7+Best+Practices+for+Instruction


 * 7 Best Practices for World Language Instruction **
 * I. The classroom-learning environment promotes world language learning. **
 * II. Students have frequent opportunities to communicate in the world language. **
 * III. Authentic cultural information is infused into world languages instruction. **
 * IV. Vocabulary, grammar, and skills are taught in meaningful contexts. **
 * V. Multiple forms of assessments are used. **
 * VI. The professional expertise of the teacher is continually maintained and improved. **
 * VII. Effective classroom management techniques are used. **

Please note: **It is not expected that teachers incorporate all of the items in this document all of the time.** As professionals, teachers will make decisions about which activities, strategies, and techniques to use and when, how, and how often to use them. This list of Best Practices is updated periodically to reflect the results of new research in the field. 2 engaged in the learning activities. || • show enthusiasm for and an interest in the students and what he/she is teaching. • provide clear directions, vivid examples, and interesting practice activities to help students attain the objective of the lesson. Prepare at least 3-5 activities per class at the lower levels. • give students praise and encouragement using verbal and non-verbal cues (smiles, head- nodding, interested facial expressions, etc.). • know his/her students. Plan personalized activities (personal bingo, personal interviews, and tasks that incorporate students’ interests and talents). • vary activities (signaling, action chains, pair and group activities, whole group activities). • hold students accountable for their work and behavior. || confident and willing to participate and use the target language. || • provide practice of new material using choral repetition, small group, or pair work before requiring individual responses or presentations to the whole class. <span style="color: #000000; font-family: 'Times-Roman','serif';">• introduce and practice new material in the context of older familiar vocabulary and grammar. <span style="color: #000000; font-family: 'Times-Roman','serif';">• make an earnest effort to understand students’ communicative efforts and respond to the message <span style="color: #000000; font-family: 'Times-Roman','serif';">rather than error correction (which may be dealt with later during grammar practice). || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">made depending on <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">students’ needs. || <span style="color: #000000; font-family: 'Times-Roman','serif';">• use Total Physical Response (TPR) techniques at all levels to introduce new material. <span style="color: #000000; font-family: 'Times-Roman','serif';">• adjust seat assignments, provide access to support materials, and orga nize students in flexible groups. <span style="color: #000000; font-family: 'Times-Roman','serif';">• adapt learning task in terms of size/depth, time, input, difficulty, output, level of support, degree of <span style="color: #000000; font-family: 'Times-Roman','serif';">participation, alternative goals, substitute curriculum. <span style="color: #000000; font-family: 'Times-Roman','serif';">• incorporate audio/visual materials, kinesthetic activities, music and art projects, and print materials. <span style="color: #000000; font-family: 'Times-Roman','serif';">• use a variety of aids such as tape recorders, computers, TV, and overhead projector. <span style="color: #000000; font-family: 'Times-Roman','serif';">• use differentiated levels of questioning (yes/no, either/or, one word responses, how/why, open ended). || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">with one another. || <span style="color: #000000; font-family: 'Times-Roman','serif';">• provide instruction on group process skills (how to work in cooperative learning groups), as needed. <span style="color: #000000; font-family: 'Times-Roman','serif';">• use information-gap activities, role plays, extended scenarios, paired interviews, learning games, <span style="color: #000000; font-family: 'Times-Roman','serif';">jigsaw activities, simulations, and group problem solving activities. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">promoted through the <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">physical <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">environment.
