TEACHER CLASSROOM MONITORING

 By: Dr. Armãndo R. Tolliver | EDUCATOR | December 19, 2016

Once a teacher has established clear parameters for acceptable student behaviors and learning, the teacher needs to ensure that students are living up to the standard. This requires the teacher to have a repertoire of monitoring strategies readily available based on classroom needs. Monitoring involves continually checking for student understanding (Marzano, 2007). Therefore, not only helps to reduce the number of discipline problems in the classroom, it also serves as a tool to assess growth as well as communicate progress and achievement. Good monitoring strategies also offer teachers an effective system of providing documentation for students who are in need of targeted interventions to enhance comprehension and independence. Essentially, you might equate monitoring with assessment, which hold four purposes: a) to support learning, b) to identify special needs, c) to evaluate behavior and instruction in order to monitor trends, and d) to respond to classroom accountability requirements.

            As a science teacher, I have a tendency to follow an assessment cycle in the classroom to improve student behavior and learning. Tomlinson and McTighe (2006) suggested that diagnostic assessments and monitoring prior to instruction are as important as a medical examination prior to a prescribed medical intervention. I begin with the class behavior expectations and learning outcomes, what students should know or be able to do upon completion of my course. I proceed in the assessment monitoring process with observations, observing and collecting relevant objective data to formatively assess the level of student’s behavioral or academic development (e.g. a minute paper, quiz, practice or rehearsal discussion, worksheet, summary, daily teacher observations of students, etc.).

Next, I analyze and respond to the data collected during the observations, making adaptations and adjustments as necessary. Based on the evidence I gather from students, I ask myself, “How will I reflect on the findings and make modifications to the learning experiences? “What tools and strategies will I use to address the needs of these students.” Good evaluation builds from the micro level –frequent formative assessment in the classroom –toward mastery of major concepts, knowledge, and classroom expectations. For me it is important to base the response on the students’ strengths and needs in relation to the classroom expectations. Students have always asked, “How does this help me,” and I have to be ready to respond accordingly. Then, I evaluate the effectiveness of the response. Here is where I gather additional evidence to provide summative assessment of the student’s progress and their response to the strategy (e.g. quarterly evaluation, midterm, final exam, portfolio, timed performance, evaluation rubric, etc.). The key thing here has been to ensure the summative assessment tools echo what was previously measured by the formative assessment techniques. I generally use electronic monitoring tools to help me track student data, and I keep in mind the answer to my reflection question “How can I provide meaningful feedback.” In the end, I summarize, plan, and communicate the outcomes.

The easiest strategy for monitoring students is for the teacher to walk around the classroom in a random pattern. By moving about the room, the teacher can observe the progress of students, acknowledge and reinforce positive behavior, and manage off-task behavior with proximity. Beyond this, I have discovered a number of electronic tools that help with classroom monitoring and providing feedback to students. Below are a few electronic tools that have helped me know in real-time whether the strategy used was effective, how much students have learned, or save time monitoring student behavior. As a result, I have been able to help struggling students get back on track as quickly as possible.

• Kahoot https://getkahoot.com/ - This tool allowed me to create ask thought provoking questions using a game-based response system for students, free of charge, which helped to keep students engaged in even the most daunting topics. All students participated every time I used this tool. The music really kept students pumped throughout the game. 
  
• Plickers https://www.plickers.com/ -Kahoot is fun and interactive; however, not all students had data and some schools did not provide Wi-Fi to the student body. As a result, many students would play in pairs, which did not allow me to monitor individual students. Plickers is a powerfully simple tool that allowed me to collect real-time formative assessment data without the need for student devices, which allowed me to tailor instruction with instant feedback. I used Plickers for quick checks for understanding to know whether my students understood big concepts and were mastering key skills individually. When it came time to prepare for Pennsylvania Biology Keystone Exams, I was able to tier instruction with groups of students based on their individual needs, which led to statistically significant results, evidenced by District Biology Benchmarks, state performance diagnostic reports that showed evidence of several of my students meeting Standard for Pennsylvania Academic Growth, and the Pennsylvania Keystone Exam scores for Biology. 
  
• Zipgrade https://www.zipgrade.com/ - I got this tool from a colleague, and boy was I super excited. Up to this year, I had only used Mastery Connect, which allowed me to identify levels of understanding, target students for intervention, and improve learning and instruction. The problem with Mastery Connect for me is that it was not as cost effective for an individual teacher. On the other hand, zip grade allowed me to create mini or large multiple choice assessments in minutes with one step, review the results immediately with students, export the results in reports, conduct item analysis, and save hours on grading daily. Not to mention, it saved all my information to a cloud that could be accessed from any web browser, download and print pre-filled student information on answer sheets. 
  
• Class Dojo https://www.classdojo.com/ - This is a behavior monitoring tool that has helped me aid student progress by sharing regular, positive feedback in class and on their portfolios in order to build wonderful classroom communities with parents and students. I have been able to encourage students for anything, staying on task, being polite, or helping a classmate in need. Equally, I have been able to get parents engaged by sharing moments as they happen. 
  
• Remind https://www.remind.com/ - This is a communication tool that has helped me to reach students and parents where they are. With so many things to do in a day, school communication has been difficult at times. Remind allowed me to send quick, simple messages to any device, for free. Talk about added incentive. My response rate from students has continued to increase annually. 
  
• Dial My Calls https://www.dialmycalls.com/ -This is a voice broadcasting system that I was able on my smartphone to easily create messages, send broadcasts, and view reports right from your cell phone! As a result, I was able to record and send voice messages out to all of my students phone numbers within minutes, which has allowed me to connect with parents in a timely fashion, plus ensure the numbers received from students were accurate. It worked really great when I was able to pull the call log for parent-teacher conferences, and the reports provided me with documentation to provide to school administration regarding parent contact. My response level from parents is now over 90%.
  

            There is no one size fits all monitoring strategy when it comes to students. It has always been important for me to identify what works with whom. Doing so has helped me to change the culture in schools from a single classroom. When students realize what they know and do not know in real-time, when they see that you are adapting for their individual needs, they are more willing to admit when something is not clear to them.  They begin to realize that if they do not understand or if they mess up, there are options to aid them in their success, that they will get support and correction when necessary. This means they are more likely to remain engaged in the learning process and seek additional support along the way. Above all, they realize that their learning is worthwhile and matters to the teacher.

Suggested Citation

Tolliver, A. R. (2016). Teacher Classroom Monitoring. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/04/teacher-classroom-monitoring.html.

 

References

Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective teaching. Alexandria, VA: ASCD.

Marzano, R. J., Pickering. D. J, & Pollock, J. E. (2006).Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.