What exactly is the method called “Monitor and Adjust” and what are some examples of this technique?

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What exactly is the method called “Monitor and Adjust” and what are some examples of this technique?


After interviewing the school principal and interning with a third grade teacher, I’ve learned that thinking systemically is often easier said than done. School systems are so complex and expansive that its often difficult for school leaders and teachers to be certain they are truly considering all the elements of the system when making changes to the system. Becoming too involved in day-to-day activities can cause school leaders to lose sight of important trends or needed changes.


Teachers must be able to view patterns in the environment as if they were on a balcony or merely a spectator despite all the action going on. One of the first requirements of “becoming a spectator” is distancing your own ego and personal perspective on what is happening around you. A teacher must strive to become an objective observer and then an interpreter. Getting on the balcony means seeing what is occurring rather than what you would like to occur. For some, the idea that being the spectator rather than in on all the action is the appropriate place creates disagreement. There is the expectation, especially of principals, that they belong in the trenches with teachers.


For example, in order for a teacher to be effective they have to assess the student’s progress. If students aren’t learning the material as well as they should be. The teacher must then take a step back and assess what might be a better alternative. After they do that, they then have to adjust the lesson plan to better educate the students, whether they make the lesson easier, more hands on, or just give better directions; the goal for the teacher is to create a better lesson plan based on the children’s needs.


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Without the teacher’s capacity to move back and forth between being the teacher and being the spectator, to reflect day to day, moment to moment, a leader easily and inadvertently becomes a prisoner of the system. The dynamics of adaptive changes are far too complex to keep track of, let alone influence, if teachers refuse to take a step back and reflect on what is going on around them.


Because the spectator offers a different perspective, it is also an ideal location for self-reflection. To interpret events, a teacher needs to understand his or her own way of processing and distorting what they hear. To maintain the stresses of the job, they need to know about their own biases to make up for them. In practice, taking the balcony view may mean, being neither focused exclusively on ones own perceptions nor on someone else’s views but, rather, stepping back to consider the bigger picture. Just as leaders progress toward the vision based on what they see from the balcony. Teachers must also monitor and adjust their classroom practices based on how students are performing.





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