Observing Before Acting

Recognize this?
We educators are a bit like labradors: eager to help. Often too eager, if you ask me.

I’ve been there. Back in my math teacher days, I’d notice a student struggling. Within seconds, I was at their desk explaining. The student loved it. Others saw it and asked me to help them too.

The more I did it, the more they loved me. I was the hero.
Until… I wasn’t.

Within days, I was exhausted. I started meeting students after school, proud they were so motivated. But soon I realized: I couldn’t keep it up. I was creating dependence instead of independence.

This memory came back to me last week during a workshop when a Dutch teacher asked:

“Rob, what should I actually look for when I’m observing students?”

Here’s what I’ve learned since those early days. At allLearners, we call it Just in Time Support.

Step 1: Position yourself
I start by keeping physical distance. Far enough away that I need to take a few steps before I can jump in. Each step is a chance to ask: Is an intervention really needed?

Step 2: Identify the zone

When I observe, I check: is this learner in the comfort, stretch, or panic zone?

• Comfort zone → Repetition happens here. Useful for memorization or automating skills. No action needed… unless they’re avoiding challenge (like choosing the same “kittens” project again). Then an intervention is helpful.

• Stretch zone → This is where deep learning lives (Vygotsky’s Zone of Proximal Development). Students are struggling, yes — but productively. Here, I hold back. They have agency to solve problems and reach out when needed.

• Panic zone → Easy to spot. Withdrawal, disengagement, fight-or-flight, perfection paralysis, or anxiety. Intervention is needed as soon as possible.

The takeaway

Observation is not passive. It’s an active choice to trust the learner, until you see clear signs that an intervention is needed.

The Dutch teacher smiled:

"Thanks, Rob. Now I know when I need to intervene."

I laughed and replied:

“No, now you know when an intervention is needed.”

Our talk continued.
I’ll share more about the how next week, including a flowchart for Just in Time Support in action.

And please remember: what goes for students goes for all learners.
The same lens works for managers observing teachers, or leaders guiding their teams.

Until then: stay curious, stay observant, and maybe take a step back before you jump in.

Interesting Posts:

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