Instructional Practices for Giving Effective Directions and Feedback Self-Assessment Checklist To what extent do I: Almost always Occasionally Not yet Use directions that are short, simple and specific (i.e. your walking feet”)? “Use Consistently provide positive descriptive feedback to children who follow the directions, follow the engage appropriately in transitions, engage in activities (i.e. When children are observed to follow the direction follow-up by saying, you for using your walking feet; it keeps everyone safe.”)? ”Thank Redirect children or modify activity when children are withdrawn or off-task to more productive activities (i.e. use rhymes such as pocus, everybody focus” to bring “Hocus, attention back to teacher/activity)? Check in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child)? Individualize directions for children who need more support (i.e. When a child does not respond to a whole group direction such as your coats and line up” the “Get teacher repeats the direction in smaller steps your coat. [pause] Line up.”)? – “Get Provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom (i.e. see you are having a hard time sitting in circle. Do “I you need a chair, or would you like to go to our safe space?”)? Provides choices and options when possible (i.e. choosing materials during an activity, choosing what activity will come next, and choosing a friend to sit with at lunch)? Give opportunity to respond (i.e. provide a variety of opportunities for children to express what they know by asking open-ended questions, thumbs up/down to signify understanding, allow child to ask questions)? Use reflective strategies to question my own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive?
Instructional Practices for Giving Effective Directions and Feedback Self-Assessment Checklist To what extent do I: Almost always Occasionally Not yet Use directions that are short, simple and specific (i.e. “Use your walking feet”)? Consistently provide positive descriptive feedback to children who follow the directions, follow the engage appropriately in transitions, engage in activities (i.e. When children are observed to follow the direction follow-up by saying, ”Thank you for using your walking feet; it keeps everyone safe.”)? Redirect children or modify activity when children are withdrawn or off-task to more productive activities (i.e. use rhymes such as “Hocus, pocus, everybody focus” to bring attention back to teacher/activity)? Check in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child)? Individualize directions for children who need more support (i.e. When a child does not respond to a whole group direction such as “Get your coats and line up” the teacher repeats the direction in smaller steps – “Get your coat. [pause] Line up.”)? Provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom (i.e. “I see you are having a hard time sitting in circle. Do you need a chair, or would you like to go to our safe space?”)? Provides choices and options when possible (i.e. choosing materials during an activity, choosing what activity will come next, and choosing a friend to sit with at lunch)? Give opportunity to respond (i.e. provide a variety of opportunities for children to express what they know by asking open-ended questions, thumbs up/down to signify understanding, allow child to ask questions)? Use reflective strategies to question my own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive?
Instructional%20Practice%20Checklists%20for%20Teachers.docx