This article explores teachers' classroom monitoring in English language learning and asks if it has a role to play beyond what we know and recognize as mainstream classroom management. As part of a larger study of pedagogical practices in classrooms in Singapore, researchers collected and analyzed videographic data on the types and subject-specific content of teachers' monitoring activities. The findings showed that teachers mostly monitored for supervisory purposes to individuals within a limited set of language learning activities. Overall, there were few occurrences of classroom monitoring for formative purposes and in the subject-specific areas of creative and descriptive writing, expression, conveying information and persuasion. In conclusion, the article suggests that one way to broaden monitoring activities in classrooms would be through setting short- and long-term questioning as an instructional strategy.