factors. do the work to external forces. students can master the material. The teacher conveys the satisfaction that accompanies a deep understanding The teacher conveys to at some The teacher conveys high expectations of complex content. The teacher demonstrates a high students that the work is too challenging for only some students. regard for students' abilities. Students indicate through their for them. questions and comments a desire to Students exhibit a limited commitment The teacher conveys an expectation of understand the content. Students exhibit little or no pride in to complete the work on their own; high levels of student effort. their work. many students indicate that they are Students assist their classmates in looking for an easy path. Students expend good effort to understanding the content. Students use language incorrectly; the complete work of high quality. teacher does not correct them. The teacher's primary concern appears Students take initiative in improving the to be to complete the task at hand. The teacher insists on precise use of quality of their work. language by students. The teacher but does not insist, Students correct one another in use that students use precise language. of language. Students not working with the teacher Students not working directly with the Students are productively engaged With minimal prompting by the teacher, are not productively engaged. teacher are only partially engaged. students ensure that their time is used during small-group or independent productively. work. Transitions are disorganized, with much Procedures for transitions seem to Students take initiative in distributing loss of instructional time. have been established, but their Transitions between large- and small- and collecting materials efficiently. operation is not smooth. group activities are smooth. do not appear to be any
factors. The teacher conveys to at some students that the work is too challenging for them. Students exhibit little or no pride in their work. Students use language incorrectly; the teacher does not correct them. do the work to external forces. The teacher conveys high expectations for only some students. Students exhibit a limited commitment to complete the work on their own; many students indicate that they are looking for an easy path. The teacher's primary concern appears to be to complete the task at hand. The teacher but does not insist, that students use precise language. students can master the material. The teacher demonstrates a high regard for students' abilities. The teacher conveys an expectation of high levels of student effort. Students expend good effort to complete work of high quality. The teacher insists on precise use of language by students. The teacher conveys the satisfaction that accompanies a deep understanding of complex content. Students indicate through their questions and comments a desire to understand the content. Students assist their classmates in understanding the content. Students take initiative in improving the quality of their work. Students correct one another in use of language. Students not working with the teacher are not productively engaged. Transitions are disorganized, with much loss of instructional time. do not appear to be any Students not working directly with the teacher are only partially engaged. Procedures for transitions seem to have been established, but their operation is not smooth. Students are productively engaged during small-group or independent work. Transitions between large- and small- group activities are smooth. With minimal prompting by the teacher, students ensure that their time is used productively. Students take initiative in distributing and collecting materials efficiently.