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If we already circulate, monitor, critique a.d correct and collect (gently) what tweaking is needed?

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I would have loved to have seen this in a realistic elementary or lower elementary setting. How do we bring warmth to this practice with 6 and 7 year olds who often need reteaching during independent practice. Especially when following the IM model.

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This is something I've seen in walk throughs and discussed with other staff members as effective teaching strategies. It keeps kids on task and helps you to give quick feedback.

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What this will look like at K-level.

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How to quickly use a tracking sheet at the same time as all the rest

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This practice is what I already do; telling what I am specifically looking for when I walk around has increased task initiation by students. It does help with pacing through the lesson and then I can give extra time to individuals at small group

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Effectively monitoring every student in a classroom can be difficult to manage, especially when dealing with diverse learning needs and different paces.

What are varies simple techniques that could alleviate this challenge for some teachers?

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I wonder what this type of intensive monitoring would like with the older students. Would the kids feel self-conscious with the teacher walking around with a clipboard, and would they do better or worse during independent work. I also wonder if moving around the room so quickly is really effective or is it for filming?

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How "aggressive monitoring" allows teachers to provide immediate, targeted feedback to students during independent practice.

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First of all, I do not like the term "aggressive monitoring" it is very intimidating. I think most of us already actively monitor our students when working independently. I know that in ELA I find myself behind the table working with small groups to keep them engaged and may miss out on "progressively" monitoring their work. I do think any type of monitoring is best practices and it's also about knowing our students. However, I see the other side of the coin and feel that simple mistakes or misconceptions could be redirected more effectively with "progressive" monitoring.

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I could tell in the video that the students were coached and knew they were being filmed. Therefore, they were all on task and working. With some of my students with special needs (ADHD) I feel like they don't respond to the feedback or stay on task when I am monitoring. I may give feedback for what needs to be changed and when I circle back nothing has been changed. How can we incentivise students to use the feedback when monitoring?

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This type of feedback is very effective for students to help keep them on task and focused when working. Students can quickly make changes based on feedback given from the teacher.

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I would also say that this is something that most teachers do frequently, but I would also like to learn how this looks in different grade levels and with the IM curriculum.

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I am also struggling to maintain the momentum of the lesson when specific students get stuck and need more guided practice. This often prevents me from closely monitoring other students. I am still learning the IM curriculum and balancing the different components of the lesson to meet the needs of students. I'd be interested in hearing ideas from other teachers.

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I often use student "coaches" that have mastered a skill during a lesson to then "reteach" to another child that is struggling. It has been beneficial for both children for various reasons. It can be difficult to determine, however, when a "high achiever" should move on to more difficult tasks.

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We know the importance of monitoring and tracking student performance before, during, and after instruction. This aggressive monitoring style is similar to what many of us at Brooks do regularly to support success. Timers are often helpful, but for some kids, it is a trigger. We have to know our kiddos. Actively teaching during instruction, to include providing immediate feedback will surely benefit all students.

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What would this realistically look like in Kindergarten with such diverse learners, all working at different levels and paces? I have a lot of concerns about such a cold, but efficient process with our Kinders. I like to make connections with my students as I travel around to monitor, and I am typically able to do so and still get to most students. I also wonder what types of assignments best align with such monitoring.

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This is a very interesting practice and I feel like the monitoring strategy can be adapted to our younger students. I definitely like (and do) go around during independent work times and give feedback and redirection; however, this classroom felt cold and impersonal to me. I agree that the time that I am monitoring could be more structured and focused on specific tasks. I am not sure about the prepared exemplar with my students because when I do that, they tend to just copy me. I typically model an example whole group and then erase or put it away.

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I need to work on how to efficiently monitor and give feedback to all students while also addressing learners that need more intensive support. I like the ideas started by colleagues about using peers to provide additional support, but I'm not sure what this would look like yet.

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I feel like the immediate/formative feedback is powerful and effective at all levels rather than grading and giving feedback at a later time. Creating an exemplar is also a great way to set high expectations and think through how to put scaffolds in place for students to reach them.

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For the most part, I already use this type of monitoring in my classroom. I circulate to give immediate feedback to kids as needed, whether it is making a certain symbol on their paper (like the check and dot method used in the video) or a quick chat between me and that student. I frequently use timers so that students can gauge the time they have to complete a task. If I notice that there is a trend of misunderstanding on a certain skill, I pause everyone and reteach.

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I think creating short and specific lists of expectations would have a great benefit to making sure students know the depth and detail that we are asking of them. Aggressive monitoring is something that not only the teacher/leader can do, but students can and should do as well.

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This process in monitoring is something that I am already doing most of the time across the curriculum. Depending on how the lesson is progressing, the correction to misunderstandings will come later in small group. This is where I can give the student more guiding questions, as I monitor his or her progress. I would like to explore more specific monitoring questions while I am circulating the room. I am already noticing that in lessons that I taught last year, I have a better understanding on what misunderstandings to anticipate this year.

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Much like Fortin said, being able to give feedback to those students to fly under the radar or don't give responses. I know it takes time but how do we actively give the feedback to them without taking too much time away from the rest of our students.

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Implementing thru out the day. This is very similar to my monitoring during math instruction and skills time but would like to give more active feedback during writing and with comprehension since so is listening.

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I would love to be able to create student accountability expectations for them to model this with each other.

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This is very similar to what I do during math, skills, and writing blocks. I’m interested to see how to implement this during independent skills time when reading/ comprehension.

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When a student is not on task and is no responding to prompts I give, what then should I do?

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how we can implement this in our classrooms. I feel like I have already started this this year in trying to hold students accountable for their work and making sure that they are all on task and understanding assignments.