teacher’s time and allow the teacher to assist students rather than monitoring

behavior, but it also teaches students the valuable skill of self-monitoring. This teaches the

students responsibility, empowers the student by making them the leaders of their own actions,

and encourages self-control.

Give two examples of behaviors for which self-regulation would be an appropriate choice

for a teacher to use. Explain why they are appropriate.

One example of self-regulative behaviors that could be used in the classroom would be goal

setting. For example, if I as a teacher made it a class goal that by the end of the week, every

student would have their rough draft of an essay complete, then this will allow students to self-

regulate their progress. Those who finish early may move onto the next step, such as editing.

Because students will be self-regulating, this will allow me to move about the room and assist

students who are struggling with their writing either individually or in small groups. A second

example of self-regulation would be for students to complete worksheet pages from a workbook

that correlates to a text that we have read in class. This will provide students the opportunity to

work independently and to complete the expected assignments and tasks before moving on to the

next assignments or questions.

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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.

In order for self-regulation to be successful, a teacher needs to be aware of his/her individual

students behaviors. Obviously, students who argue often with their peers or students who have a

habit of being in their phones during class may not be best at self-regulating. A student who often

gets into fights with other students shows that he does not have the proper discipline to regulate

his problem behavior and therefore would make a poor self-regulating student. Also, if a student

is constantly being punished for not completing her assignments due to daydreaming or

socializing with peers during class, then this student would also be a poor candidate for self-

regulation as she would remain unfocused during class.

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

Self-monitoring is a self-regulation strategy that teaches students to assess their own behavior

and record the results. Self-monitoring allows students to receive immediate feedback regarding

their behavior and to track the progress of their behavior over time. Self-instruction requires

students to teach themselves an activity by talking themselves through it. Self-instruction allows

students to have control over their own instruction and does not take a long time for students to

develop the necessary skills for self-assessment, making it a time-efficient activity. Goal-setting

offers students a sense of structure for their learning and motivates students by providing a

marker to strive for. Lastly, self-reinforcement actively involves students in their learning

environments and has been proving to increase student success.

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What techniques will help Alexandra and Zach become independent learners, and how can

they gain those skills?

I believe that self-reinforcement may be a successful technique that would help Alexandra and

Zach become independent learners. Because they have difficulty staying in task and completing

the assignments, setting a goal for both of the students, such as having the assignment complete

by the end of the week, will provide a goal to strive for. I would then select a reinforcer for each

student to strive for, such as a “free homework pass” or extra credit. I would then have the

students evaluate their work through self-correction and then reward the reinforcer. 

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References

Slavin, Robert E. (2018). Educational psychology (12th ed.). New York, NY: Pearson.