(a)   is the explanation of your teaching values and beliefs.

A (a)   is a focusing task for students to complete at the beginning of class.

The environment and tone of a classroom, created by clear and consistent routines, safety, and belonging, and that impacts how students feel during instruction is called (a)   .

A teacher is (a)   when the teacher demonstrates a new skill or behavior for students.

Clear and consistent structures in a classroom that help students execute recurring activities correctly and efficiently are called (a)   .

An (a)   is an ideal way to end a class. It can serve a number of purposes: provide feedback to the teacher about the class; require the student to do some synthesis of the day's content; challenge the student with a question requiring some application of what was learned in the lesson.

An (a)   is an exercise intended to help members of a group begin the process of forming themselves into a team.

This is a (a)   .

A (a)   is a collection of examples and evidence to showcase your experience, capability, and potential for employment opportunities and professional development.

(a)   is the speed at which someone speaks.

The rhythm of someone’s speech is their speech's (a)   .

The highness or lowness of someone’s voice is their voice's (a)   .

The loudness or quietness of someone’s voice is their (a)   .

The accent or inflection of one's speech that indicates one's mood or emotion is called (a)   .

Good directions are specific, sequential, and observable. The term that describes the quality of having ample details to complete the task is (a)   .

Good directions are specific, sequential, and observable. The term that describes the quality of being able to visualize the steps and end product of the task is (a)   .

Good directions are specific, sequential, and observable. The term that describes the quality of having ordered steps to complete the task is (a)   .

There are essentially three types of (a)   : entering class and taking a seat, switching from one academic activity to another, and exiting class.

How will students participate in whole-group discussion? How will students participate in discussion in pairs? What should independent work time look like? How will you ensure students maximize their learning during lecture? What should reading–either shared or independent–look like in your classroom? This questions suggest the teacher is considering (a)   types of routines.

How will students transition into and out of your class? How will students get and organize supplies needed for learning? How will students move from one activity to another while in your class? These questions suggest the teacher is considering (a)   routines.

How do you want students to respond when someone makes a mistake or struggles? How do you want students to celebrate each other? How do you want students to show kindness to each other? These questions suggest the teacher is considering (a)   routines.

(a)   is regard for the feelings, wishes, rights, and traditions of others.

(a)   is a sense of being seen and accepted by the group.

(a)   is a sense of understanding between people.