Thats Me

Below there are a number of teaching descriptors. Think about each descriptor and circle either a 1, 2, or 3: 1 ! ha"e done that, 2 ! do that some da#s, and 3 ! do that most da#s. $fter each statement, there is a place for #ou to %ot down e&amples about a time that illustrates #our use of the teaching descriptor. ! pro"ide e&periences for students to learn from their own initiati"es b# gi"ing them freedom to pla# with their own ideas, e&plore issues, and encounter new information. 1 2 3

'&ample: Mammals and Bird pro%ects ! use manipulati"e, interacti"e, and ph#sical materials to allow students to learn. 1 2 3

'&ample: base 1( blocks, clocks, rocks, magnets, ! frame m# tasks b# using words such as classif#, anal#)e, predict, and create. 1 2 3

'&ample: More in science and math. ! use teachable moments, especiall# when m# students are e&cited about a certain issue or topic, to lead a lesson for that da# or time period. 1 2 3

'&ample: *eekend share time ! gather information from students about what the# know before ! share what ! know. 1 2 3

'&ample: $lwa#s tr# to do a +*, chart for new units. ! gi"e m# students time to discuss a topic with me or other students. 1 2 3

'&ample: $lwa#s during whole group instruction time. ! think this is real important. ! allow students to ask -uestions of each other. 1 2 3

'&ample: ! need to do a better %ob of this. .ont do this enough. ! ask students to e&plain their thinking. 1 2 3

'&ample: /ften during math discussion. ! ask follow up -uestions such as 0*ho has another opinion1idea23 and 04or what reasons23 1 2 3

'&ample: .o this dail# during math discussion. $fter asking -uestions, ! do not call on the first person who raises his or her hand. ! wait and ! do not answer m# own -uestion for the students. 1 2 3

'&ample: ! wait during whole group reading time to get others to "olunteer to read. ! pro"ide time for students to e&plore so the# can make their own meaning of a topic. 1 2 3

'&ample: .uring magnets and electricit# unit. ! start m# lessons1units out with e&ploration, then mo"e to introducing concepts, and finall# ! ha"e m# students appl# what the# ha"e learned. 1 2 3

'&ample: ! tr# to do this with m# science units.