Independent Practice is the culmination of a teacher’s planning and execution—the moment when students’ work becomes the measure of teacher success or failure. It’s a snapshot of lesson effectiveness, captured in the data of student performance, which, observed or not, represents truth. Yet, in the vastness of a lesson plan, the Independent Practice is too often reduced to a single line or a few bullet points of text—its importance underestimated. In reality, however, this is not just another moment within the lesson, but the pivotal point where the lesson objective comes to life.
When planned with intention, Independent Practice is a carefully choreographed sequence where the teacher and students are positioned for success. Without this intentionality, the Independent Practice can devolve into chaos— albeit calm— chaos in the form of the absence of order. As teachers, it is our responsibility to ensure that the Independent Practice is one of order, not chaos.
This choreography outlines conditions that ensure students are engaged, on task, and receiving the feedback they need to improve.
Choreography
Set Expectations
Independent Practice is only effective when both the teacher and scholars are aligned on what success looks and sounds like. Before the release, it’s important to outline these indicators of success: behavioral expectations, such as working silently or sitting up straight; work habit expectations, such as keeping a tidy workspace or showing evidence of thinking work; and pacing expectations, which ensure students understand how much time to allocate to each question or set of problems. These expectations should be stated verbally and made visibly accessible.
Release
This is when the teacher transitions from directing the class to managing the flow of work. At this point, the teacher should provide a clear in-cue that signals the start of the activity, ensuring that all students begin at the same time. The timer should begin its countdown, and it’s essential that every scholar starts their work together. This synchronized start helps create a sense of urgency and purpose, allowing students to dive into their work with focus and intention.
Perch
Immediately following the release, it’s necessary for teachers to shift their role to monitoring for the strong synchronized start set up in the release. The most effective way to do this is to “perch”— this is when the teacher stands at a designated spot in the room, often at the front corner, scanning the room for student behavior and the implementation of expectations.
It’s crucial that during this time, teachers refrain from answering questions or providing feedback. The teacher should stay in place, continuing to monitor the room, holding scholars accountable with praise and corrections, until they see 100% of students meeting expectations for at least 30 seconds.
Swoop
Once the teacher has observed and ensured that all students are on task from the perch, the teacher is able to leave their position and begin swooping — or circulating — around the room to check on each student’s progress. Teachers should take a Z-shaped path, moving across the rows of desks to see each student’s work in turn.
While circulating, the teacher should stay focused on the designated path, avoiding any detours to engage with students outside the circulation loop. Questions should only be addressed when the teacher reaches a student in their path. Until then, students should remain focused on their work.
After each student’s work has been reviewed in the lap, the teacher should return to their perch, repeat the process of scanning for 30 continuous seconds of 100% of expectations met, before breaking the plane and circulating again.
Impact
The power of this choreography lies in its predictability. When teachers consistently follow the same steps—perching, circulating in a deliberate Z-shaped path, and answering questions only as they arise—students thrive in an environment they can trust. This structure fosters security, allowing students to focus on their work with confidence, knowing their progress is being actively monitored. As the routine becomes familiar, students can anticipate feedback and take greater ownership of their learning.
Over time, this routine helps students develop independence and resilience, as they learn to solve problems on their own. Teachers, in turn, can manage the classroom with intention, ensuring all scholars receive the feedback they need. The rhythm of the process keeps students engaged, focused, and on task, while giving the teacher a reliable framework to track progress.
Ultimately, this choreography creates a productive work environment where both teachers and students are set up for success. With consistent, intentional execution, Independent Practice becomes more than a task—it becomes a powerful opportunity for growth, where every moment is purposeful and the path to improvement is clear.
Set Expectations
Independent Practice is only effective when both the teacher and scholars are aligned on what success looks and sounds like. Before the release, it’s important to outline these indicators of success: behavioral expectations, such as working silently or sitting up straight; work habit expectations, such as keeping a tidy workspace or showing evidence of thinking work; and pacing expectations, which ensure students understand how much time to allocate to each question or set of problems. These expectations should be stated verbally and made visibly accessible.
Release
This is when the teacher transitions from directing the class to managing the flow of work. At this point, the teacher should provide a clear in-cue that signals the start of the activity, ensuring that all students begin at the same time. The timer should begin its countdown, and it’s essential that every scholar starts their work together. This synchronized start helps create a sense of urgency and purpose, allowing students to dive into their work with focus and intention.
Perch
Immediately following the release, it’s necessary for teachers to shift their role to monitoring for the strong synchronized start set up in the release. The most effective way to do this is to “perch”— this is when the teacher stands at a designated spot in the room, often at the front corner, scanning the room for student behavior and the implementation of expectations.
It’s crucial that during this time, teachers refrain from answering questions or providing feedback. The teacher should stay in place, continuing to monitor the room, holding scholars accountable with praise and corrections, until they see 100% of students meeting expectations for at least 30 seconds.
Swoop
Once the teacher has observed and ensured that all students are on task from the perch, the teacher is able to leave their position and begin swooping — or circulating — around the room to check on each student’s progress. Teachers should take a Z-shaped path, moving across the rows of desks to see each student’s work in turn.
While circulating, the teacher should stay focused on the designated path, avoiding any detours to engage with students outside the circulation loop. Questions should only be addressed when the teacher reaches a student in their path. Until then, students should remain focused on their work.
After each student’s work has been reviewed in the lap, the teacher should return to their perch, repeat the process of scanning for 30 continuous seconds of 100% of expectations met, before breaking the plane and circulating again.
Impact
The power of this choreography lies in its predictability. When teachers consistently follow the same steps—perching, circulating in a deliberate Z-shaped path, and answering questions only as they arise—students thrive in an environment they can trust. This structure fosters security, allowing students to focus on their work with confidence, knowing their progress is being actively monitored. As the routine becomes familiar, students can anticipate feedback and take greater ownership of their learning.
Over time, this routine helps students develop independence and resilience, as they learn to solve problems on their own. Teachers, in turn, can manage the classroom with intention, ensuring all scholars receive the feedback they need. The rhythm of the process keeps students engaged, focused, and on task, while giving the teacher a reliable framework to track progress.
Ultimately, this choreography creates a productive work environment where both teachers and students are set up for success. With consistent, intentional execution, Independent Practice becomes more than a task—it becomes a powerful opportunity for growth, where every moment is purposeful and the path to improvement is clear.