We talk about having students doing different things at different times in the learner-active classroom. To some extent, this can sound like a goal in and of itself, but it's not. This practice seeks to use the structure of time to accomplish two other goals: allowing a student to work on that which is most appropriate at a given time (realizing that not all students are developmentally in the same place or have the same interests) and maximizing the effectiveness of the teacher. I'll save the former for another reflection and focus for now on maximizing the use of teacher time.

Every teacher knows that some activities require intense teacher involvement, others require some teacher involvement, and others require little or no teacher involve- ment. If a student is writing a story, teacher involvement during the composing phase is probably minimal while teacher involvement during the revision and editing phases is increased. If students are discussing a book they are reading, teacher involvement is probably critical.

Let's consider science. Teacher involvement is probably most effective when students are working on an experiment. The teacher can ask students to explain cause and effect relationships and ask questions that will promote further investi- gation. While the student is researching a topic or writing up the lab report, teacher involvement is minimal.

If all students are doing the same activities at the same time, you will find moments when you are not needed and other moments when you get frustrated being unable to "get to" everyone. Allowing students to work on different tasks at different times will allow you to make better use of your time as a facilitator of learning. This is not to say you will ignore some students, but you might simply circulate briefly and then join a group or sit with a student to spend five to ten minutes getting involved in the learning process.

This is also not to say you won't select times when it is most effective to have all students doing the same activity at the same time. The goal is, as one teacher once told me, to teach with intent. Think about how and why you schedule activities the way you do. Schedule them in such a way as to maximize your time as a learning specialist. In reality, you do not have much time during the day when you are with your students. You need to maximize the use of that time. When students are in your classroom, you should be fully engaged with them at all times. One of the dangers of the learner-active classroom is being lulled into thinking that because the students are engaged, you can sit at your desk and grade papers or prepare a lesson. This would set you up for great criticism. The fact is that your students need you to get involved in their learning. You are a major resource for them. Creating a structure in which different activities are going on at different times will allow you to maximize that precious time.