"Monitoring" the Inner Circle - Analogy for the Teacher's Art

In his book Socratic Circles, Matt Copeland identifies the role of the teacher as to  “monitor” the inner circle, and “direct” the outer circle.  When recently discussing this with a teacher, the thought of monitoring a thermostat arose.  Monitor when applied to a thermostat suggests we do what with the thermostat?  How do we monitor a thermostat?  We observe it, and on some (rare) occasion, we adjust it.  But in the act of adjusting, we still let go and let the thermostat do its work.  For the teacher, monitoring the inner circle is the work of the teacher as artist.  Creative tension exists here.  A drama or play draws in an audience with creative tension, and a hopeful resolution by its conclusion for the audience to mull over.  So too, after offering an initiating question to start the inner circle’s conversation, the teacher cannot predict when she or he should “adjust” the inner circle with a follow-up question, or when to share a thought with students as an example of partnering in the collective learning.  But some tips:

(1)    If possible, take advantage of the extra empty chair provided in the inner circle for temporary visitors to contribute.  Otherwise temporarily enter the inner circle by taking a knee between two inner circle members. Avoid if possible talking from your desk or from a traditional standing position elsewhere in the classroom.  Become a part of the domain of the inner circle when monitoring through adjustment. 

(2)    After offering your follow-up question or shared thought, as soon as practical,  withdraw from the inner circle.

Next tip, how does one prepare good initiating and follow-up questions that you may or may not use when making those monitoring decisions about the inner circle conversations?