Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? By making rounds the teacher can minimize off-task behaviour, relying on shared classroom norms rather than explicit reproach. → Christian Greiffenhagen 2011 q2 i? Monitoring is reciprocal: pupils watch for the teacher's approach before engaging in off-task activities. → Christian Greiffenhagen 2011 (2)

Evidence¶

Christian Greiffenhagen 2011¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

Analysis of Fragment 10, in which the teacher quietly appeared behind an off-task pupil and uttered 'BOO', a reproach "hearable as a reproach without the teacher having to say" anything explicit; other pupils' laughter displayed they heard it as such.

"but by making rounds the teacher can minimize 'off task' behaviour"

Christian Greiffenhagen 2011 (2)¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

The paper observes that pupils "often quickly check whether the teacher is looking at them before engaging in 'off-task' activities", and that this potentiality of being observed helps keep behaviour acceptable.

"it is not just the teacher who monitors pupils, it is also pupils who monitor the teacher"

Discussion¶

Related Claims¶

• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined
• Episodes of off-task play with maker materials caused temporal fragmentation of groups' joint attention on the learning challenge — related
• Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles — related
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes — a broader claim this one bears on
• Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support — related