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As
a Scholar, Problem Solver, and Partner, Creates an Environment
for Student Learning That Serves Diverse Classroom Communities.
B1:
Creates a climate that promotes fairness.
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1.
Convey an attitude that all students are of equal importance
by promoting a sense of self-worth for each student.
2. Help students develop a sense of fairness - what
it means and how it takes shape - in their interactions
with each other.
3. Create a classroom structure that offers equal access
to learning for all students.
4. Model fairness at all times by acquainting yourself
with the customs and cultural backgrounds of your students,
so you can understand and interpret all types of behavior
in a sensitive fashion.
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B2:
Establishes and maintains rapport with students in ways that
are appropriate to the students' developmental needs.
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1.
Demonstrates traits such s genuine concern, warmth,
sincerity and humor.
2. Exhibit interest in students as unique individuals.
3. Use effective interpersonal and communication skills
such as, making eye contact, smiling, making focused
comments, and maintaining appropriate proximity to students.
4. Develop effective interactions considering the unique
characteristics of each student.
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B3:
Communicates challenging learning expectations to each student.
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1.
Convey
the attitude that school is a place for learning and
that all students can learn.
2. Communicate a belief that each student is capable
of significant achievement.
3. Encourage students to have confidence to take risks,
and to strive for success.
4. Maintain high standards for students.
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B4:
Establishes and maintains consistent standards of mutually
respectful classroom interaction and behavior.
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1.
Construct
practical, effective approaches to manage student behavior.
2. Teach and reinforce expectations.
3. Respond consistently and effectively to the range
of behavior issues.
4. Be able to anticipate misbehavior.
5. Display a sense of respect for students.
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B5:
Makes the physical environment as safe and conducive to learning
as possible.
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1.
Consider students' safety and diverse physical needs.
2.
Organize the classroom so that all students have access
to instruction.
3. Use the physical space as a resource that facilitates
learning.
4. Address the affective dimension of the physical setting
(displays of student work, the level of diversity evident
in displays, the attractiveness of the space, the degree
of overall appeal as a place for learning).
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