 * //<span style="color: #ffffff; font-family: 'Times-Roman','serif'; font-size: 11.3333px;">WHAT THE OBSERVER //**
 * || **<span style="font-family: 'Times-Roman','serif'; font-size: 21.3333px;">I. Classroom Learning Environment ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">1. All students are
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">2. Students appear
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">3. Accommodations are
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">4. Students cooperate
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">5. Student learning is

<span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">6. The room is an <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">attractive and <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">obvious world || <span style="color: #000000; font-family: 'Times-Roman','serif';">• display the world language Standard and Rubric posters and refer to them frequently. <span style="color: #000000; font-family: 'Times-Roman','serif';">• display and enforce basic classroom rules/procedures. <span style="color: #000000; font-family: 'Times-Roman','serif';">• display examples of student work (with rubrics, checklists) <span style="color: #000000; font-family: 'Times-Roman','serif';">• create a “cultural island” with cultural artifacts, posters, flags, music, and other realia. <span style="color: #000000; font-family: 'Times-Roman','serif';">• arrange the room to facilitate student-to-student communication, small and large group activities, <span style="color: #000000; font-family: 'Times-Roman','serif';">learning centers or resource areas (space permitting). ||

<span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">second language 80% <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">of most class periods. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">8. Students demonstrate <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">that they understand the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">target language by <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">responding <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">appropriately. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use the second language for all classroom routines (greetings, opening books, lining up). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use Negotiation of Meaning techniques (i.e., either/or questions, verbal prompts, gestures, visual <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">aids, facial expressions, cognates, comprehension checks, clarification requests, expanding or <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">remodeling one-word utterances, adding information, simplifying vocabulary and syntax, adjusting <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">speed of speech, paraphrasing) to help students understand what was said and to be better able to <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">express themselves. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• check for understanding by having students respond with signals, gestures, TPR movements, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">questions, answers, as appropriate (it is not enough to ask “Do you understand?”). || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">communication in pairs <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">or small groups at least <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">3-10 minutes most class <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">periods. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">10. Students express their <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">own thoughts and <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">opinions orally and in <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">writing in the target <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">language. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">11. Students write <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">creatively and with <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">increased complexity as <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">their proficiency <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">increases. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">12. Students use the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">language to obtain <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">information from <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">sources beyond the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">classroom on a range of <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">topics. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use whole group and small-group techniques (i.e., information gap, jigsaw, role-play, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">and brainstorming), and at least 2 presentations to the class per year. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• reply to a student’s message, not form, during communicative exchanges (don’t correct the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">grammar at this time). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• teach functional language that students will want to use with one another and must use to function <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">in class (ex. “What are you doing tonight?” or “I need a pencil.”). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• provide regular opportunities for students to express personal meanings in spontaneous interactions <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">with each other, in prepared presentations to the class, and in written work. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• encourage real conversations about topics of interest (with books closed, no worksheets). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• provide opportunities for students to use the target language to make connections to topics from <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">other subject areas orally and in writing. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• distinguish between prepared, memorized speech/dialogs (Presentational Mode) and spontaneous, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">on-demand role plays/communication (Interpersonal Mode)that is required at the Partially <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">Proficient and Proficient Level and above. Use a variety of activities to help students go from the Novice <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">to the Proficient Level. Cue students to “expand” their utterances. Ask more open-ended questions. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• facilitate written exchanges with pen pals or e-pals. