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Lan, William. (2005). Self-monitoring and its relationship with educational level and task importance. Educational Psychology, 25 (1), 109-127.

Ontario Ministry of Education. (2015). Health and physical education: The Ontario curriculum grades 1-8. (Ontario Provincial Government) Ontario: Canada. Government Printing Office.

Otero, T. L., Haut, J. M. (2016). Differential effects of reinforcement on the self-monitoring of on-task behavior. School Psychology Quarterly, 31 (1), 91-103.

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Educators should consider when implementing self-monitoring skills:

Consider developmental characteristics of students when teaching self-monitoring strategies/building self-monitoring strategies

Lan (2005) article supports the notion that students were motivated to use self-monitoring skills to improve learning when prepared for quizzes and final exams rather than in regular classroom conditions

Otero & Haut (2016) article success of the strategies when monitored and reinforced by educators and professionals

The educators noted that students were not able to internalize the strategies in other times or settings

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Self-Monitoring and its Relationship with Educational Level and Task Importance 

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Self-Monitoring and its Relationship with Educational Level and Task Importance 

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William Lan
(2005, p. 109-127)

Identified six self-monitoring strategies used by student

Found low involvement in self-monitoring at all educational levels

Results of the study:

1. Older students used more complex self-monitoring strategies more frequently

2. Self-monitoring increased with task importance

3. Students that lacked self-monitoring skills during a difficult tack they attributed to the lack of a system of self-monitoring

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Differential Effects of Reinforcement on the Self-Monitoring of On-Task Behavior 

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Differential Effects of Reinforcement on the Self-Monitoring of On-Task Behavior 

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by: Tiffany L. Otero and Jillian M. Haut
(2016, p. 91-103)

Self-monitoring is a strategy commonly used to develop self-regulation skills

Testing students ability to self-monitor with or without reinforcement

Results of the study:

1. Students performed better self-monitoring skills when they were being watched & rewarded for using strategies

2. Strategies when monitored and reinforced by educators and professionals

3. Downfall of the results: students were not able to internalize the strategies in other times or settings to promote further academic engagement

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Self-Regulation in the Classrooms:

Step-by-Step: Teaching Students to Self-Monitor

Math Homework Self-Monitoring of Self-Regulation

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Parenting Science

hand in hand

Marshmallow Experiments

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Click Zoom shares a quick recap of how the game is played

After playing the game a few rounds the traditional way, switch things up

Ex. Have the kids run when you say "red light" and stop when you say "green light"

New rules allow students to actively think about and practice breaking a habit

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Mother May I? and Freeze Dance

Hand the reins over to your students after they get the hang of it

Independence encourages self-regulation

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Mission Be Teaching Mindfulness and Neuroscience

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"Release" is the 2nd in our series of Mindful Shorts, and it focuses on stress and anxiety as experienced by middle school kids.

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Why They Are Fundemental

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Self-Regulation Skills: Why They Are Fundamental

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Learning Skills

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Is the ability to control ourselves...

It covers our actions and emotions

Stronger self-regulation means more likely to act in our own best interest

For example: we'll exercise more, eat better foods, go to sleep on time, won't melt down when things don't go our way

Research tells us self-regulation can be taught to students

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(The Ministry of Education, 2015, p.31-32)
-Participating in an activity
1. Students have goal or objective
-To accomplish that goal
2. Students choose from a variety of strategies
-The actions students do to accomplish strategies
3. Tactics

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(The Ministry of Education, 2015)
B.1 perform movement skills, demonstrating an understanding of the basic requirements of the skills and apply movement concepts as appropriate, as they engage in a variety of physical activities
B 2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities

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The Health and Physical Education: Curriculum Matters 

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The Health and Physical Education: Curriculum Matters 

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Movement Skills + Self-Regulation
(2015, p. 31)

Students develop strategies to apply to different contexts

Apply and transfer their skills to specific activities

Opportunities for practice and feedback

Learning to problem-solving and play active role in their learning