NEW
Font size
WorksheetsTo teach better
Total questions: 10
Worksheet time: 8mins
Student-centered discipline refers to
how the teachers talk to students
the degree to which teachers allow students to make responsible decisions about their work in their classroom.
the academic and social support that students receive from their teacher and from their peers.
the types of classroom-management strategies teachers use in their classrooms.
Teacher language refers to
how the teachers talk to students
the degree to which teachers allow students to make responsible decisions about their work in their classroom.
the types of classroom-management strategies
teachers use in their classrooms.
a teacher’s implementation of meaningful and challenging
work, and the teacher’s belief that all students can
and will succeed.
Responsibility and choice refers to
a specific instructional task in which teachers have students work together toward a collective goal.
the academic and social support that students receive from their teacher and from their peers.
the degree to which teachers allow students to make responsible decisions about their work in their classroom.
the types of classroom-management strategies teachers use in their classrooms.
Warmth and support refers to
the degree to which teachers allow students to make responsible decisions about their work in their classroom.
the academic and social support that students receive from their teacher and from their peers.
teachers help develop social-emotional competencies systematically through the typical instructional cycle: goals/objectives of the lesson, introduction to new material/modeling, group and individual practice, and conclusion/reflection.
teachers using an appropriate balance between active instruction and direct instruction, as well as the appropriate balance between individual and collaborative learning.
Cooperative learning refers to
a specific instructional task in which teachers have students work together toward a collective goal.
teachers using an appropriate balance between active instruction and direct instruction, as well as the appropriate balance between individual and collaborative learning.
the types of classroom-management strategies teachers use in their classrooms.
teachers help develop social-emotional competencies systematically through the typical instructional cycle: goals/objectives of the lesson, introduction to new material/modeling, group and individual practice, and conclusion/reflection.
Classroom discussions refers to
the academic and social support that students receive from their teacher and from their peers.
conversations students and teachers have around content.
teachers using an appropriate balance between active instruction and direct instruction, as well as the appropriate balance between individual and collaborative learning.
how the teachers talk to students
Self-reflection and self-assessment are
a specific instructional task in which teachers have students work together toward a collective goal.
teachers using an appropriate balance between active instruction and direct instruction, as well as the appropriate balance between individual and collaborative learning.
instructional tasks whereby teachers ask students to actively think about their own work.
the academic and social support that students receive from their teacher and from their peers.
Balanced instruction refers to
conversations students and teachers have around content.
a teacher’s implementation of meaningful and challenging work, and the teacher’s belief that all students can and will succeed.
teachers using an appropriate balance between active instruction and direct instruction, as well as the appropriate balance between individual and collaborative learning.
teachers help develop social-emotional competencies systematically through the typical instructional cycle: goals/objectives of the lesson, introduction to new material/modeling, group and individual practice, and conclusion/reflection.
Academic press & expectations refers to
a teacher’s implementation of meaningful and challenging work, and the teacher’s belief that all students can and will succeed.
a specific instructional task in which teachers have students work together toward a collective goal.
the academic and social support that students receive from their teacher and from their peers.
conversations students and teachers have around content.
Competence building occurs when
conversations students and teachers have around content.
a teacher’s implementation of meaningful and challenging work, and the teacher’s belief that all students can and will succeed.
teachers help develop social-emotional competencies systematically through the typical instructional cycle: goals/objectives of the lesson, introduction to new material/modeling, group and individual practice, and conclusion/reflection.
the degree to which teachers allow students to make responsible decisions about their work in their classroom.
