Self-Instruction Training
To help students learn how to use self-instructions
it is helpful to follow a process of instruction. Following
a process helps to ensure that no critical elements
are left out. The following self-instruction training
is a four-step process.
1. Discuss the importance of verbalization –
Discuss with students how sometimes the things we say
can help us, but sometimes they can hurt us. We need
to focus on the positive in order to obtain a positive
result.
2. Develop meaningful, task-appropriate self-statements
– It is essential that these statements be meaningful
to the student. Having the student put the self-statement
into their own words will make them more significant.
The self-statements can be specific or general as long
as they are appropriate and will positively impact task
progress.
3. Modeling use of self-statements – Modeling
is a crucial step in the training process. Students
need to be shown how to use the self-statements appropriately.
Having peers model the process can be highly effective.
4. Collaborative practice in using the self-instructions
– Through the use of scaffolding and guided practice,
students can be shown how to use self-statements in
suitable situations and how to generalize them to new
situations. Initially, teachers will set up situations
for students to use self-statements. Teachers will prompt
and assist students use these statements. Gradually
this assistance will be faded and students will be allowed
to use their self-statements independently.
