eq-ees-teacher-evaluation

Technique 15: Circulate
Moving strategically around the room during all parts of a lesson.
Teacher
Student
Break the plane between the front of the room and where the students sit (within first 5 Knows the teacher is able to move where he/she wants and that they control the room
minutes of a class); full access required (able to be next to any student without interrupting Feels as if the teacher is always accessible; knows that they as student are easily accessible
your teaching); engage when you circulate (work the room, don’t just stand there); move to the teacher as well no matter where they sit in their classroom
systematically (universally and impersonally but unpredictably); and position for power (face Has a full sense that this is the teacher’s room
as much of the class as much as possible and leverage the use of blind spots – where you can
see them and they know it but they can’t see you).
Technique 27: Vegas
A moment during class when you might observe some production values: music, lights, rhythm, dancing.
Teacher
Student
Use it to reinforce not just academics but the day’s learning objective; its upbeat but often Is more highly engaged due to the excitement, the spontaneity and fun of learning
short, sweet and on point – once it’s done, it’s done.
Technique 28: Entry Routine
Make efficiency, productivity, and scholarly the habit after the greeting and as students take their seats and class begins.
Teacher
Student
Have students pick up materials instead of you passing them out (it is quicker); be sure Comes in, picks up needed materials, turns in homework, sits in their seat and immediately
students know where to sit; turn in homework the same way every day; and a Do Now gets begins on the day’s objective. Knows that efficiency, productivity and being scholarly is the
students busy and the lesson underway.
habit in this classroom
Technique 29: Do Now
A short activity written on the board or on desks before students enter that clearly states what to work on and eliminates excuses leading to distractions.
Teacher
Student
Effectively uses this by ensuring students can complete it without directions or discussion Is hard at work even before you fully enter the room or into the lesson
with others; takes three to five minutes; creates a written product; and previews the day’s Is productive during every minute and ready for instruction when you start; has done the
lesson.
anticipatory set and is thinking about what is coming.
Technique 30: Tight Transitions
Quick or routine movement from place to place or activity to activity that students can execute without extensive narration by the teacher.
Teacher
Student
Protects the most important resource: time. Teach transitions in steps (maybe even number Knows exactly what to do, where to do it, and how to do it and can do it quickly without
them); use point to point movement (identify a location that students move to and then needing additional information from the teacher
stop); to focus on speed, practice transitions against the clock (motivates students to
improve); control what students say during the transition (if they are quick enough, it can be
done in silence); and provide consistent enforcement (always do it the right way).
*this applies to the movement of materials as well as students
Technique 31: Binder Control
Care enough about and the importance of what you teach to build a system for the storage, organization and recall of what students have learned.
Teacher
Student
Have a required place for notes; have the required place be in a binder (ideally provided by Maintains all notes and materials in an organized manner consistent with all of the other
you that maybe even stays in the classroom at night); have a required format for organizing students.
papers (perhaps assign a number to all materials).
Technique 33: On Your Mark
Show students how to prepare for a lesson to begin and expect them to do so every day.
Teacher
Student
Show students how to prepare for class and expect it every day: be explicit about what is Can successfully prepare themselves for learning.
needed; set a time limit for preparation; use a standard consequence; provide tools without
consequence to those who recognize the need “before” class begins; and include homework
(most important thing students do that is unsupervised by a teacher).