Week 3

WORKSHEET 1.7

1. How does the teacher establish behavior expectations at the beginning of the class period? MS: Dan has a routine which occurs every day, and the students have known it since they have worked with him. This has never seemed to be a problem. HS: It’s a bit different every day. Students have somewhat of an established routine, but it’s much more relaxed and he usually gets their attention by yelling over them.

2. How does the teacher establish a positive instructional learning environment? MS: Dan has a certain aura and rapport with the students that is inherently welcoming and positive. He gives feedback extremely well and is extremely approachable. HS: Craig is always there for the students and stays well after his required hours for students to come practice. He also has a fantastic rapport with the students.

3. What details does the teacher manage at the beginning of a class period or when implementing class transitions? Both teachers put up a powerpoint of what is going to happen during that class period and what is expected of students for the duration of the class.

4. What positive/negative reinforcements are used during class? Students at both schools are praised for answering and responding to questions, feedback, and information positively and calmly as well as for speaking one at a time.

5. Do students appear to understand the consequences for inappropriate behavior? More at the middle school than the high school. It sometimes seems as if the high schoolers might even understand but not really care.

6. What verbal classroom control techniques does the teacher use? Dan frequently reminds the class that only one person speaks at a time. Craig gets a bit more frustrated when students are not behaving properly so he may use a harsher tone with them.

7. What non-verbal classroom control techniques does the teacher use? Both teachers have the “teacher look” which is effective for both of them.

8. How are the classroom rules defined and adhered to during large and small group activities? All classroom expectations are outlined during the PowerPoints that each teacher uses.

9. How does the teacher bring closure to the class period? Usually the lesson just ends, in both cases. There isn’t much of a closing ritual rather than putting away instruments.

WORKSHEET 1.8

1. How do students enter the room? MS: Dan stands outside the door and greets students as they walk in. They put their bags down in the corner then begin to warm up as described in his powerpoint. HS: Students enter the room and put their things down, then go to get their instruments and warm up/talk as they please until Craig starts the class.

a. Are they energetic, enthusiastic, lethargic? MS: Students are always energetic and eager to be in Dan’s class. It’s truly inspiring. HS: It depends on the class; the jazz band is always enthusiastic and excited but most other classes seem distracted and/or not as interested as they could be.

b. How do you think they feel about coming to this class? All the students love Dan and thus love his class. It is clear that some students in Craig’s classes don’t want to be there and thus are constantly on their phones, not paying attention, etc.

2. Do they know the routine for entering the classroom, such as finding their seats, getting out instruments or music/texts? Students in both classes know the routines because they are described on the board daily.

3. What kinds of attitudes do you observe? Are they respectful of one another and the teacher? Students are generally respectful in both classes, with a few exceptions, mostly in Craig’s classes.

4. Do students appear to feel comfortable asking questions during class time? Explain your answer. Students in both cases feel comfortable as the teachers have great rapports with their students.

5. How do the answers to questions 1–4 influence the climate of the room? The climate of Dan’s classes is a lot more calm and relaxed to me, while sometimes in Craig’s classes, things feel a bit tense and stressful.

6. Are teacher expectations for student behavior, participation, and progress obvious to all? If so, how are they communicated? They seem much more obvious in Dan’s classes than Craig’s. However, Craig does much more formal assessment than Dan does.

7. Are students accountable for their own behavior and learning? If so, how is this demonstrated? Students in both classes are accountable through practice logs, video submissions, etc.

8. Is assessment teacher or student driven, or is it a combination of both? Assessment is primarily teacher-driven in both cases, but Dan gives students tools to assess their own progress by helping them analyze and identify what needs to be fixed and possible ways to fix it.

9. Does the teacher “praise” the students and their work? If so, how? Each teacher gives positive verbal feedback.

10. Describe the pace of the lesson. Fast, moderate, or slow? Lessons in both classrooms are well-paced.

11. How do the answers to questions 6–10 influence the climate of the room? In Dan’s classes, the climate is always positive. Sometimes in Craig’s classroom, the students seem to care about receiving good grades on their assessments more than anything else. This is likely because there are so many formal assessments.