Student Self Monitoring
Self-regulation is a set of executive functions that allow children to independently monitor, evaluate, and modify their own behavior in different settings. Self-regulation abilities can be taught, practiced, and assessed by the students themselves. These skills have been shown to improve academic as well as behavioral success in the school environment. One strategy used is student self-monitoring. Self-monitoring is a step-by-step procedure in which students monitor and self-record their own actions. Download a FREE worksheet for the step-by-step process at the bottom of the post.
TEACHING STUDENT SELF MONITORING
Self-assessment is beneficial to the students. It can help individuals meet a variety of goals including:
- assignment completion.
- performance evaluation.
- self-assessment of on-task behaviors.
- problem-solving.
- setting and tracking progress toward a goal.
These skills do need to be explicitly taught to help students understand and utilize this self regulation strategy. There are seven steps.
Self-Assessments and Checklists for Good Work Habits
Step One – Student Self Monitoring Define the Behavior
Monitoring our own behavior can be tricky, and it’s often helpful to have someone else’s perspective to help us identify when we’re engaging in the desired behavior and when we’re not. When self-monitoring a behavior, the teacher and student first need to agree on what the behavior looks like.
This might involve discussing what the behaviors leading up to the desired behavior are, as well as what the desired behavior looks like in different situations. The behavior should be written in a way that everyone can agree when the behavior is being displayed and when it is not.
Once the criteria for the desired behavior are agreed upon, the student can begin self-monitoring.
Examples of targeted behaviors to self monitor include:
– staying on task
– completing work in a timely manner
– completing work to the best of one’s ability
– paying attention in class
– not talking out of turn in class
– avoiding distractions
– taking breaks as needed
– following instructions
– adhering to class rules
– remaining seated during class
– raising one’s hand to speak
There are many different ways to self-monitor a behavior. The most important thing is to choose a targeted behavior that the student is motivated to change.
Step Two – Decide on Data Collection
There are many ways to collect data, depending on what you want to measure. For example, you can use a rating scale, a checklist, or a frequency count. Making a written record of the target behavior will help document changes over time. This will also help you measure progress.
Data Collection for Special Education Templates – EASY
Step 3: Create a Schedule
Create a schedule of went the student will self monitor. You can base this on the goal and data results. When or where does the target behavior need to be completed? Will you monitor the expected behavior before, during, or after the activity?
Step 4: Pick a Cue for Student Self Monitoring
The cue is an alert to let the student know it is time to self-monitor. This can be a visual cue at the end of a worksheet, an audio cue such as a timer, a vibration on a smart watch, etc.
The cue allows the student to be aware of their own behaviors and make choices about how to respond. The cue is an important part of self-monitoring, because it provides a constant reminder to the student that it is time to self-monitor. There are many different types of cues, and the best cue for each student will depends on their individual needs. Some common cues include setting a timer, using a visual chart, or wearing a special bracelet. Ultimately, the goal is to find a cue that is effective and unobtrusive.
Step 5: Decide Reward or No Reward
Intrinsic motivation comes from within oneself, while extrinsic motivation comes from external factors. Intrinsic motivation is self-driven and often more enduring than extrinsic motivation because it is self-sustaining. Extrinsic factors, such as rewards, can be used to supplement intrinsic motivation, but they are not always necessary.
It is important to consider whether or not an extrinsic reward would be beneficial for the student when self monitoring is complete. If the student is intrinsically motivated to reach the goal, then a reward may not be necessary. However, if the student is struggling to maintain self-motivation, an extrinsic reward may help to provide the extra boost needed to stay on track. Ultimately,, the decision of whether or not to use extrinsic rewards should be made on an individual basis.
Goal Sheets for Students
Step 6: Teacher Check Ins
Occasionally checking in on a student’s self-monitoring data is a helpful way for a teacher to gauge how well the student is doing. Self-monitoring data can provide insight into a student’s progress and help identify any areas where they may be struggling.
By comparing the results of their own observations with the student’s data, the teacher can get a more complete picture of what is going on. Additionally, this can help to build trust between the teacher and the student, as it shows that the teacher is interested in their success. Ultimately, occasional checks of self-monitoring data can be a valuable tool for teachers.
Step 7: Gradually Reduce Self Monitoring
As the student makes progress, being to fade self monitoring. Keep in mind, that many students who have ADHD find self-monitoring to be a helpful way to stay on task and avoid distractions. However, self-monitoring can be difficult to maintain over long periods of time.
One way to make self-monitoring more manageable is to increase the length of time between monitoring intervals. For example, if a student typically checks his or her progress every 5 minutes, he or she could increase the interval to 10 or 15 minutes. This will also help the student to stay focused while reducing the amount of time spent self-monitoring. In addition, it is important to be aware of when self-monitoring is most likely to be ineffective. For instance, self-monitoring may be less successful during periods of high stress or sensory overload.
CONCLUSION ON STUDENT SELF MONITORING
In order to help you get started, we’ve created a step-by-step checklist for self monitoring. This guide will walk you through the entire process of self-monitoring, from start to finish. You can download it for free below.
REFERENCE
Moohr, M. L., Balint-Langel, K., Taylor, J. C., & Rizzo, K. L. (2021). Practicing Academic Independence: Self-Regulation
Strategies for Students with Emotional and Behavioral Disorders. Beyond Behavior, 30(2), 85-96.
DOWNLOAD YOUR FREE STUDENT SELF MONITORING STEP BY STEP CHECKLIST
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