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• require communication with exchange students, immigrants in the community, international <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">visitors, and exchange teachers who are brought in to speak with members of the class, individually <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">and as a group. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• assist students in using the Internet (safely) to research and write letters to embassies, companies, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">agencies, and/or famous individuals in the target language. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">embedded in <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">activities and <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">instructional <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">materials. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">14. Culture is infused <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">throughout the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">week-not just <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">something taught <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">(in English) on <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">Fridays. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• incorporate information on products, practices, and perspectives related to daily life, literature, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">history, art, music and science. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use culturally authentic visual aids, music, videos and realia to preview, practice and produce <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">linguistic concepts and skills (authentic items are items actually used in the target country). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• present new vocabulary in a cultural context. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use authentic readings (those prepared for native speakers: newspaper/magazine articles, literary <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">pieces, etc.) with tasks appropriate for the given linguistic level of students. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• design cultural projects/tasks so that students must the use the target language to complete the task. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">Class time is too precious to sacrifice target language practice. (For example: with an art project, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">limit the number of supplies and require students to use the target language to ask one another for <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">what they need.) || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">demonstrate <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">interest in the <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">target culture <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">through their <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">questions, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">research, portfolio <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">projects, etc. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• highlight and stress cultural similarities before presenting cultural differences. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• include comparisons of basic human needs, wants, modes of cultural expression, and perceptions of <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">two or more cultures. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• design activities that demonstrate the effects of weather, history and geography on culture. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• contrast differences in cultures in terms of products, practices, and perceptions. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• include native speakers, authentic materials, up-to-date illustrated magazines, videos, music, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">storybooks, the Internet and maps as appropriate in daily lessons. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• provide opportunities for students to compare and contrast cultural items with their personal cultural <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">background. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">presented without <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">promoting cultural <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">stereotypes and <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">biases. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">17. Students <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">recognize <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">stereotyping and <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">biases. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• discuss the validity of the lazy siesta-taking Mexican in a sombrero; the wine-drinking, snobbish, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">Frenchman; the beer-drinking German in leather pants, and other stereotypes. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• assign critical thinking activities that focus on advertisements in the mass media that perpetuate <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">stereotyping and biases. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• Help students to understand that aspects of culture may differ from person-to-person and region-toregion <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">within a country, or from country-to-country even though the language may be the same. ||
 * || **<span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 18.6667px;">II. Communication in the Target Language ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">7. The teacher uses the
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">9. Students practice oral
 * //<span style="color: #ffffff; font-family: 'Times-Roman','serif'; font-size: 11.3333px;">HOULD SEE AND HEAR: //****//<span style="color: #ffffff; font-family: 'Times-Roman','serif'; font-size: 21.3333px;">THE TEACHER SHOULD: //**
 * 1) **<span style="color: #ffffff; font-family: 'Times-Roman','serif'; font-size: 21.3333px;">Classroom Le **
 * || **<span style="font-family: 'Times-Roman','serif'; font-size: 21.3333px;">III. Culture ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">13. Culture is
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">15. Students
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 13.3333px;">16. Culture is

