Focus of dimension: Considers how well the teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in learning activities.
Summary of strengths:
Clear behavior expectations: Teachers were observed stating clear expectations, such as, “show me a quiet hand”, “put your tray in front of you”, and “This is how we hold scissors safely.” During the observation, it was evident that most children understood the rules and expectations. Children are more likely to behave appropriately in a classroom when the rules and expectations are clearly and consistently communicated.
Proactive: For the most part, teachers were proactive and displayed low reactivity when responding …show more content…
For example, teachers would often state positive comments, such as, “thank you for cleaning up your area”, “good job freezing”, and “thank you for putting the chalk on the paper” to reinforce positive behaviors in the classroom.
Student behavior: When good behavior management has been established in the classroom, many children conduct themselves in an appropriate manner without reminders about rules and expectations. Most of the time children were able to meet the expectations for behavior. There were a few instances where teachers needed to remind the children of behavioral expectations and redirect children’s …show more content…
For example, after large group time, the children listened for their shape and walked to the tables for an art activity. Teachers often provided the children with clear instructions that were understood by all children and children rarely interrupted the lesson for guidance.
Transitions: During the observation, transitions are quick and efficient, and the children knew what to do. For example, as the children transitioned from large group, they immediately went to the tables and participated in the art activity.
Preparation: There was consistent evidence the teachers were fully prepared for activities and lessons. Materials were ready at all times and the teachers knew their lessons, providing evidence planning had occurred beforehand. The highly productive teacher is clearly ready for all activities and lessons with materials already and easily accessible and the teacher clearly knows how to implement an activity without having to constantly look at directions.
Opportunities to enhance Productivity: Highly productive teachers may use transitions as a learning opportunity which allows all children to be thinking and involved in the activity. Consider additional ways to keep all children thinking and learning as they are being dismissed for small group
Summary of strengths:
Clear behavior expectations: Teachers were observed stating clear expectations, such as, “show me a quiet hand”, “put your tray in front of you”, and “This is how we hold scissors safely.” During the observation, it was evident that most children understood the rules and expectations. Children are more likely to behave appropriately in a classroom when the rules and expectations are clearly and consistently communicated.
Proactive: For the most part, teachers were proactive and displayed low reactivity when responding …show more content…
For example, teachers would often state positive comments, such as, “thank you for cleaning up your area”, “good job freezing”, and “thank you for putting the chalk on the paper” to reinforce positive behaviors in the classroom.
Student behavior: When good behavior management has been established in the classroom, many children conduct themselves in an appropriate manner without reminders about rules and expectations. Most of the time children were able to meet the expectations for behavior. There were a few instances where teachers needed to remind the children of behavioral expectations and redirect children’s …show more content…
For example, after large group time, the children listened for their shape and walked to the tables for an art activity. Teachers often provided the children with clear instructions that were understood by all children and children rarely interrupted the lesson for guidance.
Transitions: During the observation, transitions are quick and efficient, and the children knew what to do. For example, as the children transitioned from large group, they immediately went to the tables and participated in the art activity.
Preparation: There was consistent evidence the teachers were fully prepared for activities and lessons. Materials were ready at all times and the teachers knew their lessons, providing evidence planning had occurred beforehand. The highly productive teacher is clearly ready for all activities and lessons with materials already and easily accessible and the teacher clearly knows how to implement an activity without having to constantly look at directions.
Opportunities to enhance Productivity: Highly productive teachers may use transitions as a learning opportunity which allows all children to be thinking and involved in the activity. Consider additional ways to keep all children thinking and learning as they are being dismissed for small group