1. Maintaining a Lively Pace
Design Question 5 - Element 28:
How do you maintain a lively pace to maintain student engagement?

2. Before we begin…
Before we begin talking about element 28, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related.
Click here for the video.

3. How are the elements in Design Question 5 related to each other?
After watching the video, you should have noticed that all of the elements have one common goal and that is to engage students in the learning process. Each element provides a different tactic for meeting the same goal. We hope you also noticed that while all of these elements are contained under the category “Enacted on the Spot”, student engagement can and should be planned for in advance. However, you will still need to read your students and apply some of these strategies as you notice the overall energy of the group becoming low.
Now, let’s talk about element 28, specifically.

4. Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

5. Review Scale for Element 28

6. Desired Effect in the Students
The desired effect is, “students cognitively engage or re-engage as a result of the teacher maintaining a lively pace.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

7. Task
While watching the below video, please identify the strategies this teacher uses to maintain a lively pace.
After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element.
Click here for the video.

8. Video Question
Q: What strategies does this teacher employ to maintain a lively pace? A: This teacher first shares the agenda for the lesson with the students, which allows them to see all they need to accomplish within the given time. She then asks the class to reflect on the amount of time it took them to complete a transition activity (finding a partner and getting materials). This is a routine practice in her classroom, which helps keep students aware that transitions should be swift and in turn allows them to maintain focus during this time. Additionally, she uses a timer so that students can self monitor how much time they have to complete an activity. The handle signals she uses (1=need help, 2=drink or bathroom, 3=pencil sharpening) allow students to take care of personal needs or ask for help without interrupting the flow of a lesson.

9. Task
On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

10. Review Teacher and Student Evidence What did you see?

11. Review Teacher and Student Evidence What did we see?

12. How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Teacher employs crisp transitions from one activity to another.
The teacher had students reflect on the time it took to transition from one activity to another, which kept them focused on completing the required tasks.
Teacher alters pace appropriately (i.e. speeds up and slows down).
The teacher let the students know she was giving them 20 minutes for the dot activity because it required a lot of writing. She knew this would necessitate slowing down a bit.
Students quickly adapt to transitions and re-engage when a new activity is begun.
The students were able to find a partner and gather materials quickly and show they were ready to begin the activity by sitting quietly and facing the teacher. Students also appeared able to use the restroom and take care of other personal needs and then return quickly to the classroom activity.

13. Review Scale for Element 28 to Rate the Teacher

14. How we Rated the Teacher
This teacher earned an Applying rating for element 28. She utilized several techniques to maintain a lively pace during her lesson including previewing the lesson agenda, having students reflect on transition times, using a timer and teaching the students hand signals. She monitored the students to determine the extent to which the techniques kept the majority of the students engaged. The teacher was visually monitoring the class as well as circulating around the room and engaging the students in reflective conversation. Based on the evidence included in the video, the teacher is not considered Innovating because we do not see her adapting or creating new strategies for unique student needs or situations in order for the desired effect to be evident in all students. The good news is, your evaluator will be able to see everything that happens during your lesson as well as talk to you and your students!

15. What is next?
First, start with a self-evaluation. What teacher and/or student evidence can you identify for element 28 in your classroom? What rating do you think you would receive on the scale for this element?
Now that you have determined where you rate on the scale, take some time to identify what you need to change or improve upon in order to grow to a higher rating on the scale.
The resources on the following slide may be useful in helping you to get started.

16. Additional Resources
Maintaining a Lively Pace (This article from provides strategies for maintaining a lively pace throughout the day in your classroom.) If the hyperlink doesn’t work, please copy/paste this link:
Staying on Task (A one minute video from teachingchannel.org provides an interesting way to teach students how important time on task really is.)
Streamline Classroom Routines with a Number System (This short video from teachingchannel.org demonstrates the use of a number system to keep transitions and “housekeeping” tasks efficient.

17. Is this element in your PGP? Then you need to…
sign into Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions.
decide how you will change your teaching as a result of viewing this module.
execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

18. Further questions?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s classroom practice mentor (CPM)