Possible Examples The teacher tells students that they’re Teacher says: get through this.” Teacher says: is important: you’ll need The teacher says: really fun to find the “Let’s “This “It’s doing lessons because it’s on the test, in the Teachers says: think most of you will be to grammatical English when you apply patterns for factoring polynomials.” “I book, or mandated by the district. able to do this.” for a job.” Student asks a classmate to explain a Teacher says to a student: don’t you Students consult with one another to Teacher says: idea is really important! concept or procedure since s/he didn’t “Why “This try this easier problem?” determine how to fill out a worksheet but It’s central to our understanding of history.” quite follow the teacher’s explanation. Students turn in sloppy or incomplete work. do not encourage each other to questions Teacher says: work on this together: Students question one another on answers. “Let’s Students don’t engage in work, and the their ideas. it’s hard, but you all will be able to do it Student asks the teacher whether s/he can teacher ignores it. Teacher does not encourage students who well.” redo a piece of work since s/he now sees Students have not completed their are struggling. Teacher a paper back to a student, how it could be strengthened. homework, and the teacher does not Only some students get down to work after saying, know you can do a better job on Students work even when the teacher isn’t “I Possible Examples respond. an assignment is given or after entering the this.” The student accepts the comment working with them or directing their efforts. (cont.) Almost all of the activities are busy work. room. without complaint. Students get down to work right away when an assignment is given or after entering the room.
Possible Examples Possible Examples (cont.) The teacher tells students that they’re doing lessons because it’s on the test, in the book, or mandated by the district. Teacher says to a student: “Why don’t you try this easier problem?” Students turn in sloppy or incomplete work. Students don’t engage in work, and the teacher ignores it. Students have not completed their homework, and the teacher does not respond. Almost all of the activities are busy work. Teacher says: “Let’s get through this.” Teachers says: “I think most of you will be able to do this.” Students consult with one another to determine how to fill out a worksheet but do not encourage each other to questions their ideas. Teacher does not encourage students who are struggling. Only some students get down to work after an assignment is given or after entering the room. Teacher says: “This is important: you’ll need to grammatical English when you apply for a job.” Teacher says: “This idea is really important! It’s central to our understanding of history.” Teacher says: “Let’s work on this together: it’s hard, but you all will be able to do it well.” Teacher a paper back to a student, saying, “I know you can do a better job on this.” The student accepts the comment without complaint. Students get down to work right away when an assignment is given or after entering the room. The teacher says: “It’s really fun to find the patterns for factoring polynomials.” Student asks a classmate to explain a concept or procedure since s/he didn’t quite follow the teacher’s explanation. Students question one another on answers. Student asks the teacher whether s/he can redo a piece of work since s/he now sees how it could be strengthened. Students work even when the teacher isn’t working with them or directing their efforts.
tpges_framework_2011_ky.docx