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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Indicate: Example, Non-Example (if applicable), and Impact on Student Learning/Behavior

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Example/Non-Example: The teacher did a great job at validating all student responses, with affirmations like “goob job”, “I see how you connected it”, “I love how you’re thinking”, and “it is okay to not know”. She tells students that they are working hard, as the contribute to the conversation and show their explanations on the board. She tells students explicitly what she likes about their thinking, and what they are doing right. When students need help, she helps them break down the question or the word to help comprehension.

Impact: I think the teacher’s validation of all student responses, helped students want to participate in the conversationand add their own contribution in. She did a great job at stopping at different points, accessing where they were at, and valuing what students had found out so far. She emphasized student language such as “groups of” and finding known words in unknown words- which further helped student confidence that what they were doing was worthwhile and meaningful.

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Example/Non-Example: The teacher is observing partners working together to figure out what “multiplicative comparison” means. She asks students to tell her what that phrase means in their own words and maintains eye contact with the student that is speaking.

Impact: The students seemed much more confident in their explanations when the teacher asked them in their small groups. The teacher asked follow up questions and was encouraging towards her students so it was clear that they felt comfortable sharing their guessing of the definition of the phrase, multiplicative comparison.

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Clearly articulating and modeling explanations, directions, and expectations 

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Clearly articulating and modeling explanations, directions, and expectations 

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Teacher was very clear with expectations both with learning outcomes and behavior. Early in the video, she explained that students were to look at what was on the screen and then it would disappear. She mentioned the fact that it would go away multiple times to prepare students.

Students are going to be less stressed when they know what to expect and what they are to do to succeed. With less stress, they will be able to focus better on the lesson itself instead of their own feelings.

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example: The teacher uses gestures and facial expressions. Teacher uses pointing to indicate where the students attention should be.

impact: Students feel more connected and understood. Students feel heard and supported, that their voice matters

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Students will become fluent in problems after seeing similar ones done consistency so they learn the steps to solving.

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•	Lots of eye contact and use of students names. As well as checking in with students during small group discussions. 

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•	Lots of eye contact and use of students names. As well as checking in with students during small group discussions. 

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• Walking around the room, majority of time spent facing all the students.

·       Students were attentive and engaged in lesson due to teacher eye contact and the teacher checking in with students.

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Example: she provides clear instructions of what is expected before the lesson, during the lesson, and summarizes it at the end. She also rephrases the expectations throughout the lesson to help students who aren’t understanding.

Impact: All students understand the expectations of what they should be accomplishing, and are reminded in case they forget. Some directions may not make sense to some students, so she rephrases them so that they do make sense.

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·       Having multiple students explain their thinking on the board while the rest of the class nonverbally agrees or disagrees

·       Reiterating students’ thinkings so the rest of the class can make sense of it

·       Questions students thinking and have them interpret directions

If students are incorrect, they stick with that student to re-explain and have them answer again

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Example: When the teacher is asking the answer to the questions, she mentions that "All hands should be up, because good listeners should've heard Kayleigh, she worked hard on that"

Impact: This reminds students of the expectations of not only being good listeners- but supportive classmates and engaged students. In this case- being a good listener was beneficial as they would of already knew the answer.

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exhibit an asset model of students by acknowledging their personal experiences, funds of knowledge, and interests. 

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exhibit an asset model of students by acknowledging their personal experiences, funds of knowledge, and interests. 

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Teacher asked students to give examples and asked if they thought differently than their peers. She encouraged students to produce more than one answer and for them to explain their thought process.

Students will feel more valued by their teacher and will be more likely to participate when they are encouraged to be different from their peers. If students think the teacher is looking for a very specific answer, students will be less likely to put themselves out on a limb infront of their entire class.

Even if student answers are not correct, they can work through it as a group and come up with a better solution together.

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Example/Non-Example: Students counted past 7 while counting out apples in the word problem, she redirected them and corrected this mistake by rereading the question and pointing out exactly how many apples Tiandra had.

Impact: Students at first seemed confused as to why they were not supposed to be counting past 7 but once the teacher showed them exactly where it said “7 apples” in the word problem almost all students understood and corrected their behavior for the next time that they had to count to 7.

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•	Clapping pattern to regain the whole classes attention.

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•	Clapping pattern to regain the whole classes attention.

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*Modeling of raising hand.

• Students repeated the clapping pattern and regain attention to the teacher.

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Example: There weren’t many undesired behaviors in this video, however she did redirect wrong answers that students gave her to questions in a gentle and understanding way. She let them work with peers first before sharing with the whole class.

Impact: The students understand that mistakes are okay and feel comfortable making them. I think the same would go for modeling behavior, but there was not much of that in this video.

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•	The teacher spoke clearly and loudly, she stood at the front of the class and made eye contact with students. When appropriate the teacher circulated the classroom to engage with students.

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•	The teacher spoke clearly and loudly, she stood at the front of the class and made eye contact with students. When appropriate the teacher circulated the classroom to engage with students.

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• All students were able to hear and see the teacher, encouraging them to be active and engaged in the lesson.

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·       Multiple students draw their strategies on the board for other students to learn from

·       Using students’ names in word problems to get them engaged in the lessonns

Engaging students in real-life scenarios and “telling stories” so they can make better sense of what is being asked of them. Multiple students get the opportunity to show their work on the board which helps them prove their thinking and helps their classmates learn.

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Example: The entirety of the lesson was taught in a professional demeanor- but most directly in the opening scene where she clearly articulates directions and her students are clearly aware of routine and expectations.

Impact: Helps students feel confident and secure with their teacher and content. The established routine reduces the chances for behaviors to occur and alleviates the stress of not knowing what to do next. Leading to an effective, engaging, and safe learning environment.

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During transitions from whole group to think pair share, the teacher clearly articulated the directions and the concepts they continued to learn. When confusion began, she made sure to clarify before moving on.

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When students start to shout out, she reminds them of expectations and asks them to think then raise their hands.

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During think pair share she met with the groups to assess their understanding and ad to conversation when needed.

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Before completing task , teacher gave clear directions an told them specifically what to look for "I want you to focus on repeated words"

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The teacher made it clear that there was not one correct approach to the answer and prompted students when they were stucl rather than telling them their answers were incorrect.

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Gave students the opportunity to raise their hands if they agreed with the students who shared.

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The teacher reminded students of the procedure for quick images

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The teacher strongly articulated what they were doing step by seto and was repetitive with her instruction to keep the students on task. This impacted student behavior and learning because the students were not confused about what they were doing, and they knew exactly what was expected of them.