In this paper we conceptualize teacher monitoring routines -a consequential yet understudied phase of instruction during students' collaborative work. We examine 5 lessons of experienced and equity-oriented secondary math teachers using a comparative case study design and analysis of their interactional routines. Our goal is to understand how teachers monitor groupwork and how they decide (intentionally or not) when, where, and how to intervene in student talk. We identified various patterns

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... t make clearer the micro-judgments monitoring routines entail for teachers' (a) ways of moving among students and conversational initiation, (b) conversational entry; (c) focus of the interaction; (d) when and how to exit the interaction; and (e) conversation participation pattern; with an eye toward teachers' goals and instructional contexts. We end by considering implications for research on teaching and professional education in support of collaborative learning.