The paper "Self-Management Strategies " is an outstanding example of management coursework. Self-management involves setting goals and managing time and is a skill that helps one throughout their life. Developing concentration skills and motivation are essential in overcoming the lure of procrastination (Malott, 2005). To students, effective self-management provides them with more opportunities and helps them get involved in fun school activities and avoid stress. Self-regulation is a critical skill in self-management as it refers to individuals directing, controlling and monitoring their learning aspects by themselves. Wood et al. (1998) observe that self-management plans teach students to assume active roles in reinforcing and monitoring their behavior and independently complete tasks.
Fostering independence and self-reliance is an important goal in education. Before any problem behaviors happen, self-management strategies can be executed (Nelson et al. 1991). Self-management strategies can be used to decrease problem behavior as well as improve academic performance, time-on-task, and productivity. As children grow into adulthood, they develop critical success skills engendered by practical abilities of self-management strategies (Gumpel & David, 2000). Evaluating progress, monitoring behavior and setting goals are essential elements of self-management.
Self-management consists of self-reinforcement, self-evaluation and self-monitoring (Wood et al. 1998). For example, a student engaging in self-monitoring observes his or her behavior; records on a data collection form its occurrence and evaluate progress in developing graphs from the data. As they work towards those goals, students to set their objectives encouraged by self-evaluation strategies as they compare their current performance (Watson & Tharp, 1997). Self-reinforcement strategies are often used with both self-evaluation and self-monitoring. By determining how he or she will evaluate progress, a student takes an active role in delivering a reinforcer to himself or herself hence utilizing self-reinforcement strategies towards a particular goal. Personal responsibility and self-management are skills students learn and not characteristics present at birth as they do academic skills or social behavior (Watson & Tharp, 1997; Worthington, 1977).
Students are taught to be conscious of their conduct, the magnitude of a behavior matching those expectations and the teacher expectations (Stevens & Levi, 2005). With the increase in self-awareness among students, they produce positive outcomes and learn to adjust their behavior to meet the standards.
Students experience greater academic success while teachers' classroom management duties are lightened as they assume responsibility for their actions. Benefits of Self-Management Self-management strategies engage students in self-reinforcement, self-evaluation, and self-monitoring and are intended to build a student’ s independence and abilities. Developing a feeling of control over one’ s behavior extols the power of self-management (Stevens & Levi, 2005). The power of a reinforcer is often decreased in an attempt to control a student’ s behavior hence a problem behavior more likely to occur and the self-management plan made less efficient.
Evidence from participants exposed to self-management tactics has shown improved accuracy study habits, productivity, and academic performance despite the self-management training ethical and practical challenges in conducting research (Gumpel & David, 2000). Young et al. (1998) affirms that using both scientific methodology and logical thinking, and students have gained meaningful practice and developed test-taking skills through class participation. The benefits of self-management have been increased the ability of participants to reduce off-task behavior in class, better cope with panic attacks, reduce nail-biting and teeth grinding and over-eating. Worthington (1977) observed that with the use of self-management assignments students reported high satisfaction while knowledge of behavioral-change procedures.
The use of self-management techniques increased and (Bennett-Levy et al. , 2001) so are the skills in dealing with clients. The correct use of self-evaluation and self-monitoring procedures for appropriate classroom behavior is administered by teacher reinforcement. Tichenor (1977) suggests that student self-reinforcement such as self-praise gradually replaces the teacher delivered reinforcement as students become proactive in the use of the self-management strategies. Self-management strategies are interactive, distinct programs that are inseparable. For example, self-evaluation and self-monitoring with reinforcement frequently occurring, repeats a cycle ad often follow one another (Kazemi et al.
2004; Tichenor, 1977).