My students love working with their peers even if they are not in the same friend groups. To encourage collaboration, every time there is an activity, such as a lab, I tell students to look at the progress tracker to see who they can work with. I require students to have a minimum of two individuals and a maximum of four individuals for each lab activity. This rule then translates to students that collaboration is key to completing the lab. 

I also assign my work-on-their-own students as expert helpers to encourage them to collaborate and communicate with their peers. 

One-on-one instruction: I rely a lot on my progress tracker. It helps me identify which students are behind or struggling based on their pacing. If a student is behind pace, I have a one-on-one conference with them while everyone is doing their work. If a student needs help with the concept, I usually go to their table, sit next to them, and give them assistance. I roam around during the whole class period, so that helps me identify students who need some motivation or help. 

Small group instruction: My students have free seating after the first ten minutes of class. Students then start moving to a space where most students are in the same lesson. As I am constantly roaming, I can easily identify which group needs help. The roaming part of the class is probably one of my best routines, as my constant presence motivates students and gives them the capability of asking as I pass them instead of going to my table in case they are embarrassed to ask. 

Whole group instruction: For the first five minutes of class, I do whole group instruction, where I brief students on the expectations for the day. I give them updates on where things are found or demonstrate lab setup. For some lessons, I also do group instruction, especially the introductory lessons, as those have demonstrations that are easier for me to do in person than recording myself.