ABSTRACT
Children are taught to make innumerable discriminations. The teaching strategy to assist pupils to acquire such skills is comprised basically of selecting, scheduling, presenting, confirming, reinforcing, recording, and evaluating. Traditionally, teachers have been assigned or have assumed the responsibility for administering each of these educational components. In elementary schools teachers have, except in rare instances, selected what was to be taught, when it was to be scheduled, how the material was to be presented, how the pupil's behavior was to be confirmed, reinforced, recorded, and evaluated. The amount of pupil involvement and the extent to which this involvement is incorporated into the math and science curriculum is dictated only by the ingenuity of the teacher. Several projects have been conducted wherein troublesome behaviors have been decelerated and performance at a low rate has been accelerated by scheduling various pupil-management components.
