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Learn More About Our ApproachImagine yourself in the following scenario:
Your principal stops by for a brief, unannounced observation. Later, an email arrives: “Transitions seemed too loose.” You replay the lesson in your mind. Students were chatting, yes, but they were also moving with purpose and staying engaged. Now doubt creeps in—was the impression disorderly? Does this mean your routines aren’t working? Or worse, are you already being seen as ineffective? You feel caught between your own sense of the classroom and the administrator’s judgment.
What are 2–4 ways you might approach this moment?
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