Name : Siti Aisyah

NIM : F1022181058

How to develop English teacher profession through self-monitoring?

Self-monitoring, or the capacity to observe (or measure) and evaluate a person's behavior, is an
important component of the executive function in human behavior. Executive function is part of the
cognitive process and includes a person's ability to relate past knowledge to present experience in
ways that allow individuals to plan, organize, strategize, pay attention to detail, and manage time.
Self-monitoring enables humans to measure the results of their behavior against a set of standards.
Self-Monitoring Theory of Expressive Behavior
Psychologist Dr. Mark Snyder found that self-monitoring served the following purposes:
To communicate emotional states
1) To communicate emotional states that are not necessarily in line with actual emotional
experiences
2) To hide an inappropriate emotional state and show apathy or a suitable emotional state
3) It appears to be experiencing appropriate emotions when the reality is apathy

The starting point in teacher development is an awareness of what the teacher has current
knowledge, skills and attitudes and using this information as a basis for self-assessment. Often in
performance appraisal agencies by managers or supervisors providing an outsider's perspective on
current levels of performance, based on classroom observations, student feedback, interviews, and
other sources of information. However, teachers too are often able to make their own judgments based
on the information they gather about their own teaching. Self-monitoring or self-observation exists for
this purpose and refers to activities in which information about a person's teachings is documented or
recorded for review or evaluation of teaching. Self-monitoring or self-observation refers to the
systematic approach of observing, evaluating, and managing a person's behavior to achieve a better
understanding.
Purpose and benefits of self-monitoring
Self-monitoring offers several advantages. It allows the teacher to create teaching notes that
he or she can use for a variety of purposes, as we will discuss in this chapter. It can also provide an
objective account of one's teachings. Although teachers usually feel that they have a good
understanding of how they approach teaching and what type of teacher they are, when given the
opportunity to review videotapes or transcripts a lesson, they are often surprised, and sometimes even
shocked, at the gap between their subjective perceptions and "objective" reality. For example, the
teacher may not realize that the explanations are not always clear sometimes there is excessive
explanation, the teacher speaks too fast, many students do not pay attention during the lesson, or that
the teacher tends to dominate the lesson and does not give students enough opportunity to participate.
Teachers may also not realize that they tend to talk to some students more often than others or that
they have some annoying behaviors, such as overusing "Yes," "Uh-huh," or true. " This example
illustrates how self-monitoring can help teachers better understand their instructional practice and
make decisions about practices they are not aware of and may want to change. This can help teachers
develop a more reflective view of teaching, i.e. moving from a level where they are largely guided by
impulses, intuition, or routine to a level where actions are guided by reflection and self-awareness.
Another advantage of self-monitoring is that it is teacher-initiated. Self-monitoring activities
are things that teachers can do in the privacy of their own classroom and the information collected
need not be shared with others. Self-monitoring thus shifts the responsibility for initiating
improvements in teaching practice (if improvement is needed) from an outsider, such as a supervisor,
to the teacher. This allows the teacher to arrive at his own judgment about what is working well and
what is not working well in the classroom.
Procedures used in self-monitoring
1. Lesson report
Lesson reports can be thought of as the opposite of a lesson plan. While the lesson plans
describe what the teacher wants to achieve in learning, the lesson plans try to record what actually
happens during learning. That usually finish as soon as the lesson is taught and note as many
important details the teacher can remember. Obviously, some aspects of the lesson cannot be
remembered accurately, such as the number of times students used a particular language item or the
variety of question types the teacher used during lessons, but some aspects can often be remembered
to a high degree accuracy. For example, the extent to which activities and materials are relatively
successful or not.
2. WRITTEN NARRATIVE
A written narrative story of a lesson, as the name suggests, consists of a descriptive summary
of the lesson. Sometime after the lesson is over, the teacher makes a report about what happened in
the lesson. Reports can be descriptive and reflective. In the descriptive section a summary is made of
what happened during the lesson without commenting or evaluating what happened. This narrative
section serves as a report than evaluation. In the reflective part of the narrative, the teacher critically
reviews what happened and comments on what could be improved or what could be learned from the
lesson. The length of the narration will be it depends on how much time the teacher wants to devote to
it and how much detail is included. For example, it could be in note form or in a more carefully
composed form. In addition, the mere act of sitting down and writing about a lesson often triggers
insights into aspects of the lesson that the teacher may not have had time to consider during the lesson
itself. The process of writing thus serves as a learning heuristic. A disadvantage of a narrative account
is that it may take time to complete and that it is by nature subjective and impressionistic and may not
address some important aspects of the lesson.
 Implement self-monitoring
1. Self-affirmation and teaching assurance can be difficult and sometimes a threatening activity.
Each new group of students faces challenges, such as teaching a new course or using a new
set of teaching materials. Although teachers can always find things about themselves that they
want to improve, most do things well all the time and monitor themselves is a relatively
stress-free way of defining those things. The results can help develop teacher self-confidence
and thus help reinforce a positive view of oneself as a teacher.
2. Identification of problems. As a result of self-monitoring, a teacher may find evidence of a
problem that he is not aware of. For example, the teacher may find that some students do not
enter into activities enthusiastically, or that students tend to switch to their mother tongue
during group work, or that students make unacceptably high levels pronunciation error. Once
the problem has been identified, the teacher can begin to study it in more detail and try
strategies to overcome it. This can lead to observing other teachers' classes to see if other
classes of teachers have the same problem. It can also suggest ideas for action research
3. Areas for improvement. Teaching is a process of continuous renewal and further
development, and self-monitoring can help identify areas for improvement. Once these are
identified, the teacher can decide what to do about them. For example, if a teacher observes
that many students less motivated during lessons, he or she may consider working with other
teachers in peer-coaching relationships.

A starting point in teacher development is an awareness of what the teacher's current knowledge,
skills, and attitudes are and the use of such information as a basis for self-appraisal. Often in
institutions a performance appraisal by a manager or supervisor provides an outsider's perspective on
current level of performance, based on classroom observation, student feedback, an interview, and
other sources of information. However, teachers are also often able to make such judgments
themselves based on information they collect about their own teaching. Self-monitoring or self-
observation is intended for this purpose and refers to activities in which information about one's
teaching is documented or recorded in order to review or evaluate teaching. Self-monitoring or self-
observation refers to a systematic approach to the observation, evaluation, and management of one's
own behavior in order to achieve a better understanding and control over the behavior. In everyday
life, people often make use of self-monitoring, such as when a person is on a diet and makes a record
of everything he or she eats and drinks each day.