To adapt instruction to the different needs of learners in the music classroom, teachers have to be adaptive in terms of planning competency as well as implementation competency. There is a need to adjust methods in the classroom situation itself. This paper examines such microadaptions from a video-based perspective and asks how teachers show routines in adapting to classroom situations. A case study of a 5th grade music classroom is framed by the methodological reflection on how routines can be described by a combination of video-based observation and video-stimulated recall-interviews. (DIPF/Orig.).