WATLOW ANAFAZE CLS208模块备件

WATLOW ANAFAZE CLS208

•教师设置了高要求的学术课程
对每个学生的期望。
•教师鼓励学生从中学习
错误。
•教师创造学习机会，让所有人
学生可以体验成功。
•学生采取主动并遵循以下原则：
他们自己的工作。
•教师优化教学时间，教授
并且要求更好的性能
来自每个学生。
•教师设置了高要求的学术课程
对每个学生的期望。
•教师鼓励学生从中学习
错误。
•教师在以下情况下创造学习机会：
大多数学生都能体验到成功。
•学生根据老师的要求完成作业
期望。
•对教师的期望不够高
每个学生。
•教师创造了一个环境，让学生犯错误
失败不被视为学习经历。
•学生很少或根本没有对学校感到自豪
他们工作的质量。
管理
学生行为
•学生始终表现良好，表现良好
任务
•教师和学生制定明确的教学规则
学习和行为。
•老师忽略了无关紧要的行为。
•教师处理造成以下问题的学生：
中断，而不是整个类。
•教师迅速、准确地处理干扰
坚决地
•学生大多表现良好，能够完成任务，
可能会发生一些小的学习中断。
•教师制定学习和教学规则
行为
•教师使用一些技巧，如社交技巧
批准、或有活动和后果，
保持适当的学生行为。
•老师忽略了一些无关紧要的问题
行为，但其他时候解决它，停止
这是一个教训。
•教师处理造成以下问题的学生：
中断，但有时他或她会解决
全班同学。
•学生表现不好，经常旷课
任务
•教师很少制定学习和教学规则
行为
•教师使用很少的技巧来维护
适当的学生行为。
•教师无法区分：
不合理的行为和不当的行为
行为
•中断经常会中断指令。
教室环境：
•欢迎所有成员和客人。
•组织有序，所有学生都能理解。
•用品、设备和资源都很容易获得
并且容易接近。
•显示经常更改的学生作业。
•旨在促进个人和团体的发展
学习
教室：
•欢迎大多数会员和客人。
•组织有序，大多数学生都能理解。
•物资、设备和资源都是可获得的。
•展示学生作品。
•旨在促进个人和团体的发展
学习
教室：
•有点冷，不吸引人。
•组织不善，不易理解
学生。
•供应、设备和资源困难
访问。
•不显示学生作品。
•未安排促进小组学习。
恭敬的
文化
•师生互动展示关怀
相互尊重。
•学生表现出对他人的关心和尊重
另一个
•积极的关系和相互依存
描述教室的特征。
•师生互动通常是：
友好，但这可能反映出偶尔
不一致、偏袒或无视
学生的文化。
•学生表现出对老师的尊重，并且：
通常对彼此有礼貌。
•教师有时会接受学生的兴趣
以及学生的意见。
•师生互动有时会受到影响
专制的、消极的或不适当的。
•学生表现出对老师的不尊重。
•学生互动的特点是冲突，
挖苦，还是把陶氏

WATLOW ANAFAZE CLS208

WATLOW ANAFAZE CLS208

• Teacher sets high and demanding academic expectations for every student. • Teacher encourages students to learn from mistakes. • Teacher creates learning opportunities where all students can experience success. • Students take initiative and follow through with their own work. • Teacher optimizes instructional time, teaches more material, and demands better performance from every student. • Teacher sets high and demanding academic expectations for every student. • Teacher encourages students to learn from mistakes. • Teacher creates learning opportunities where most students can experience success. • Students complete their work according to teacher expectations. • Teacher expectations are not sufficiently high for every student. • Teacher creates an environment where mistakes an failure are not viewed as learning experiences. • Students demonstrate little or no pride in the quality of their work. Managing Student Behavior • Students are consistently well-behaved and on task. • Teacher and students establish clear rules for learning and behavior. • The teacher overlooks inconsequential behavior. • The teacher deals with students who have caused disruptions rather than the entire class. • The teacher attends to disruptions quickly and firmly. • Students are mostly well-behaved and on task, some minor learning disruptions may occur. • Teacher establishes rules for learning and behavior. • The teacher uses some techniques, such as social approval, contingent activities, and consequences, to maintain appropriate student behavior. • The teacher overlooks some inconsequential behavior, but other times addresses it, stopping the lesson. • The teacher deals with students who have caused disruptions, yet sometimes he or she addresses the entire class. • Students are not well-behaved and are often off task. • Teacher establishes few rules for learning and behavior. • The teacher uses few techniques to maintain appropriate student behavior. • The teacher cannot distinguish between inconsequential behavior and inappropriate behavior. • Disruptions frequently interrupt instruction. Environment The classroom: • welcomes all members and guests. • is organized and understandable to all students. • supplies, equipment, and resources are all easily and readily accessible. • displays student work that frequently changes. • is arranged to promote individual and group learning. The classroom: • welcomes most members and guests. • is organized and understandable to most students. • supplies, equipment, and resources are accessible. • displays student work. • is arranged to promote individual and group learning. The classroom: • is somewhat cold and uninviting. • is not well organized and understandable to students. • supplies, equipment, and resources are difficult to access. • does not display student work. • is not arrange to promote group learning. Respectful Culture • Teacher-student interactions demonstrate caring and respect for one another. • Students exhibit caring and respect for one another. • Positive relationships and interdependence characterize the classroom. • Teacher-student interactions are generally friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. • Students exhibit respect for the teacher, and are generally polite to each other. • Teacher is sometimes receptive to the interests and opinions of students. • Teacher-student interactions are sometimes authoritarian, negative, or inappropriate. • Students exhibit disrespect for the teacher. • Student interaction is characterized by conflict, sarcasm, or put-dow