<span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">introduced and practiced <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">in a context –not in <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">meaningless lists. || <span style="font-family: 'Times-Roman','serif';">• teach vocabulary—not just assign it for homework. <span style="font-family: 'Times-Roman','serif';">• present new vocabulary in simple sentences, introducing 3-7 items at a time. <span style="font-family: 'Times-Roman','serif';">• practice new vocabulary using: signaling, yes/no questions, either/or questions, naming questions, word <span style="font-family: 'Times-Roman','serif';">chains, games, categorizing, opposites, rhymes, rhythms, personalizing, mnemonic devices, familiar <span style="font-family: 'Times-Roman','serif';">stories, dialogues, tongue twisters and songs (not “What is this?” “This is a …!” over and over again). <span style="font-family: 'Times-Roman','serif';">• use prompts, cues and visuals to facilitate comprehension. <span style="font-family: 'Times-Roman','serif';">• offer frequent short vocabulary assignments and quizzes so that students do not fall behind. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">in previously learned <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">material. <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">20. Visual representations are <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">used to help students <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">understand new items. <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">21. Translation to English is <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">used rarely/sparingly. || <span style="font-family: 'Times-Roman','serif';">• engage students in pre-listening activities using visuals, and graphic organizers. <span style="font-family: 'Times-Roman','serif';">• use interesting contexts: familiar stories, songs, Total Physical Response (TPR), dialogs, current news <span style="font-family: 'Times-Roman','serif';">articles, obvious advertisements, videos, familiar rhymes, poems, etc. to facilitate comprehension. <span style="font-family: 'Times-Roman','serif';">• use storytelling techniques (redundancy, familiar plots, chiming in, gestures and mime, visuals). <span style="font-family: 'Times-Roman','serif';">• use frequents comprehension checks: signaling (thumbs up/down), Total Physical Response (TPR) <span style="font-family: 'Times-Roman','serif';">commands, and asking clarifying questions in the target language. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">increase in complexity <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">from lesson to lesson, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">year to year. || <span style="font-family: 'Times-Roman','serif';">• use yes/no, either/or, naming, and identification questions when introducing material. <span style="font-family: 'Times-Roman','serif';">• encourage early speaking/writing activities that are based on rhymes, familiar stories, songs, raps, <span style="font-family: 'Times-Roman','serif';">dialogs, personal information, games, sequencing activities and/or categorizing activities. <span style="font-family: 'Times-Roman','serif';">• ask questions and assign tasks that range from specific to open ended. <span style="font-family: 'Times-Roman','serif';">• encourage students to go from word level to sentence level or from sentence to paragraph level and <span style="font-family: 'Times-Roman','serif';">extended discourse, as appropriate. <span style="font-family: 'Times-Roman','serif';">• provide practice using PPS SITCOMMS to promote progression through proficiency levels. <span style="font-family: 'Times-Roman','serif';">• use personalized questions, sentence builders, storytelling, surveys/polls, paired interviews, informationgap <span style="font-family: 'Times-Roman','serif';">tasks, group problem-solving, situations with complications and/ or pen pals, e-pals. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">between grammar practice <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">and communicative <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">practice. || <span style="font-family: 'Times-Roman','serif';">• clarify meaning during communicative practice using Negotiation of Meaning techniques (see 7-8 <span style="font-family: 'Times-Roman','serif';">above)—not by correcting grammar errors (which tends to end the desire to communicate). Make a <span style="font-family: 'Times-Roman','serif';">mental note of frequent errors for later grammar practice. <span style="font-family: 'Times-Roman','serif';">• correct grammar errors during grammar practice when the attention is on form. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">way that encourages <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">students to identify and/or <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">construct the rule. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">25. Grammar practice is <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">meaningful (not drills where <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">one sentence has no relation <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">to the next ). <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">26. The major focus of the class <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">is on communication <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">(meaning), not gra mmar. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• separate communicative and grammatical practice. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• use familiar vocabulary to teach and practice new grammar rules. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• choose one of the following teaching strategies based on the complexity of the grammatical concept and the <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">ability level of students: <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">1. Give multiple examples in the target language so that students can clearly identify the underlying <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">grammatical rule (inductive approach)—preferred approach. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">2. Help students construct their understanding of the grammatical principle using coaching and <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">questio ning strategies (guided inductive approach)—preferred approach. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">3. Present a clear, logical, and correct explanation of the grammatical principle (in English when <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">necessary) and provide examples (deductive explanation) –use this as last resort. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• give clear demonstrations of how a grammatical principle is used in the everyday world (context). <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• provide multiple opportunities for the practice of high frequency grammar principles (integrating skills, <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">variety of contexts). <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• give constructive feedback concerning grammatical accuracy without overcorrecting. