Facilitates Learning by Building Relations
-Teachers act as mentors for the learning process and guide children to construct their own knowledge and make connections with real-life events
-Educators who view themselves as facilitators create a learning community that reflects their students’ social, cultural, and linguistic lives. This is often known as “student-centered” or “learning-centered.”
-Teachers act as mentors for the learning process and guide children to construct their own knowledge and make connections with real-life events
-Educators who view themselves as facilitators create a learning community that reflects their students’ social, cultural, and linguistic lives. This is often known as “student-centered” or “learning-centered.”
Has a strong understanding of academic expectations
-The standards represent what our students should know and be able to do. They do not tell teachers how to teach, but rather, what to teach.
-Many students excel in the visual arts, music, theater, dance, and athletics. Teachers must foster those strengths and give children the opportunities to thrive.
-The standards represent what our students should know and be able to do. They do not tell teachers how to teach, but rather, what to teach.
-Many students excel in the visual arts, music, theater, dance, and athletics. Teachers must foster those strengths and give children the opportunities to thrive.
Uses instructional time effectively
-An educator should talk 20% (to 30%) of the class time, while students should speak/interact 70% (to 80%) of the time.
-When students speak, they are practicing communication skills, engaging in material, and building independence.
-An educator should talk 20% (to 30%) of the class time, while students should speak/interact 70% (to 80%) of the time.
-When students speak, they are practicing communication skills, engaging in material, and building independence.
Determines the purpose of assigning work outside the classroom
-Consider having students use some homework time for recreational reading, playing, or engaging in other social activities.
- If homework is required at a school site, it should not always be used toward a grade.
-Consider having students use some homework time for recreational reading, playing, or engaging in other social activities.
- If homework is required at a school site, it should not always be used toward a grade.
Understands the difference between "more work" and "more challenging work"
-Offer advanced children extension or enrichment opportunities. Extension activities refer to those that extend the lesson in a meaningful way. It should be work that builds on previous learning
-Offer advanced children extension or enrichment opportunities. Extension activities refer to those that extend the lesson in a meaningful way. It should be work that builds on previous learning
Incorporates meaningful technology
-Computer-based tools can enhance pedagogy when used correctly. Technology can be integrated with content in an interactive, engaging, and informative manner.
-Technology can add depth to content
-Computer-based tools can enhance pedagogy when used correctly. Technology can be integrated with content in an interactive, engaging, and informative manner.
-Technology can add depth to content
Uses ongoing assessments to guide instructional decisions
-There are four common types of assessments in education: summative, interim, formative, and informal.
-Summative assessments are used to evaluate student proficiency at the end of a unit or year
-Interim assessments allow a teacher to identify any gaps in student learning
-Formative assessments are conducted to monitor ongoing student learning.
-Informal assessments allow the teacher to observe students learning in real time
-There are four common types of assessments in education: summative, interim, formative, and informal.
-Summative assessments are used to evaluate student proficiency at the end of a unit or year
-Interim assessments allow a teacher to identify any gaps in student learning
-Formative assessments are conducted to monitor ongoing student learning.
-Informal assessments allow the teacher to observe students learning in real time
Implements best practices for reading instruction
-While the students are reading, the teacher conducts individual conferences with students to assess text appropriateness, discuss the reading, and monitor student fluency and comprehension
-Shared reading is an interactive experience
-While the students are reading, the teacher conducts individual conferences with students to assess text appropriateness, discuss the reading, and monitor student fluency and comprehension
-Shared reading is an interactive experience
Uses purposeful and mindful methods to encourage active participation
- A better way to ensure equitable practices is to frontload a learner for success.
-Example: a teacher can ask a question and have the students share their thoughts with a partner or table group. Then, the educator can walk over to the groups, and discuss the correct responses and ask whether the student would be willing to share the answer with the class.
- A better way to ensure equitable practices is to frontload a learner for success.
-Example: a teacher can ask a question and have the students share their thoughts with a partner or table group. Then, the educator can walk over to the groups, and discuss the correct responses and ask whether the student would be willing to share the answer with the class.
Uses a culturally and linguistically responsive approach to teaching and learning
-Educators should teach from different perspectives by taking into consideration the great contributions and achievements made by different social, cultural, and linguistic groups.
-Educators should teach from different perspectives by taking into consideration the great contributions and achievements made by different social, cultural, and linguistic groups.
Respects and validates a students home language
-Teachers must understand the unique characteristics of ELLs, identify appropriate instructional strategies, and use assessment data to determine best practices and supports
-Teachers must understand the unique characteristics of ELLs, identify appropriate instructional strategies, and use assessment data to determine best practices and supports
Understands the importance of clear expectations
-Limit expectations to no more than three to five in the younger grades. Keep them positive, simple, and clear
- If educators want desired behaviors, they need to acknowledge desired behaviors. Ex: Catch the “challenging” students making good choices and focus on social-emotional learning.
-Limit expectations to no more than three to five in the younger grades. Keep them positive, simple, and clear
- If educators want desired behaviors, they need to acknowledge desired behaviors. Ex: Catch the “challenging” students making good choices and focus on social-emotional learning.
Understands the importance of social-emotional learning and relational trust
-When we have relational trust with students, they feel empowered, experience autonomy, and become part of a system that upholds a moral imperative of the population.
-When educators reject the authoritarian position and eliminate deficit models, there is a greater opportunity for improving behavior.
-When we have relational trust with students, they feel empowered, experience autonomy, and become part of a system that upholds a moral imperative of the population.
-When educators reject the authoritarian position and eliminate deficit models, there is a greater opportunity for improving behavior.
Understands the connection between physical movement and cognition
-Flexible seating, an approach that includes various options and areas for students to choose where they work best, is a relatively recent movement in education.
-Another method for ensuring that students are not stagnant in seats all day is to implement learning stations.
-Flexible seating, an approach that includes various options and areas for students to choose where they work best, is a relatively recent movement in education.
-Another method for ensuring that students are not stagnant in seats all day is to implement learning stations.
Understands the connection between physical movement and positive behavior
-When we deny students of recess, we deny them opportunities for growth. That break in the day, for students, improves behavior and fosters physical, intellectual, and social-emotional growth!
-Children often participate in group activities, which can teach them lifelong skills such as fairness, sportsmanship, and conflict resolution.
-When we deny students of recess, we deny them opportunities for growth. That break in the day, for students, improves behavior and fosters physical, intellectual, and social-emotional growth!
-Children often participate in group activities, which can teach them lifelong skills such as fairness, sportsmanship, and conflict resolution.
Believes in their students, their self and their colleagues