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The teacher stated what she was looking for. The teacher provides feedback and she keeps them accountable.

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The teacher is giving direct instructions, verbalizing expectations, and moving constantly throughout the classroom.

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The teacher is providing feedback to the students in real time. She is also moving around the classroom to hold the students accountable.

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She was letting the students know specifically what she was looking for, and held them accountable.

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Giving direct feedback quickly.

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She was constantly walking around the room and giving verbal reminders of what task they should be on.

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The teacher was moving actively around the room. She told the specifically what she was going to be looking for each time. He also gave reminders about the time so there was as sense of urgency to complete. I liked that she gave some quick feedback and then moved on while knowing who is doing well and who is still struggling.

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The teacher told the kids exactly what she was looking for and provided feedback through annotations as she circulated the room.

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The teacher was constantly moving and giving instant feedback.

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The expectations were stated up front and reminders given throughout the assignment.

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The teacher walks around with a clipboard to document the students needs and successes. She was giving feedback to specific students as needed and announcing reminders about time and what she was looking for.

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The teacher demonstrated aggressive monitoring in the video by moving through the room, checking in with each student to confirm progress. Reminders of time left also gave a sense of urgency so that no one is sitting there doing nothing.

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She set clear expectations and told the students exactly what she was looking for. She carried her clipboard and wrote down notes as she was walking around the room. She constantly moved and knew which students to talk to. She also gave the time countdown.

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The teacher was walking around the room monitoring the students and giving feedback.

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The teacher actively shared her expectations as she walked around the classroom. She constantly shared what she was looking for.

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She communicated specifically what she was checking for and the amount of time they had to work. She gave specific feedback to students based on what she was checking.

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The teacher stated what she was looking for from her students specifically and then activley walked around giving studnets instand feedback of if wrote down correctly what the authors purpose was.

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Giving direct instructions, walking around the classroom to monitor students as they write and giving them feedback as she checks for specific pieces of their writing.

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The teacher stated what she was looking for and gave a specific amount of time. She walked around and gave immediate feedback.

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The constant movement of who she was targeting. Communicating what she is looking for and letting them know how they know they got it correct or incorrect. I also liked the pacing of her time to let the students know how much time they have left and then what part they should be working on.

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Stated what she was looking for, how she would be checking for it, and provided immediate feedback. She gave them a time limit and let them know how much time was left.

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Actively monitoring moving from student to student

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She was moving through the classroom and providing feedback

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The teacher actively shared the expectations she was expecting to see as she monitored the room.

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Communicating what she was looking for and how the student would know if they acheived that or not

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The teacher demonstrated aggressive monitoring by walking around the classroom, while stating what she was checking for.

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quick walk with comments to individual students as she circulated as well as addressing all students as she started to circulate a second or third time to state what students should be working on at that time to stay on task in a timely way

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The teacher was constantly moving around the room monitoring student work and giving feedback. She was also making notes for students who may need tier 2 instruction. Gave clear expectations.

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Clarified what she was coming to look at and would put a dot or check for correct/incorrect answers, making rounds to each student

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The teacher moved around the room making sure to tell the students what she was looking for.

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They were moving around the room providing immediate feedback while checking for understanding.

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The teacher was moving around the room and announcing both what she was looking for, how she would let them know if they were successful and how much time they had remaining.

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She was moving constantly, she told students what she was going to be looking for and she gave feedback.

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Constantly moving to monitor and adjust.

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Walking around and watching the studenst's work and giving them feedback.

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Immediately began checking work after giving instructions; she then continued the entire time.

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Walking from student to student. Telling them what she was looking for.

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Teacher walked around very aggressively monitoring students with a specific purpose during each spin of the room. She was no nonsense!

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Walking around, quick feedback, rechecking.

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Walking around and stating exactly what whe was looking for.

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Consistent moving around the classroom and setting expectations as she moved (the amount of time, reminders of what to do, how much time was left)

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She was moving through the classroom and having short

one on one discussions.