To provide opportunities for self-direction, middle-school educators must offer an orchestrated development plan aimed at the acquisition of attitudes and skills that allow and promote self-direction. Self-direction and self-help are becoming increasingly necessary as "high-tec" cultures move forward. Self-directed learners exhibit initiative, independence, and persistence in learning; accept responsibility for their own learning; are capable of self-discipline and have a high degree of curiosity; possess a strong desire to learn and to change; are self-confident; are able to use basic study skills and organize their time; and enjoy learning and have a tendency to be goal oriented. Movement toward an increase in self-directed learning is a viable task. Directed discourse/discussion is an effective tool for the implementation of an effort to make students aware of the options, goals, and objectives of self-directed learning. Students need opportunities to act on decisions driven by their attitudes toward expanding and changing their role as a learner in the schooling environment. A move toward the development of self-direction in learning may well set in motion the evolution of the self-directed teacher. (Contains eight references.) (RS)