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Technology has become both a valuable learning tool and a significant source of distraction in higher education classrooms. As students increasingly engage with their phones, smartwatches, and laptops for nonacademic purposes during class, faculty members face challenges in maintaining student attention and participation. While some instructors attempt to combat these issues with technology bans or restrictive policies, such approaches can be difficult to enforce and may create resistance among students. Self-monitoring, an evidence-based behavioral strategy, offers an alternative solution by encouraging students to track and regulate their own behaviors. This article presents a faculty-implemented self-monitoring system designed to increase student awareness of their technology use and its impact on classroom engagement. The self-monitoring model described in this article provides a simple and cost-effective method for faculty members to reduce classroom distractions while fostering student self-regulation and accountability. This quick fix offers faculty structured recommendations to implement the same or similar procedures in their classroom. © 2025 Taylor & Francis Group, LLC.