The Metacognitive Student

Metacognitive Student Book Support students academically, socially, and emotionally Alyssa Gallagher James Savage Richard K. Cohen

Support students academically, socially, and emotionally

Metacognitive Student Book Support students academically, socially, and emotionally Alyssa Gallagher James Savage Richard K. Cohen
Metacognitive Student Book Support students academically, socially, and emotionally Alyssa Gallagher James Savage Richard K. Cohen

What if it was possible to support students academically, socially, and emotionally? The authors dive deep into what and how of structured SELf-questioning. In researching the authors found one strategy that could assist in develop students into thriving thinkers who are confident, healthy, adaptive, and resilient.

The goal after reading is to:

  • Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both.
  • Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL).
  • Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level.
  • Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context.
  • Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school.

“Regardless of your role in education or mental health, read this marvelous book to learn how you can give the young people under your influence and care the strategies they will need for success in every aspect of their lives.”

foreword by Maurice J. Elias

About the Authors: 

Richard K. Cohen is a first-time author, assistant superintendent of Metuchen School District in New Jersey, Co-Adjunct Faculty for Rutgers University, and educational consultant ( He is former principal of Red Bank Primary School in New Jersey. Prior to Red Bank, Rick was the founding director of a new bilingual school, Colegio Americano, in San Salvador, El Salvador. Rick began his teaching career as a Teach for America corps member in 1996 in Phoenix, AZ. Rick’s first formal teaching assignment was in juvenile detention centers in Washtenaw County Michigan as a University of Michigan Project Community service-learning student facilitator. His educational experiences range from working in predominantly low-income minority schools as a middle and high school teacher, vice-principal, and principal for predominantly under-resourced traditional public and charter schools, to a teacher, director, and assistant superintendent of some of the most affluent and high-performing public schools in New Jersey and private schools in El Salvador. Rick’s work infusing academic state standards and SEL skills together along with evidence-based character education has won National and State (NJ) School of Character Awards and a National Promising Practice Award from Rick’s work has been published in’s The Eleven Principles of Effective Character, Edutopia and NJEA Review’s Great Ideas Column. Rick has served as a leader of SEL at the district, county, state, and national levels. He has provided training on embedding SEL into state standards-aligned curricula throughout the United States as well as served as a presenter on SEL for numerous professional organizations and universities throughout NJ. Rick Cohen received a bachelor’s degree in political science from the University of Michigan and a master’s degree in educational administration from Rutgers University.

James Savage is a term assistant professor at George Mason University in Fairfax, Virginia. He received his MFA in fiction from George Mason in 2005 and his MA in liberal arts from St. John’s College in 2009. He is currently teaching various writing courses and pursuing a Ph.D. in writing and rhetoric. His research interests include metacognition and transfer, language justice, and circulation studies/memory studies.

Susan Stevens is an educational consultant living in Saint Augustine, Florida. Her teaching experience spans private, public, and international schools, as well as homeschool. Susan’s thirty-one years of teaching are roughly divided into halves: she spent one half teaching grades preK–12 art, including AP levels, and the other half teaching grades 3–12 English language arts. Susan served as curriculum coordinator for early childhood through middle school at Country Day School in Costa Rica and was a language arts curriculum team leader at both Country Day School and International American Academy in Guayaquil, Ecuador. Her mission as a teacher is to inspire a joyous exuberance in learning—especially in reading conjoined with writing to learn and communicate important ideas.