Monitoring and adjusting by a mentor in classes refers to the
continuous observation and responsive action taken to improve
teaching and learning. Here's a practical guide on how a mentor can
effectively monitor and adjust during classes:
1. Observe Actively
Watch student engagement: Look for signs like note-taking, eye
contact, and participation.
Track understanding: Notice confusion, hesitation, or repeated
questions.
Monitor pace: Is the teacher moving too fast or too slow for the
class?
2. Use Feedback Tools
Check for understanding: Encourage formative assessments like
quick quizzes, thumbs up/down, or exit tickets.
Ask students questions: Engage with students to gauge their
grasp of the material.
Encourage teacher reflection: Prompt the teacher to self-assess
how they think the class went.
3. Provide Real-Time Support
Whisper coaching: Quietly suggest to the teacher how to shift
strategy mid-lesson, if appropriate.
Non-verbal cues: Use agreed signals to help the teacher adjust
without interrupting the flow.
Model when needed: If a moment allows, co-teach a portion to
demonstrate an effective strategy.
4. Debrief After Class
Discuss observations: Talk through what worked and what didn’t.
Use evidence: Reference specific student behaviors or responses
to support your feedback.
Co-plan improvements: Adjust the next lesson plan based on
what you both observed.
5. Track Progress Over Time
Keep a log: Maintain notes on each session to spot patterns.
Use video recording: Review classes together to reflect more
deeply.
Adjust mentoring style: Tailor your approach based on how the
teacher grows.
Here are effective methods for monitoring and adjusting in a
classroom setting, especially from a mentor or teacher’s
perspective:
✅ Monitoring Methods
Classroom Observation
Watch student behavior, body language, and engagement.
Identify confusion, distractions, or disinterest.
Formative Assessments
Use quick quizzes, exit tickets, or one-minute papers.
Polls or Kahoots for instant feedback.
Questioning Techniques
Ask open-ended and targeted questions.
Use wait time to allow deeper thinking.
Student Work Review
Collect and analyze student work samples.
Look for patterns of misunderstanding or skill gaps.
Feedback Collection
Use short student surveys or reflections.
Informal chats during or after class.
Peer Observation
Have another teacher or mentor observe and give feedback.
Co-observe with the teacher for shared insights.
🔄 Adjusting Methods
Pace Adjustment
Slow down or speed up based on student understanding.
Re-teach or skip ahead if mastery is evident.
Instructional Scaffolding
Break down content into smaller steps.
Offer models, examples, or sentence starters.
Group Reconfiguration
Change student grouping (pairs, small groups, ability groups).
Use peer tutoring or collaborative tasks.
Differentiation
Provide varied tasks for different levels of learners.
Offer choices in content, process, or product.
Instructional Strategy Shift
Move from lecture to discussion or hands-on activity.
Introduce visuals, manipulatives, or technology.
Behavior Management Adjustments
Modify seating, routines, or reinforcement strategies.
Use positive behavior supports or incentives.
Using ICT (Information and Communication Technology) and other teaching
aids in the classroom enhances student engagement, understanding, and interactivity.
Here’s a breakdown of effective tools and methods:
ICT Usage in the Classroom
1. Multimedia Presentations
Tools: PowerPoint, Google Slides, Prezi
Use: Visual support for lessons, videos, animations, diagrams
2. Interactive Whiteboards / Smart Boards
Use: Draw, annotate, play media, and interact with digital content in
real-time
3. Online Learning Platforms
Tools: Google Classroom, Microsoft Teams, Moodle
Use: Share assignments, materials, announcements, and
discussions
4. Educational Apps & Games
Tools: Kahoot, Quizizz, Edmodo, Duolingo
Use: Gamified learning and instant feedback
5. Virtual Labs / Simulations
Tools: PhET simulations, virtual microscopes, coding sandboxes
Use: Explore complex topics (especially in science and technology)
6. Video & Audio Resources
Tools: YouTube EDU, Khan Academy, podcasts
Use: Support visual and auditory learning
7. Internet Research Activities
Use: Teach students how to find and evaluate information online
📚 Other Teaching Aids
1. Charts and Posters
Use: Visual reinforcement for key concepts and vocabulary
2. Models and Manipulatives
Use: Physical objects for hands-on learning (math tools, science
models)
3. Flashcards
Use: Quick reviews, vocabulary games, and memory reinforcement
4. Blackboard/Whiteboard
Use: For real-time writing, illustrating, and explaining concepts
5. Realia
Use: Actual objects from real life to teach practical concepts
(especially in language learning)
6. Projectors / Document Cameras
Use: Display student work, books, or live demonstrations
✅ Tips for Effective Use
Always align the tool with the lesson objective.
