What is Self Monitoring: Attention to Instruction
Brief description
One way to help students to be successful in conduct and academic participation is trough self-monitoring. Self-monitoring is when students monitor their own behaviors. In this intervention, the students track their own attention to instruction in 5 minute increments. The students will then meet with the teacher at the end of the day to share the monitoring results, and then possibly earn a daily or weekly reward.
Teachers job: Preparation
First, the teacher should identify when the student will be using the self monitoring package. Then, the teachers should develop a list of daily rewards to give to the students if they display positive behavior. The teacher also needs to have a timer the student can use at their desk to time themselves for the 5 minute increments. Finally, the teacher needs to meet with the student to introduce the self monitoring package. The teacher will go over how to use the timer, and train the student on how to self-monitor themselves.
Procedure
First, the students should have a timer and the on task, self monitoring sheet. Then, during the self-monitoring phase, the students participate in the academic activity. Once the timer goes off and the 5 minute interval is up, the student will mark a "Y" on the sheet if the student was on task, and a "N" if the student was off task. As the student is self-monitoring, the teacher will simultaneously keep track of the students behavior as well using the same sheet. Finally, to make sure the student is being honest, the teacher will compare the students sheet with their sheet. If the students are on task 80 percent of the time, and there is 100 percent agreement then the student may receive some type of reward at the end of the day.
Troubleshooting
Instead of setting the timer for 5 minute intervals, the teacher may want to start at 3 minute intervals, and the students can work their way up to 5 minute intervals as better behavior increases. Another thing teachers may do is give students rewards with 60 percent of on-task behavior instead of 80% behavior. The teacher will set the goal with the student depending on the students needs.
One way to help students to be successful in conduct and academic participation is trough self-monitoring. Self-monitoring is when students monitor their own behaviors. In this intervention, the students track their own attention to instruction in 5 minute increments. The students will then meet with the teacher at the end of the day to share the monitoring results, and then possibly earn a daily or weekly reward.
Teachers job: Preparation
First, the teacher should identify when the student will be using the self monitoring package. Then, the teachers should develop a list of daily rewards to give to the students if they display positive behavior. The teacher also needs to have a timer the student can use at their desk to time themselves for the 5 minute increments. Finally, the teacher needs to meet with the student to introduce the self monitoring package. The teacher will go over how to use the timer, and train the student on how to self-monitor themselves.
Procedure
First, the students should have a timer and the on task, self monitoring sheet. Then, during the self-monitoring phase, the students participate in the academic activity. Once the timer goes off and the 5 minute interval is up, the student will mark a "Y" on the sheet if the student was on task, and a "N" if the student was off task. As the student is self-monitoring, the teacher will simultaneously keep track of the students behavior as well using the same sheet. Finally, to make sure the student is being honest, the teacher will compare the students sheet with their sheet. If the students are on task 80 percent of the time, and there is 100 percent agreement then the student may receive some type of reward at the end of the day.
Troubleshooting
Instead of setting the timer for 5 minute intervals, the teacher may want to start at 3 minute intervals, and the students can work their way up to 5 minute intervals as better behavior increases. Another thing teachers may do is give students rewards with 60 percent of on-task behavior instead of 80% behavior. The teacher will set the goal with the student depending on the students needs.
Student Profile
In my third grade classroom, I have a student who has a hard time staying focused. This student is on the spectrum, and needs constant reminders of what his job is and what he should be doing. He is very intelligent when he gets his work done, but its staying on task and completing the work that he struggles with. I think that this intervention would help this student because he is very capable of doing the work, but just needs constant monitoring. Self-monitoring would help him monitor his behaviors. The only thing I would need to modify is maybe setting the alarm for every 10-15 minutes. This student is very slow at writing, so I think having to circle Y or N would take him some time. I want him to be completing, and staying focused on the academic task, not worrying about having to set the alarm so many times and writing in his results.
Visual Representations
The image to the left is the On-Task Self-Monitoring Sheet. This sheet is given to the students to fill out as they are completing their academic tasks. First, they need to figure out how long they are going to set the timer for. For example, the student may set the timer in 5 minute increments. Then, once the timer goes off, the students will fill out one of the lines every 5 minutes and check "Y" if the student is on task, and "N" if the student is off task.
Content Areas
This intervention could be used for all content areas. The student could carry the self-monitoring sheet with them to every class. However, I would not use this intervention during gym because gym is hands on and active. It would take too much time for them to accurately fill out this sheet.
