Jan 20, 2016 - Teacher-student interactions are friendly and demonstrate general caring and respect. Teacher patiently helps out with technical issues and students wait quietly for his assistance where necessary.
Jan 20, 2016 - Teacher-student interactions are friendly and demonstrate general caring and respect. Teacher connects the activity to something that is important to the student. The other students in the class are...
Jan 20, 2016 - Teacher responds to student process error with an upbeat tone and a gentle correction, and then acknowledges what he got correct. Students ask for clarification of a task, and the teacher responds...
Jan 20, 2016 - Both students demonstrate attention to detail and take pride in their work, initiating improvements by trying different set-ups to solve the problem.
Jan 20, 2016 - Students work to help their peer revise his presentation using both warm and cool feedback. The students repeat the teacher's mantra with feeling and understanding.
Jan 20, 2016 - Small-group work is well organized with clearly identified time, posted protocols, and an assignment that requires active participation and active listening. Students are productively engaged in...
Jan 20, 2016 - Small-group work is well organized, with tasks given for each member of the group. The tasks rotate so that every student performs every task at least once.
Jan 20, 2016 - Small-group work is well organized. The teacher is able to check student understanding by asking each child in a triad to participate in the large group sharing.
Jan 20, 2016 - Small-group work is well organized. The teacher takes the time to have students reflect and review their roles in the group at their tables, then checks for understanding using cold calls.
Jan 20, 2016 - Students are productively engaged in learning while unsupervised by the teacher, interacting with each other and listening to each other's ideas.
Jan 20, 2016 - Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Notice that both students were working on the problem.
Jan 20, 2016 - Teacher has a model to draw students' attention to prepare for the next transition. "Hands in the air" ensures that all students have stopped work. Directions for the next step are...
Jan 20, 2016 - Transitions occur smoothly, with little loss of instructional time, as students connect with each other without having to be put into groups.
Jan 20, 2016 - Transitions occur smoothly, with teacher giving instructions for next steps before moving the students into small groups onto the next task.
Jan 20, 2016 - Transitions occur smoothly, with little loss of instructional time, as teacher explicitly guides students to cap their markers and moves them to the rug in small groups.
Jan 20, 2016 - Transition occurs smoothly as teacher guides students step by step to clean up one activity and to prepare for the next, before moving them to the rug in small groups.
Jan 20, 2016 - The teacher guides students quietly back to small groups, creating a quick and smooth transition, with little loss of instructional time.
Jan 20, 2016 - Teacher has established procedures to bring students back to order to and to move them. Transitions occur smoothly, with little loss of instructional time.
