Self- Monitoring Tools

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The following self-monitoring tool is good activity to use with students to help them become accountable for their learning and academic success.  Have the students complete the self-assessment tool after each lab, lecture topic, or clinical.  Students submit their self-assessments each week to their mentor.  Then have students complete the post exam self reflection after each exam or clinical evaluation.  The results of these self-assessments can be beneficial talking points during meetings when discussing students’ progress toward goals.

Sample Student Self-Assessment Tool

Topic: ___________________________

Name: ___________________________      

Date: ____________________________

Before you leave lab, class, or clinical today, estimate your percentage of mastery for each objective listed below.

% of Mastery             Objective

___________         ____________________________________________________

___________         ____________________________________________________

___________         ____________________________________________________

___________         ____________________________________________________

___________         ____________________________________________________

Sample Post-Exam/Clinical Evaluation Reflection Sheet

Name: ____________________________                 Date:________________________

How much did your self-assessment sheet mastery percentages affect your exam preparation time?  Please check one response below.

            ____Not at all

            ____Somewhat

            ____   It had impact.  I knew what I had to do.

            ____    It impacted my preparation very much

Comments:

How would you rate your performance on this exam? Exam Score: __________

            ____    I did as expected.

            ____    I did much better than expected

            ____    I did below what was expected.

Comments:

Resilience Self-Assessment

Another aspect of mentoring is assisting students in becoming resilient and developing a growth mind-set.

1. Watch TED talk on GRIT and Power Poses with students.  Discuss their reactions to the videos (see resource page)
2. Have students take the “How resilient are you quiz?” on the MindTools website.  https://www.mindtools.com/pages/article/resilience-quiz.htm
3. Have students complete the GRIT quiz located in this toolkit.  GRIT is a term coined by Angela Duckwoth to describe a combination of passion and persistence that leads to outstanding achievement.  Duckworth believes GRIT, not talent, is the key to success.
4. Review the quiz results with the student and have the student identify areas for which they wish to address.
5. Have students rank the items in priority and develop a resilience plan.
6. Examples of activities that may be included in the resilience plan:
   1. Utilizing cognitive reframing and positive affirmations or self-talk.
   2. Complete a SWOT analysis worksheet (located in this toolkit).
   3. Use ABC Technique to start to think more optimistically.  The ABC technique has students keep a diary or log of adverse events, how they think about those events (beliefs), and the consequences of those thoughts.  The key point is that when we encounter adversity, how we explain the event to ourselves directly affects our mindset and our relationships.  After keeping the log, analyze the results and begin practicing using distraction or disputation to overcome any negative thoughts.

Strategies for Developing a Growth Mindset

• Name your fixed mindset – Negative Nelly, Debbie Downer
• Role play the mindset
• Accountability partners
• Draw your fixed mindset
• Pick a growth mindset catch phrase
• Write a good-bye letter to your fixed mindset

Growth Mindset Plan for Fixing a Problem

• My problem is:
• I will resolve my problem by: (date)
• The resources I need to solve my problem are:
• Barriers to solving my problem are:
• I’ll overcome barriers by:
• If my plan doesn’t work, I’ll:
• My fixed mindset might say:
• My growth mindset will respond:
• Here are some ways I’ll know I’ve solved my problem:

Adapted from the Mentor's Guide:Facilitating Effective Learning Relationships, Zachary, Lois. J. (Jossey-Bass 2000).  In Robert Wood Johnson Foundation New Careers in Nursing (2016).  Mentoring Handbook.  Retrieved from: http://www.newcreerinnursing.org/resources/mentoring-toolkit-and-handbook

Brock, A., & Hundley, H.  (2016).  The growth mindset coach: A Teacher's month-by-month handbook for empowering students to achieve.  Berkeley, CA: Ulysses Press

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