Phase 2 Rigor: Independent Practice

When should you use the Economy of Language action step?

• When the teacher's directions are unclear or use too many words

• When the teacher asks students to re-do routines they have already performed sufficiently well

• When the routine is effective, but students aren't following it

• When the teacher is not noticing the earliest actions of off-task behavior

What is the value in using fewer words to describe what students should do?

• It helps students understand the instructions more easily

• It saves time during instruction

• It allows for more student engagement

• It helps students develop better listening skills

When should you revise routines?

• When the routine is effective, but students aren't following it

• When students are following the routine but it is inefficient or ineffective

• When the teacher asks students to re-do routines they have already performed sufficiently well

• When the teacher's directions are unclear or use too many words

What is the purpose of having students repeat a routine when they haven't done it correctly?

• To give them more practice

• To reinforce the correct way of doing the routine

• To punish them for not doing it correctly the first time

• To waste time during the lesson

When should you use the Do it Again action step?

• When the teacher is not noticing the earliest actions of off-task behavior

• When the teacher asks students to re-do routines they have already performed sufficiently well

• When the routine is effective, but students aren't following it

• When the teacher's directions are unclear or use too many words

What is challenging about noticing or stating what you want to see students change when they Do it Again?

• Remembering the correct way to do the routine

• Finding the right words to explain the changes

• Getting students to pay attention during the Do it Again

• Determining when it's time to stop the Do it Again

When should you use the Cut it Short action step?

• When the teacher asks students to re-do routines they have already performed sufficiently well

• When the routine is effective, but students aren't following it

• When the teacher's directions are unclear or use too many words

• When the teacher asks students to re-do routines they have already performed sufficiently well

What is the purpose of having students do it again?

• To waste time during the lesson

• To reinforce the correct way of doing the routine

• To give them more practice

• To punish them for not doing it correctly the first time

When should you use the Scan Hot Spots action step?

• When the teacher's directions are unclear or use too many words

• When the routine is effective, but students aren't following it

• When the teacher asks students to re-do routines they have already performed sufficiently well

• When the teacher is not noticing the earliest actions of off-task behavior

What are the 'hot spots' that teachers should continuously scan throughout the lesson?

• The areas of the classroom where the teacher is standing

• The areas of the classroom where the teacher is not looking

• The areas of the classroom where off-task behavior often occurs

• The areas of the classroom where students are most engaged