Self-Monitoring+Strategy

=Self-Monitoring=

What is it?
Self-monitoring is a strategy that can be used to improve the behaviour and efficiency of a student. Self-monitoring focuses on student responsibility and autonomy (Polka Elementary School, 2011). It may be initialised by the teacher and supported by peers, but the final goal is for a student to practice self-monitoring with no outside prompting. There are several steps towards effectively implementing the self-monitoring strategy with a student (Foreman, 2008):


 * 1) Select and define the target behaviour. This could be student meltdowns / student violence / student inability to stay on task. This step should include the student if possible. But the student and the teacher can take note of the instances these behaviours occur and keep a record of them for later.

2. Student / teacher reflection. Ideally this should be done independently however when initialising the program it may be necessary for a teacher to talk through this reflection process. Questions can include ‘Why do I act like this? What are the consequences of my actions? How can I improve?” It is important for students to set personal goals in this section, and think about plans on how reach those goals.

3.Student & teacher then write up a contract with the goals and target behaviour in mind. For many students this can work in the form of a tally sheet. Here is an example of a completed self-monitoring sheet (Do2Learn, 2005): = =

4. Finally the next step takes place in the classroom where the student needs to be scaffolded into using the technique effectively. Set a benchmark to occur at regular intervals, for example every hour. At the end of each interval the student activates their reflection time, goes over their tally sheet to see how they have been going, and where they might improve. Over time use the fading technique, and slowly increase the time between each refection benchmark, for example every lunch break, every day, every week.

Students must be taught to self-evaluate their success, to try and rise to the challenge of the target but not feel defeated if they don’t reach it. In theory the internalization of these skills increases over time, so the more the student practices them on paper the more inclined they will be to practice them in their own mindset (Webber, J., 1993). To make self-monitoring most effective, strategies should be used constantly and overtly at first and then less frequently used as the student begins to show signs of improvement.

Self-monitoring has been used successfully by individuals with disabilities to acquire or modify a range of academic and social behaviour’s. In essence self-monitoring in this form is a lot like behavioural training, only it places a lot of the power with the student, it’s almost like providing them with a choice and seeing that their choices have positive or negative consequences.

Foreman, P., (2008) //Inclusion in Action,// Cengage Learning Australia Pty Limited

Webber, J., (1993) Research on Self-Monitoring as a Behavior Management Technique in Special Education Classrooms: A Descriptive Review, //Remedial and Special Education,// Vol. 14 p38-56 =Do2Learn, retrieved July 17th 2011, [] = =Polk Elementary School, //Self-Monitoring,// Retrieved 18th July 2011, [] =