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• respond to students’ questions about the grammar rules without needless elaboration, complications, and <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">extraneous detail. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">language and demonstrate <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">an understanding of what <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">they read. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• provide practice in sound/symbol correspondence, rhyming words and syllabication. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• use 5 stage approach as needed: pre-teaching/ preparation stage, skimming/scanning stage, decoding/intensive <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">reading stage, comprehension stage, transferable/integrating skills stage. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• use explicit strategies: SQ3R technique (**s**urvey, **q**uestion, **r**ead, **r**ecite, **r**eview), KWL (what the student <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">for clues, rereading. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• challenge students to express their own thoughts and think critically (about what they have read) orally and in <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">writing. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• provide practice in finding specific information, identifying main ideas and supporting details, and identifying <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">material that seeks to persuade. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• provide interesting articles, magazines, books to encourage reading for enjoyment. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">the processes involved in <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">writing. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• start with simple techniques such as labeling, language experience chart activities, writing sentences or short <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">paragraphs based on guided questions and simple dictations. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• lead students through stages of writing: pre-writing (notes, brainstorming, information gathering); composing <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">the draft (outline); revising (peer edit ing); check spelling; and formatting. <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• use a variety of feedback strategies (specific criteria to global qualities). || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">refines, clarifies, and <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">expands at “teachable” <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">moments. || <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">• recognize that even the most well-conceived grammar explanation may not be immediately received and <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">applied by students—so revisit, reinforce, and re-teach grammar concepts in different contexts at increasingly <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">higher levels. ||
 * || **<span style="font-family: 'Times-Bold','serif'; font-size: 21.3333px;">IV. Vocabulary, Skills, and Grammar in Context ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">18. New vocabulary is
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">19. New items are embedded
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">22. Language contexts
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">23. Distinctions are made
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">24. Grammar is presented in a
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">27. Students read the target
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">k **<span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 15.3333px;">nows, **w**ants to know, and has **l**earned), utilizing context to figure out meaning, previewing material, looking
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">28. Students are guided through
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">29. The teacher reviews,

<span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">written Communication (Interpersonal, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">Presentational, and Interpretative), <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">Connections to standards in other <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">content areas, and Culture (Practices, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">Perspectives, and Products). || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• global/holistic contextualized assessments are used such as TPR, oral interviews, role plays, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">classroom presentations (two per year minimum), and writing for different purposes in <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">addition to traditional discrete-point test devices such as multiple choice or fill in the blank. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">instruction (quizzes, tests, portfolios, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">progress on four Proficiency <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">Checklists, PPS ORALS). || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use test data to modify daily lesson plans as needed. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• relate student responses to the Standard Poster and Rubric Poster and encourage responses at a <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">higher level. Emphasize progression as shown on the four Proficiency Checklists. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use supplementary materials to re-teach in different ways as needed. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• put students in flexible groupings depending on need. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• provide practice using SitComms with every topic/chapter. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">situations/contexts from the target <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">countries. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• include authentic cartoons, newspaper articles, realia (menus, bills, receipts, and train or <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">school schedules), role-plays, and situational tasks in test items. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">(requiring answers that go from word, <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">to sentence, to paragraph levels; from <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">present to past and future time; and <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">from simple to complex topics) yet <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">provide accommodations as needed. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• include discrete point and open ended questions ( answers are: yes/no, true/false, multiple <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">choice; quotable directly from text; found in text but cannot be quoted directly; require <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">inference; and require evaluation or judgment to be made). <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• replace traditional types of assessments (multiple choice, fill- in-the-blanks, etc.) with <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">integrated performance assessments and projects as students become more proficient. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• make accommodations as needed, (assign same general task but at different levels of <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">difficulty, modify the time to respond and/or length of response required, provide a word bank <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">and/or study guide, have more open ended tasks to let the student demonstrate what he/she can <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">do, etc. ) || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">oral and written work. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">35. Student portfolios contain a rich array <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">of student work || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use the Proficiency Checklists to note progress on oral proficiency. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• have students correct their own errors and make revisions in the writing process. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use peer editing techniques as a part of the writing process. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• expect students to reflect on their work and relate the work to the standards and rubrics. <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• vary assignments to be included in the portfolio: student designed videos, reports, audio <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">excerpts of informal and formal student interviews, taped role-plays, drafts and final versions <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">of written work, photographs with descriptions of projects, Power Point presentations. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">improve 3% per year or more at each <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">benchmark level. || <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">• use the assessment tools to better prepare students (4 Proficiency Checklists, Standard Poster, Rubric <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif';">Poster, ||
 * || ** V. Assessment ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">30. Students are assessed in: oral and
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">31. Assessment data is used to inform
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">32. Tests include real-life
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">33. Test questions increase in complexity
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">34. Students are held responsible for their
 * <span style="color: #000000; font-family: 'Times-BoldItalic','sans-serif'; font-size: 12px;">36. Overall results

<span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">formal and informal <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">professional development <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">opportunities in the areas of : <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">-personal communicative <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">practice, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">-cultural knowledge, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">-current teaching <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">methodologies, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">-cognitive development of <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">students <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">as evidenced through use of <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">new knowledge, ACT 48 <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">hours, sharing of new <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">information with colleagues, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">making presentations to <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">others, etc. || <span style="font-family: 'Times-Roman','serif';">• attend relevant conferences, workshops, seminars and/or classes. <span style="font-family: 'Times-Roman','serif';">• communicate with native speakers on a regular basis (Pittsburgh Council for International <span style="font-family: 'Times-Roman','serif';">Visitors, University of Pittsburgh’s Center for Latin American Studies, heritage <span style="font-family: 'Times-Roman','serif';">language/cultural organizations). <span style="font-family: 'Times-Roman','serif';">• be a member and participate in foreign language professional organizations, (PSMLA, <span style="font-family: 'Times-Roman','serif';">AFLA, AATG, AATSP, AATF), cultural organizations (singing societies, heritage groups). <span style="font-family: 'Times-Roman','serif';">• read/contribute to journals such as //The PA Language Forum, Foreign Language Annals,// //<span style="font-family: 'Times-Roman','serif';">Modern Language Journal. // <span style="font-family: 'Times-Roman','serif';">• read professional books, attend travelogues, visit international exhibits or plays. <span style="font-family: 'Times-Roman','serif';">• conduct workshop sessions and/or present at conferences. <span style="font-family: 'Times-Roman','serif';">• mentor student teachers or new teachers. <span style="font-family: 'Times-Roman','serif';">• engage in personal reflections, experimentation, and a willingness to take risks in trying <span style="font-family: 'Times-Roman','serif';">new ideas, then share the results with colleagues. <span style="font-family: 'Times-Roman','serif';">• travel to other countries and participate in home-stays, seminars, work experiences. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">as a tool for instruction, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">research, and global <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">communication. || <span style="font-family: 'Times-Roman','serif';">• travel via the Internet to: stay up-to-date on current events, cultural phenomena and political <span style="font-family: 'Times-Roman','serif';">tendencies of the target language culture(s), and current teaching trends; network with <span style="font-family: 'Times-Roman','serif';">colleagues; maintain and improve language skills; identify employment opportunities for <span style="font-family: 'Times-Roman','serif';">students; || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">acquired, research-proven <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">methods, techniques, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">strategies, activities etc. to <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">enhance instruction and help <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">students attain standards. <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">40. The teacher is at ease <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">communicating in the target <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">language. || <span style="font-family: 'Times-Roman','serif';">• try-out new techniques, strategies, etc. and reflect on the results. Don’t give up just because <span style="font-family: 'Times-Roman','serif';">it doesn’t work the first time. There is often a learning curve that dips before the benefits <span style="font-family: 'Times-Roman','serif';">become evident. <span style="font-family: 'Times-Roman','serif';">• use TIP or ESEP time, professional development periods, the PPS world language teacher zz <span style="font-family: 'Times-Roman','serif';">lists (listservs), and/or the Internet to share ideas with colleague ||
 * || ** VI. Professional Expertise ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">37. The teacher participates in
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">38. The teacher uses technology
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">39. The teacher uses newly

<span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">activities are <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">engaging, <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">interesting, and <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">at the correct <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">level. || <span style="font-family: 'Times-Roman','serif';">• know his/her students and their interests and use that knowledge to plan for instruction. <span style="font-family: 'Times-Roman','serif';">• plan the “how” as well as the “what” to teach for daily lesson plans. <span style="font-family: 'Times-Roman','serif';">• plan at least 4-5 activities per class (particularly at the lower levels) to help students meet the objective. <span style="font-family: 'Times-Roman','serif';">• vary the 4-5 activities (whole group, pair work, Q and A, presentation, etc.). <span style="font-family: 'Times-Roman','serif';">• make sure the activities are at the correct level of difficulty (too easy is boring, too difficult is frustrating)— <span style="font-family: 'Times-Roman','serif';">different levels of difficulty may be needed within a class (use flexible grouping). <span style="font-family: 'Times-Roman','serif';">• provide guided, whole-class practice before asking students to do something individually. <span style="font-family: 'Times-Roman','serif';">• make lessons interesting (use humor, songs, raps, games, personalized tasks, interesting topics, etc.) <span style="font-family: 'Times-Roman','serif';">• show enthusiasm for the activity, avoid a monotone voice. <span style="font-family: 'Times-Roman','serif';">• offer a carrot for more difficult/intense work (if we can work through this, we will have time for…). <span style="font-family: 'Times-Roman','serif';">• monitor the learning and adjust the teaching as needed throughout each class period. <span style="font-family: 'Times-Roman','serif';">• make note of what works/what doesn’t and figure out why—talk to colleagues. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">rules and <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">consistent <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">enforcement. || <span style="font-family: 'Times-Roman','serif';">• post no more than 4-5 rules he/she is willing and able to enforce. <span style="font-family: 'Times-Roman','serif';">• explain the progression of consequences for infractions (reminder, warning, call home, etc.). <span style="font-family: 'Times-Roman','serif';">• be consistent and fair with the rules and consequences. || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">“disciplines with <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">dignity”. || <span style="font-family: 'Times-Roman','serif';">• have a repertoire of responses: use humor or the unexpected, give “the look”, use proximity (move near the <span style="font-family: 'Times-Roman','serif';">student), call on the student to redirect attention back to the task, speak privately to the student before or after <span style="font-family: 'Times-Roman','serif';">class, preface “the talk” with a compliment and an expression of caring or concern (“You were doing so well <span style="font-family: 'Times-Roman','serif';">but now I am worried about you. What is going on?”), etc. <span style="font-family: 'Times-Roman','serif';">• avoid sarcasm—it has no place in the classroom. <span style="font-family: 'Times-Roman','serif';">• provide positive reinforcement for good behavior (a verbal compliment-without embarrassing the student, an <span style="font-family: 'Times-Roman','serif';">award or special activity, a good call home, etc.). <span style="font-family: 'Times-Roman','serif';">• raise and lower students’ level of concern as needed. (For example, “There will be a quiz on this tomorrow.” or <span style="font-family: 'Times-Roman','serif';">“Don’t worry, we will practice this again before the test.”) || <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">one activity to <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">the next are <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">smooth, not <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">disruptive. || <span style="font-family: 'Times-Roman','serif';">• plan transitions from one activity to the next and have all materials set out and ready to go. <span style="font-family: 'Times-Roman','serif';">• give clear directions, provide exemplary models, check for understanding (“please tell the class what the next <span style="font-family: 'Times-Roman','serif';">steps are in your own words”) <span style="font-family: 'Times-Roman','serif';">• establish and stick to instructional routines so that students will know what to expect and what to do. <span style="font-family: 'Times-Roman','serif';">• have procedures in place for routine tasks (taking roll, passing out paper or books, etc.) that are unobtrusive and <span style="font-family: 'Times-Roman','serif';">allow the activities to flow from one to the next. Provide a procedure and time for clean-up and a conclusion. ||
 * || ** VII. Classroom Management ** ||
 * <span style="color: #000000; font-family: 'Times-Roman','serif'; font-size: 13.3333px;">What the observer should see and hear || <span style="color: #000000; font-family: 'Times-Roman','serif';">The Teacher Should: ||
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">41. Classroom
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">42. There are clear
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">43. The teacher
 * <span style="font-family: 'Times-Roman','serif'; font-size: 13.3333px;">44. Transitions from