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Awareness and responsive to academic and social needs. darlene

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Awareness and responsive to academic and social needs. darlene

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Don't overcode because of minimal interactions

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What is the teacher doing to encourage language?

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Look to see that the teacher enables children to do things that they are capable of on their own.

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Look to see that the teacher enables children to do things that they are capable of on their own.

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Clarity of Learning Objectives (Advanced Organizers) - "Prior To" not necessarily "higher lever"

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Clarity of Learning Objectives (Advanced Organizers) - "Prior To" not necessarily "higher lever"

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Prompting thought processes occurs when teachers encourage students to think out loud

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"Think about thinking" Focus on understanding of concept rather than facts

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In response to the child's responses verbal or non-verbal.

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In response to the child's responses verbal or non-verbal.

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May not be "instructional" and that's okay for this indicator.

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May not be "instructional" and that's okay for this indicator.

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The hook How do teacher pull the class in to stay interested.

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When scaffolding, teachers should give time for children to think and respond before helping

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How does the teacher keep the children engaged? Setting the stage for the opportunity to learn.

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How does the teacher keep the children engaged? Setting the stage for the opportunity to learn.

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How teacher responds to child's answer. Darlene

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How teacher responds to child's answer. Darlene

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Does the teacher connect new vocabulary to the children's experiences?

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Does the teacher connect new vocabulary to the children's experiences?

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Teachers setting the expectation of sitting prior to a lesson should not be counted as restriction of movement. 

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Teachers setting the expectation of sitting prior to a lesson should not be counted as restriction of movement. 

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How are the children being welcomed or valued in the classroom.

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How are the children being welcomed or valued in the classroom.

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Maximizing Learning Time (Few Disruptions) - Does not include disruptions from behavior management

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Maximizing Learning Time (Few Disruptions) - Does not include disruptions from behavior management

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Giving instructions can be self-talk if said while the teacher demonstrates

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The classroom runs as a "Well oiled machine "How well is time managed?

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Encouragement and affirmation of effort!

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Encouragement and affirmation of effort!

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Pacing is too fast for children to engage: Falls under a different dimension.

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Pacing is too fast for children to engage: Falls under a different dimension.

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Open-ended questions should invite an elaborate response, even if children only respond with a single word

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Integration-Teacher builds bridge and does she lead children across and ensure understanding?

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Integration-Teacher builds bridge and does she lead children across and ensure understanding?

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How aware is the teacher and how does she respond?

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How aware is the teacher and how does she respond?

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How intentional is it?  The focus is on the intent.

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How intentional is it?  The focus is on the intent.

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These are the hooks the teacher uses to engage students. Darlene

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These are the hooks the teacher uses to engage students. Darlene

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Conversation can be social as long as there are contingent exchanges

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The explicit intent by the teacher to encourage students to talk.

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Productivity does not "judge" the quality of the lesson.

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Productivity does not "judge" the quality of the lesson.

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Opportunity for learning...not quality of activity. darlene

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Opportunity for learning...not quality of activity. darlene

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Student Comfort: Children feel safe to seek help from the teacher.

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Student Comfort: Children feel safe to seek help from the teacher.

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Clarity of learning objectives can be implied - does not have to be stated.

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Clarity of learning objectives can be implied - does not have to be stated.

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Singing does not fit into this domain

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Addresses Problems - Think about the words "issues/needs" instead of actual "problem"

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Addresses Problems - Think about the words "issues/needs" instead of actual "problem"

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Pushes for deeper understanding or new learning .

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Pushes for deeper understanding or new learning .

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Response from a teacher to a child initiated question and/or action

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Focuses on both facilitation and engagement

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Focuses on both facilitation and engagement

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The teacher is aware and responds

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Are students as independent as possible inside the given activity?

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Are students as independent as possible inside the given activity?

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Positive Expectations: I know your going to do a great job, etc.

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Positive Expectations: I know your going to do a great job, etc.

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Is time being taken away from instruction?Darlene

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Is time being taken away from instruction?Darlene

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Relationships (Shared Activities)- This is more than just shared participation

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Relationships (Shared Activities)- This is more than just shared participation

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Negative climate is not the absence of positive climate.

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Negative climate is not the absence of positive climate.