Under the direction of Miller Avenue School Principal Claudia Smith, a team of teachers participated in a Learning Walk throughout the school. The educational leaders were collecting evidence of effective classroom management practices that translate into students’ abilities to demonstrate their learning.  

A Learning Walk is a brief, nonevaluative classroom visit that allows instructional leaders to observe teaching practices, student engagement and learning environments in real time. Unlike formal observations, learning walks focus on gathering trends and insights to form strategy, foster collaboration and support continuous instructional improvement.  

During the Learning Walk, the educators observed the following management practices: 

Predictable Structure and Routines: Students focused on learning because they knew what to expect. Evidence included posted schedules, timers, calendars, clear transitions with songs/rhymes, smooth transitions with structured downtime and materials in consistent locations. This predictability freed up cognitive energy for learning rather than figuring out what comes next. 

Student Autonomy and Ownership: Teachers established systems that required students to take responsibility, not just follow directions. Students were responsible for their own items, had clear spots to hand in work independently, knew where materials belonged, accessed materials on their own and were held accountable for tasks. This independence allowed students to demonstrate learning without constant teacher direction. 

Positive, Calm Learning Environment: The emotional tone supported risk-taking and engagement. Teachers used positive, calm language and quiet voices; there were positive behavior plans in place; strong student-teacher relationships were evident;  personal pictures created belonging; class pets added warmth; and positive peer relationships were observable. Students felt safe enough to engage fully in learning. 

Intentional Physical Environment: The classroom design actively supported learning behaviors. Organized and labeled spaces, defined classroom areas, flexible seating, seatsacks for all students, areas for varied instruction, visual posters and movement during transitions meant students could work comfortably and access what they needed to show their learning. 

Efficient Use of Instructional Time: Management practices maximized learning time. Teachers had materials organized and ready, gave time reminders, provided clear directions, utilized technology appropriately and incorporated movement during transitions. This efficiency meant more time for students to engage in and demonstrate learning. 

Responsive Teacher Positioning: Teachers strategically balanced support and independence. Staff positioned themselves in close proximity while allowing students to work; students demonstrated first-time listening; and students completed assigned tasks with engagement. This balance allowed teachers to support without micromanaging, letting student learning shine through. 

“The bottom line was that these forementioned management practices created the conditions where students could confidently and independently demonstrate their learning because they knew the routines, had access to what they needed, felt emotionally safe and weren’t waiting for teacher direction at every step,” Mrs. Smith said.