Interaction

Fifteen Interactions for

Teacher Expectations and
Student Achievement (TESA)
1.

Michael A. DePolis

Expectation

Grand Canyon
University: TSL 560
June 12, 2013

Achievement

Equitable Distribution of Response Opportunity

2. Affirmation or Correction
3. Proximity
4. Individual Helping
5. Praise for the Learning Performance
6. Courtesy
7. Latency
8. Reasons for Praise
9. Personal Interest Statements and Compliments
10. Delving, Rephrasing, Giving Clues
11. Listening
12. Touching
13. Higher-Level Questioning
14. Accepting Feelings
15. Desisting
(Rothenberg & Fisher, 2007)

TESA Elements That I Do Well

1. Latency:
My English language learners (ELLs) and
others are accustomed to me waiting for a
response, and not moving on to another
student. I will support (scaffold) their responses when needed.
2. Reasons for Praise:
I customize my praise to each student. For
example, You always ask great questions
that make us think critically!
3. Personal Interest Statements and
Compliments:
I have created math problems using my
students sporting events or otherwise
personalized.
4. Delving, Rephrasing, Giving Clues:
I often accept answers of ELLs as I rephrase, add words, or otherwise support
their answers.
5. Desisting:
Behaviors are desisted equitably, calmly,
and respectfully, with high expectations for
all.

TESA Elements That I Do Not Do

Well
1. Equitable Distribution of Response Opportunity:
High achieving students help to keep the pace
fast, and it is tempting to let them answer. I will
employ popsicle sticks with student names to
call. I will ask high achievers to give others
time to think.
2. Affirmation or Correction:
I will provide more consistent feedback, especially in writing. I will balance affirmation and
correction according to proficiency levels.
3. Proximity:
I will more thoughtfully group my students flexibly so that I can distribute my proximity equitably.
4. Individual Helping:
It is easier to stretch abilities of high achieving
students in their Zone of Proximal Development. I will focus more help to ELLs and low
achieving students.
5. Accepting Feelings:
I will develop sensitivity to feelings and get
students to express them.

Summary
There are many things that I do
with my teacher behaviors, actions, and
interactions which facilitate student learning. I provide appropriate wait time and
support students with rephrasing and giving clues. I always think of individual ways
to praise each student. I personalize interests and compliments, and have great rapport, and my classroom management is
fair and calm.
I also have behaviors, actions,
and interactions which impede student
learning. I need to expand response opportunities, provide more consistent affirmation and correction, provide for equitable
proximity, help ELLs and low achievers
more, and become more responsive to
feelings.
Following all Fifteen TESA guidelines will assure that I am aware of my
interactions and expectations so that all of
my students will achieve to their highest
potential.
References
Rothenberg, C. & Fisher, D. (2007). Teach-

ing English language learners: A

differentiated approach. Pearson
Education, Inc.