Combine ICT with traditional aids for a blended approach.
Ensure student interaction, not just passive viewing.
Prepare in advance to avoid technical issues.
Train students (and teachers) on how to use the tools effectively.
Here’s a guide and examples for how to summarize ideas at the end of a lesson,
especially for teachers who want to reinforce learning:
✅ How to Summarize Ideas at the End of a Lesson
Restate the Main Topic
Briefly remind students what the lesson was about.
Highlight Key Points
Mention 2–3 major ideas or takeaways.
Make Connections
Show how today’s lesson connects to what they’ve already learned
or what’s coming next.
Prompt Reflection or Action
Ask a quick review question or give a short assignment to reinforce
understanding.
Learning Objectives
After the lesson, your students should have a solid understanding of:
the definition of summarizing
using strategies to consolidate critical information and details into a fluid summary
distinguishing relevant and irrelevant facts
Why Students Struggle With Summarizing
Fiction and Nonfiction Texts
Students struggle with summarizing a text because it is counterintuitive to so
many other things we have taught them.
Text to Text/Self/World Connections are NOT Included in a Good
Summary
Usually, we want students to incorporate what they already know about a
topic. We even take time in class to activate prior knowledge, knowing that
students will better understand what they have read if they can relate to it.
We want them to make meaningful connections to the text.
But when summarizing, students aren’t supposed to incorporate any
additional information – only the information that the author chose to include.
Including and Justifying Your Own Opinion is NOT Included in a Good
Summary
Usually, we encourage students to think for themselves. We want students
to share their opinions, and to justify that opinion. We want students
to learn how to disagree with an author and learn that authors aren't
always right. We want students to ask meaningful questions.
But when summarizing, students aren’t supposed to have their own opinion –
they are simply supposed to explain what the author says and thinks.
A Lot of Interesting Details Are NOT Included in a Good Summary
Usually, we want students to share as many details as possible. How many
times have you told a student that they need to add more details, write more,
or make it longer? The more details students include, the better – except for
in summarizing.
But when summarizing, students are supposed to only include the most
important information. Which means students have to have a firm handle
on how to find the main idea. No wonder students struggle with
summarizing text!
What Makes a Good Summary
There are a lot of different things that make up a good summary - some
things that should be included in a summary, and some things that should not
be included. I've found that 3rd, 4th, and 5th grade students struggle most
with these aspects of summarizing fiction and informational texts:
Summaries should only include information from the passage
Summaries should not include your opinion
Summaries should only include the most important information
Summaries are not copied from the passage
Also, fiction summaries generally should include the problem and solution of a
text.
Practicing each of these aspects of summarizing in isolation as mini lessons
can help students become better summarizers. However, just telling upper
elementary students what makes up a good summary is not enough.
How to Teach Summarizing - An Important
Activity Idea
Since summarizing goes against what students will naturally want to do, we
can’t just tell students what makes a good summary and expect that to be
enough. Students don’t just need to see examples of good summaries - they
also need to see examples of BAD summaries and be able to understand what
makes it “bad.”
Before your summarizing lesson, write several different summaries of a
reading passage. Make a couple of these summaries deliberately BAD –
include a summary that has all sorts of unimportant information, and another
summary that includes opinions that aren’t from the text. Make sure you also
have one “good” summary.
After reading the passage with your class (or in a small group setting), show
students the different summaries. Have the students discuss in small groups
or partners which summary is best, and what is wrong with the other
summaries. Repeat this activity several times with different reading passages.
Incorporating “bad summaries” into your summary lessons will keep your
students from making those same mistakes when they begin writing
summaries. Although writing out extra summaries takes extra prep time, it
will keep you from having so many frustrated and confused students later in
the school year.
A No Prep Option for Your Summarizing Lesson
Plans
If you don’t have the extra time to prepare both “good” and “bad” summaries
(and what teacher DOES have extra time?), then you might like a no prep
option. I have summarizing resources for both fiction and nonfiction texts, or
get both of them for a discount.
These resources provide reading passages with plenty of “bad” summaries
and “good” summaries to help your students develop a better understanding
of summary writing. The resources are also hands on, with several cut and
paste activities and a scavenger hunt.
Or, you can find both the Summarizing Fiction and Summarizing
Nonfiction resources at my TPT store.
Summarizing Lesson Plans:
What Was That All About???: This is a great lesson plan to use with students in third
through fifth grades. It teaches the difference between important ideas and less important
ideas.
