One thing I keep noticing in classrooms: sometimes the most useful adult move is not doing something immediately. We see a child using a material differently than expected, solving a problem in a strange way, or taking longer than we think they should, and the impulse is to step in. But sometimes another ten seconds of watching changes what we think is happening. What are they trying? What have they already figured out? What might I interrupt if I move too quickly? Montessori gave me a deep respect for observation, but I think this applies far beyond Montessori too. Sometimes intervention is necessary. Sometimes the work is noticing first.