For Creating An Effective Self-Monitoring Plan
A step-by-step description on designing a highly accurate goal oriented self-monitoring plan. The process has been broken down into small steps that will allow you to transform your goals into a clear, concise, and effective personal feedback strategy.
Define Behavior to Monitor
Start by selecting the positive behavior traits that you wish to monitor
Self-Monitoring can also focus on negative behaviors that you want to decrease
Organize Your Data
Choose a Method or Medium to Record Self-Monitoring Results. Keeping a record isnt necessary but it is more effective if you do.
This could be a Questionnaire,
a Rating Scale,
a Frequency Count.
Tip: Keeping a written record will help track trends and provide better insight into effective change
Choose a Schedule
Determine how often you will self evaluate, this could be daily, weekly, per-class, transition points between subjects, or fixed intervals.
Whatever your schedule stick to it and make adjustments when required
Decide on a Reward
Once you've decided what to monitor and how often. You need to choose some sort of reward to positively reinforce the desired behavior change.
Conduct Periodic Accuracy Checks
Check your self-evalaution against your initial goals and targets. Ensure that you have been recording your findings accurately.
Tip: It is often necessary to perform more checks when first starting
Relax the Self-Monitoring Plan
Once the behavioral goals have been achieved the self-monitoring can be relaxed or simplified. This could be done by reducing the number of items to record, or the frequency of monitoring.
Tip: Relaxing the self monitoring ensures that it is sustainable long-term.
Self monitoring can be a difficult task to effectively accomplish since it requires self-judgement which is often skewed or biased by our own influences and perceptions.
Self Monitoring is a great and meaningful source of insight and information for an instructor.
- Personal Bias - Non-Objective Observation - Misinterpretations of Student Reactions -Your Own Reactions May Interfere
- Monitoring is Customized - Convenient - Flexible -Adjustable Based On Evolving Goals -Observations are Private
Since teachers are monitoring their own performance when they teach. The instructor should reflect after each lesson(s) and reflect on their desired behaviors and target goals. This provides the best opportunity to assess the good and needs improvement portions of the session. An instructor should keep a log in order to effectively track improvement and trends towards goals.
BAUWENS, J. (1996). CO-TEACHING: SELF-EVALUATION CHECKLIST. Retrieved 12 13, 2016, from Parents Teachers: http://parents-teachers.com/cgi-bin/library/jump.cgi?ID=2363 Boston Public Schools. (n.d.). Self Assesment. Retrieved 12 17, 2016, from Boston Public Schools: http://www.bostonpublicschools.org/Page/193 Brookhart, S. M. (2008). How to Give Effective Feedback to Your Students. Retrieved 12 14, 2016, from ASCD: http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-Purposes.aspx Education Scotland. (2014). Self-evaluation. Retrieved 12 16, 2016, from Education Scotland: http://www.educationscotland.gov.uk/professionallearning/clpl/selfevaluation.asp Oxford Learning Institute. (2016, 2). Evaluating your teaching. Retrieved 12 18, 2016, from Oxford Learning Institute: https://www.learning.ox.ac.uk/support/teaching/resources/evaluate/ Pant, N. (2005). A Teachers Self Assessment. Retrieved 12 18, 2016, from REACHA: http://www.reacha.org/a-teachers-self-assessment Wiggins, G. (2012). Seven Keys to Effective Feedback. Educational Leadership, 70(1), pp. 10-16. Retrieved from ASCD: http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx Wright, J. (2013). How To: Teach Students to Change Behaviors Through Self-Monitoring. Retrieved 12 17, 2016, from Intervention Central: http://www.interventioncentral.org/node/961544