Summary: In this lesson plan, students practice identifying elements of a good summary,
and then create a summary in small groups and independently.
Using Important Events to Summarize Literary Text: This lesson plan allows students to
practice writing summaries on short stories (picture or beginning books), and them write
summaries for longer stories (novels).
Summarization: Students will incorporate cooperative and kinesthetic activities to learn
about how to create a summary from a story read aloud to them.
To Make a Long Story Short. . .: This lesson focuses on using news articles to strengthen
the summarizing skills of middle and high school students.
Example Summaries for Social Studies Lessons
1. Lesson on Democracy:
"Today, we learned about the key principles of democracy—like
individual rights, free elections, and rule of law. We saw how these
ideas developed over time and why they matter in modern
governments. Think about how democratic principles appear in our
own country’s laws and daily life."
2. Lesson on Ancient Civilizations:
"We explored the features of ancient Egyptian civilization—like the
Nile River’s role, their writing system, and religious beliefs. Notice
how geography influenced their development. Next time, we’ll
compare Egypt with Mesopotamia."
3. Lesson on Human Rights:
"In today’s lesson, we discussed the Universal Declaration of Human
Rights. We focused on what rights all people should have and why
they matter. For homework, choose one right and explain how it
impacts your life or someone else’s."
Would you like a template you can reuse daily or customize for
different topics?
4o
You said:
classwork activities for students
ChatGPT said:
Here are a variety of classwork activities for students, especially
suited to social studies, but adaptable for other subjects as well.
These encourage participation, critical thinking, and retention of key
concepts:
📚 Classwork Activities for Students
1. Think–Pair–Share
How it works: Students first think individually about a question, then
discuss with a partner, then share with the class.
Purpose: Encourages all students to participate and organize their
thoughts.
2. Timeline Creation
Activity: Students create a visual timeline of key events (e.g. French
Revolution, World War II).
Purpose: Builds chronological understanding and sequencing skills.
3. Role Play or Simulation
Activity: Assign roles (e.g., members of the three estates in pre-
revolutionary France) and have students act out a historical debate
or event.
Purpose: Deepens understanding of perspectives and decision-
making.
4. Gallery Walk
Activity: Post questions or images around the room; students rotate
in groups and discuss or write responses.
Purpose: Promotes movement, collaboration, and higher-level
thinking.
5. Quick Write
Activity: Students spend 5 minutes writing a response to a prompt
related to the lesson.
Purpose: Reinforces learning and helps assess understanding.
6. Concept Mapping
Activity: Students draw maps linking related concepts (e.g. causes
of the Cold War, branches of government).
Purpose: Helps visualize relationships between ideas.
7. Debate
Activity: Divide class into teams and debate a key issue (e.g., Was
imperialism justified?).
Purpose: Develops argumentation and research skills.
8. Exit Ticket
Activity: At the end of class, students answer one key question or
reflect on what they learned.
Purpose: Provides quick assessment of understanding.
Independent Practice Activities
1. Worksheet or Graphic Organizer
Example: After a lesson on the three branches of government,
students complete a chart comparing powers, responsibilities, and
members of each branch.
Why it works: Helps students organize and internalize information
independently.
2. Short Answer or Reflection Writing
Example: “In your own words, explain why the Industrial Revolution
changed society. Give at least two examples.”
Why it works: Builds critical thinking and writing skills.
3. Vocabulary in Context
Activity: Define key terms (e.g., “democracy,” “revolution”) and use
them in original sentences related to the lesson.
Why it works: Strengthens subject-specific vocabulary through
active use.
4. Reading Comprehension + Questions
Activity: Provide a short article or textbook passage with guiding
questions.
Why it works: Reinforces reading skills and lesson content.
5. Independent Research
Example: “Choose one Enlightenment thinker and write a short
paragraph about their contributions and beliefs.”
Why it works: Encourages deeper learning and independent inquiry.
6. Timeline or Poster Creation
Activity: Students create a visual timeline, chart, or mini-poster
summarizing the lesson.
Why it works: Helps visual learners and encourages creativity.
7. Exit Journal or Learning Log
Prompt: “What is one thing you learned today, one thing you found
interesting, and one question you still have?”
Why it works: Encourages reflection and self-assessment.
8. Worksheet-Based Scenarios or Case Studies
Example: After a lesson on civil rights, students read a scenario and
answer questions about how rights were protected or violated.
Why it works: Applies learning to real-world or hypothetical
situations.
