Monitoring is not a skill most teachers are formally trained in. Much of it develops intuitively – we often replicate what our own teachers did: walking around the room while learners are engaged in a task, checking if help is needed and stepping in when necessary.
While these instincts are valid, they only scratch the surface. Monitoring is far more than simply ‘circulating’ the classroom. When done effectively, it becomes a powerful tool that can shape the success of a lesson. To fully appreciate its value, it is worth examining not only how we monitor but also why it matters so . . .
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