ABSTRACT
In both popular conception (e.g., “she has eyes in the back of her head,” Corey & Teague, 2001, p. 10) and theoretical models (Erickson, 1984; Sabers, Cushing, & Berliner, 1991), a hallmark of expert teachers is their ability to monitor the complex, chaotic environment of a classroom and home in on key features relevant to monitoring student understanding. For beginning teachers, a key worry is whether they will be able to monitor and manage a classroom of children (Sadler, 2006), and this should be no surprise. Communicating complex ideas and information clearly is difficult enough, without the added need to monitor student understanding and maintain student attention.
