Self-Monitoring Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Use this lesson plan to teach your students about self-monitoring. Start by showing your class our video lesson that defines and explains the theory, then outlines research and gives examples. Weave in discussion questions before having students do an activity to apply concepts.

Learning Objectives

After this lesson, students will be able to:

  • define 'self-monitoring theory'
  • explain the research supporting self-monitoring theory
  • discuss the value of self-monitoring theory


1 - 1.5 hours


  • Copies of the lesson quiz, one for each student
  • Paper
  • Pencils

Key Vocabulary

  • Self-monitoring
  • Executive functioning
  • High self-monitors
  • Low self-monitors

Curriculum Standards

  • CCSS.ELA-Literacy.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

  • CCSS.ELA-Literacy.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

  • CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.


  • Start the lesson by dividing students into partner pairs and asking them to discuss a time they felt strong emotions but chose to keep them in check. Give an example to demonstrate.
  • When students are finished discussing, allow a few to share with the class.
  • Tell them that the experience of reigning in strong emotions is a form of 'self-monitoring.' Write the term on the board.
  • Now start the video lesson Self-Monitoring in Psychology: Definition, Theory & Examples.
  • Pause at 1:20. Define 'self-monitoring' and 'executive functioning' then discuss:
    • Why is self-monitoring an important part of executive functioning?
    • What does executive functioning allow humans to do?
    • How did you use self-monitoring and executive functioning in the example you shared?
  • Resume the lesson and pause at 1:49. Write the 'Theory of Self-Monitoring' on the board and instruct students to copy into notebooks.
  • Have students determine which component of self-monitoring theory they used in their personal example and discuss with their partner.
  • Restart the lesson and pause at 5:10. Have students discuss the following questions with their partner:
    • What self-monitoring skills have you learned to use most recently?
    • How do you use self-monitoring skills in your everyday life?
    • Should teachers and other adults teach children self-monitoring skills? Why or why not?
    • What are some characteristics of high and low self-monitors?
    • Can someone be both a high and low self-monitor?
  • Play the 'Lesson Summary' then give students the lesson quiz to check comprehension on the topic.

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