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Students Speak: What Is Self-Monitoring and Self-Checking?

What exactly does it mean to monitor and check our work? Self-monitoring and self-checking are two executive function areas that are often overlooked and not explicitly taught. In the SMARTS curriculum, these areas are clearly defined and modeled for students.

  • Self-monitoring is an ongoing process of noticing what one is doing.
  • Self-checking is the process of finding and correcting mistakes in one’s work.

What do students think about self-monitoring and self-checking? Throughout ResearchILD’s Student Ambassador Program this fall, students were encouraged to collectively think about their thinking and how executive function processes impact their day-to-day experiences in school and at home. Here are some of their ideas about what self-monitoring and self-checking mean to them:

Students Speak: What do self-monitoring and self-checking mean to you?

  • “Checking my language and tone while speaking with various people/making sure I recall certain facts.”
  • “Correcting and checking your own work.”
  • “Self monitoring and self checking is how to act in different environments.”
  • “Self-monitoring means having the ability to change how you act in different places or situations. Self-checking means the ability to make a list to keep you organized for whatever activity you are doing.”

Students Speak: What is one way that you monitor your progress or self-check?

  • “I look back on myself and my actions and try to think if they were smart or not.”
  • “I make a list.”
  • “Plan ahead and adjust accordingly by making mental checks to complete each day.”
  • “One way that I monitor my own progress or self-check is by saying to myself what I have to do for the activity I am doing.”

How to Encourage Students to Self-Monitor and Self-Check

Students struggle with self-monitoring when they don’t check what they are doing and have trouble setting goals for themselves. Strategies that improve self-awareness can help strengthen students’ ability to self-monitor and refocus.

  • Be clear about which materials students need to bring to and from school.
  • Set aside time for self-checking at the start and end of the school day and after students complete assignments.
  • Utilize theater games and literacy activities, such as Reader’s Theater, to help students monitor their tone, voice, and actions. 
  • Attend our free webinar on May 10: Executive Function and Self-Checking: Helping Students Learn from Their Mistakes. Learn more and register
  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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