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S.

lncorporates strategies for motivating students using relevant and interesting subject
matter and activities.
Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.

6.
8.

Demonstrates subj ect matter com petence du ri ng i nstruction.

Organizes and directs leaming for individuals, small groups, and whole classes'

9.

Provides clear directions, instructions and explanations.

1O.

Directs efftcient transitions between lessons and from one activity to the next during
Iessons.
Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied leaming styles and individual needs'

7.

1.

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12.

Uses appropriate materials and resources'

13.

Demonstrates

14.

Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

fl

exibility and adaptability'

15.
16. Seeks clarification and elaboration of sfudent responses, where appropriate.
17. Leads and directs student participation in class discussion effectively and distributes

Xt

Provides appropriate '\rvait'time' after posing questions'

questions appropriatelY.

18.
1g.

Circulates in the classroom, intervening when necessary, checking on individual and

group understanding of activity/content'
Recognizes and responds appropriately to individual differences and group leaming
needs.

20. Reinforces
21

22.

student leaming, building on previous leaming, reviewing, and re-teaching

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Achieves closure for lessons, consolidating ideas or concepts through summaries,

reviews, etc..
Provides homework when appropriate and explains assignments fully.

3. CLASSROOM LEADERSHIP AND MANAGEMENT

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1.
Z.
3.
4.
5.
6.
7.
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Assumes a leadership role in the classroom, taking charge of classroom activities,

showing confidence, poise, composure, and presence.
Creates and maintains an effective leaming environment, setting high expectations and
standards for student leaming.
Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models appropriate behaviours.
Establishes positive relationships and a classroom climate based on mutual trust and

Clearly defines and reinforces classroom procedures and routines.

Clearly communicates and reinforces expectations for appropriate student behaviour'
Monitors student behaviour and is aware of student behaviour at all times.
Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate
low-'key and higher level responses; follows school discipline policies and procedures. _

May 25, 2006-Formative Assessment