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**// Creating an Environment of Respect and Rapport //** · Teacher interaction with students: · Student interaction: **// Establishing a Culture for Learning //** · Importance of the content: revelent and meaningful instruction. Cueing and posters displayed for students to use as resources. Standards are posted in student-friendly terms. · Student pride in work: authentic student work is displayed and changed regularly. · Expectations for learning and achievement: Objectives are clear and aligned to standards and students are following expectation with enthusiasm and pride. Students are cognizant of standards, expectations and anticipated outcomes.
 * Explicit expectations and review for classroom dialogue
 * Higher level questions being asked by teacher
 * Teacher act as facilitator and mediates thinking between cooperative groups with thought provoking questions.
 * Redirection are followed by positive reinforcement.
 * Inquisitive and respectful
 * Expects complete sentences
 * States please and thank you for responses
 * Specific positive feedback on every answer and recognition
 * Questions are varied and of higher rigor with each problem and the floor is open to respectfully disagree or agree and state why.
 * Students can recite expectations related to respectful discussion
 * Inquiry based discussions with polite and respectful dialogue
 * Agree or disagree with reasons why
 * Vocabulary induced discussion
 * <span style="font-family: arial,helvetica,sans-serif;">Explanations of how solution makes sense
 * <span style="font-family: arial,helvetica,sans-serif;">Asking questions related to problem to teacher and students

<span style="font-family: arial,helvetica,sans-serif;">**// 2c: Managing Classroom Procedures: //** <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Management of instructional groups : Students are strategically groups <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Management of transitions: pacing and flow are fluid and students are clear about procedures <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Management of materials and supplies: classroom is organized with limited clutter and Performance of non-instructional duties : professionalism is in place <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Supervision of volunteers and paraprofessionals: systems are in place and clear directives are given to volunteers

<span style="font-family: arial,helvetica,sans-serif;">**// 2d: Managing Student Behavior //** <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Expectations: 3-5 positively stated expectations are posted <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Monitoring of student behavior: positive reinforcement and recognition is provided by teacher and students amongst each other. <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Response to student misbehavior: Behavior places are in place for individuals students and behavior is managed through positive reinforcement

<span style="font-family: arial,helvetica,sans-serif;">**// 2e: Organizing Physical Space //** <span style="color: #000000; font-family: arial,helvetica,sans-serif;">· Safety and arrangement of furniture: teacher has easy access to all student work areas and desks. <span style="color: #000000; font-family: arial,helvetica,sans-serif;">- Students have easy access to student work areas