by Tracee Farmer and Kathleen Brown

Watch a teacher and a student, and you will see a dance. An unchoreographed duet in which steps are decided in real time. It starts with observation, the teacher watching for hesitation or a sudden spark of understanding. Then comes a beat of silence. A deliberate pause, a moment of stillness where the teacher reflects, shifts their weight, and responds with a movement that invites the student forward. As the dance continues, the teacher assesses where they stand as the movement begins all over again. Teaching isn’t a rigid routine; it’s a continuous loop of movement and response grounded in careful observation.

According to Clay (2019), observation:

allows us to watch the child as he works, to see at least part of the focus of his attention, to watch him search for information in print and for confirmation of what he thinks. It enables us to observe him solve a problem, and sometimes express his delight when he discovers something new. (p. 3)

Whether in the classroom, in a small-group intervention, or in individualized tutoring, teachers need to use their observational skills to notice the actions a child takes and then infer what those actions may have meant. Observations help teachers determine what a child knows and how they know it. It’s also important to notice when a child knows something. For instance, a teacher might notice that a student initiates problem-solving in writing but not yet in reading. Noticing when helps us refine our teaching in the moment and plan for the next day.

Pausing occurs after an observation. It allows the teacher to reflect not only on what happened and why, but also on whether intervention is necessary at this moment. Pausing also leaves space for a child to initiate problem-solving. It sends the message that students have the knowledge and autonomy to make a decision. It is in the pause that we can respond with intention instead of a knee-jerk or routinized action. Pausing supports teacher decision-making.

Pausing is part of a recursive rhythm of observing, assessing, pausing, and responding. It’s difficult to separate the rhythms within the cycle. Instead, this continuous loop is closely linked to student-teacher interactions. In a sense, this delicate dance between teacher and student is part of a complex educational ecosystem in which both depend on one another.

The scenarios below provide examples of the symbiotic relationship between student(s) and teacher. These interactions ebb and flow intentionally to guide teachers and learners toward meaningful solutions and support transfer across contexts. Although we have labeled individual parts of each interaction, the components within the cycle are deeply interconnected. At times, you will notice that after a pause, no response is indicated. That in itself is a response, as the teacher decided not to intervene. Ultimately, our goal with these scenarios is to illustrate a continuous cycle driven by intentional decision-making.

Scenario: As part of a district writing assessment, students in third grade are expected to respond to a prompt and write independently for 45 minutes. In preparation for the actual, timed writing assessment, the classroom teacher provided students with ample practice.

Scenario: A teacher is observing and listening to a child read Hermit Crab. When the student gets to the page that reads, “He likes to eat hermit crabs!” (p. 8), they read:

*Child said wait.

The child continues reading, and this is what happened when they reached p. 14.

Implementing an instructional pause takes time and practice. Pausing before responding allows the teacher to think through the next steps and the freedom to choose from a variety of options based on their experience, expertise, and knowledge of the child(ren). This brief moment sharpens teacher decision-making to align more closely with what the student(s) need next to move forward.

In a blog post titled, “The Power of the Pause: Why Slowing Down Might Be the Best Teacher Strategy You Haven’t Tried Yet,” Brooklyn Holt states, “Ultimately, slowing down is not about doing less; it’s about doing what matters most with greater care. It challenges the culture of constant motion and replaces it with one of mindfulness and meaning. In a profession where time is always short, choosing to pause might be the most meaningful and effective decision a teacher can make for themselves and the students. Sometimes, pausing and allowing information to sink in is the most effective approach.”

The ebb and flow between a teacher and student is unique and dynamic. The teacher may lead while the student follows, or the student may lead while the teacher responds in a constant back-and-forth dance of real-time responsiveness. Keen observation, ongoing assessment, a deliberate pause, and thoughtful responses comprise this relationship between novice and expert. Grounded in trust and evolving over time, these micro-adjustments keep learning alive, transforming what could be an awkward exchange into a seamless waltz.

We invite you to attend LitCon 2027 and to view our recorded session, “Pausing Allows Us to Stop and Explore.”  We will expand upon the importance of pausing with meaningful artifacts and video clips. In the meantime, reflect on your practice and register for LitCon at https://literacyconference.org/

About the authors

Dr. Tracee Farmer is a Reading Recovery Trainer at National Louis University with over 30 years in education. Her background spans 1st–3rd grade classroom teaching, K–5 special education, literacy coaching, and small-group intervention. Trained as a Reading Recovery Teacher (2005), Teacher Leader (2012), and Trainer (2020), she delivers professional development across building, district, and national levels and frequently presents at literacy conferences. Her publications appear in the Journal of Reading Recovery, The California Reader, and the LCNA blog. She currently serves as co-director of the Hub and President-Elect of the LCNA Board.

Kathleen A. Brown has worked for 37 years as a classroom teacher, literacy specialist, staff developer, and Reading Recovery teacher. She has served as the Reading Recovery teacher leader in a large urban district in California for the last 22 years. Kathleen has provided early literacy training and coaching for the district and has presented at local, state, and national conferences. She has authored numerous articles and blogs and recently completed her first professional text, “True Tales of Student Success.” Kathleen serves on the Literacy Council of North America board as secretary and is affiliated with St. Mary’s College.