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Self-Monitoring
A Look at SELF-MONITORING

“If I had to select one quality, one personal characteristic that I regard as being most highly correlated with success whatever the field, I would pick the trait of persistence, determination. The will to endure to the end, to get knocked down 70 times and get up off the floor saying, “Here comes number 71!”                 
                                                                                                                                                                                                               Richard M. Devos

 
 
According to Costa and Kallick, self-direction transcends all subject matter commonly taught in school and characterizes peak performers in all walks of life. Self-monitoring during self-direction for students might sound like:
  • “This is complicated. No more TV until I’m finished!”
  •  “OK. So…in my own words, what did I just read?”
  •  “I didn’t understand that idea.”
  •  “I can’t figure this out. Where can I find more information?”
Self-monitoring people think about their thinking, behavior and progress. They demonstrate initiative and perseverance when stuck. In the classroom the teacher needs to set the climate for allowing self-monitoring. A conscientious effort needs to be made on the part of the teacher to promote reflection when planning curriculum, instruction, and assessment.
 
Students should learn to trust themselves. They can determine where they are having difficulty in accomplishing their goal.
 
  • Are they capable of the task?
  • Are they sincere about completing the task?
  • Are they reliable or organized enough to do the task.
Teachers can support students while determining the breakdown or difficulty leading to a lack of progress. Intervention should be targeted at the stumbling block.
 
Building and reinforcing habits that help students focus attention, self-monitor progress and persist in seeking help will strengthen self-direction. Some may need concrete support with resources. Finding a hook to reignite interest encourages others to self-instruct. Tools to monitor their attention and focus may be required for some. After modeling and providing support a gradual release of responsibility can be given to students.
 
Ownership of the self-monitoring process creates a vehicle for accomplishing tasks. Metacognition, thinking about your thinking, is necessary during this vital component of self-direction. Individuals skilled in self-monitoring generally achieve personal success.
 
 
Written by: Kimberly Brown, Mary M. Gavaghan, Donna Lawrence
Digital Age Literacy Coaches, MSDLT
 

STRATEGIES

SELF-MONITORING involves "Thinking About Your Thinking" or Metacognition)
During the SELF-MONITORING phase, being aware of the word METACOGNITION & the process of “thinking about your thinking”, will be helpful. As you &/or your students chart progress in any task or project encountered, being metacognitive will involve: questioning….connecting…visualizing…predicting…clarifying…& determining the importance of the work being done.

(Good references to learn more about each of these strategies are: Mosaic of Thought, Strategies That Work, or I Read It But I Don’t Get It)
DURING the task, unit, day:
  •  Provide strategies for & encourage time management & benchmarking
  • Provide opportunities & tools for self-testing & record-keeping
  • Provide tools for self-monitoring
  • Model self-directed behavior for students.
  • Give tasks that require paraphrasing, summarizing, creating metaphors, etc.
 Time management & benchmarking:
 

Opportunities for self-testing & record keeping: 

  • Go from written to verbal
  • Purposeful
  • Consistent
  • Teacher will give a lot of structure & verbal input. 
  • Gradually, the scaffolding is removed & the students begin doing this with small groups or partners.
  • Evaluate why/how you arrived at a certain answer. (Confront the WHYS….misconceptions)
 
Self-monitoring:
  • Metacognition: “Am I doing well? “, “Am I using my time wisely?” 
  • Students may benefit from doing some data collection on their STUDY HABITS. 
       (start time, work environment, “I was distracted by…”, goals for session vs. what was actually   
       accomplished, & then, a reflection. (One or two comments/sentences). Then, follow up the activity by, 
                doing some problem-    solving.
  • Self-directed students may record their own grades over a period of time.
  • Teacher, Monitor student progress as the student proceeds through the project.