The level of students

Number of students

Number of girls

Number of boys

The size of the class

The equipments in the class (computer

etc.)

Position of the students sittings in the

class

Give some examples about the

students general behavior in class

Share the relation between the teacher

and the students

The most important problem in the

class
THE TEACHER AS A PERSON
Qality n s a interpretat
e o l ion
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e ea
r t y
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Caring Assessing new methods when others not work
Exhibits active listening
Shows concern for students emotional and

physical well-being
Displays interest in and concern about the

students lives outside school

Creates a supportive and warm classroom

climate
Fairness Responds to misbehaviour on an individual level
and Prevents situations in which a student loses peer
respect
respect
Treats students equally
Creates situations for all students to succeed
Shows respect to all students
Interacti Maintains Professional role while being friendly
ons with Gives student responsibility
student Know students interest both in and out of school
s Values what students say
Interacts in fun, playful manner, jokes when they

are approriate
Enthusia Shows joy fort he content material
sm Takes pleasure in teaching
Demonstrates involvement in learning activities

outside school
Motivati Make positive phone calls
on Maintains high-quality work
Returns student work in a timely manner
Provides students with meaningful feedback
Dedicati Possess a positive attitude about life and
on to
Teachin teaching
g Spends time outside school preparing
Participants in collegial activities
Accepts responsibility for students outcomes
 Seeks professional development
Finds, implementsi and shares new instructional

strategies
Reflectiv Knows areas of personal strengths and
e
Practice weaknesses
Uses reflection to improve teaching
Sets high expectations for personal classroom

performance
Demonstrate high efficacy

THE TEACHER AS CLASSROOM MANAGER AND ORGANIZER

Ouality n s a interpreta
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Classroom Uses consistent and proactive discipline
management Establishes routines for all daily tasks and needs
Orchestrates smooth transitions and continuity of

classroom momentum
Balances variety and challenge in student

activities
Multitasks
Is aware of all activities in the classroom
Anticipates potential problems
Uses space, proximity, or movement around the

classroom for nearness to trouble spots and to

encourage attention
Organization Handles routine tasks promptly, efficiently, and

consistently
Prepares materials in advance; ready to use
Organizes classroom space efficiently
Disciplining Interprets and responds to inappropriate behavior
students
 promptly
Implements rule of behavior fairly and

consistently
Reinforces and reiterates expectations for positive

behavior
Uses appropriate disciplinary measures

ORGANIZING FOR INSTRUCTION

Quality n s a interpreta
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Importance of Focuses classroom time on teaching and

Instruction learning
Links instruction to real-life situations of the

students
Time Allocation Follows a consistent schedule and maintains

procedures and routines

Handles administrative tasks quickly and

efficiently
Prepares materials in advance
Maintains momentum within and across lessons
Limits disruption and interruptions
Teachers Sets clearly articulated high expectations for self

Expectations and students

Orients the classroom experience toward

improvement and growth

Stresses student responsibility and

accountability
Instruction Plans Carefully links learning objectives and activities
Organizes content for effective presentation
Explores student understanding by asking

questions
Considers student attention span and learning

styles when designing lessons

Develops objectives, questions, and activities

that reflect higher and lower level cognitive

skills as appropriate for the content and the

students

Quality Indicators n s a interpreta

e o l tion
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Instructi Employs different techniques and instructional
onal
strategie strategies, such as hands-on learning
s Stresses meaningful conceptualization,

emphasizing the students own knowledge of the

world
Content Sets overall high expectations toward
&
Expectat improvement and growth in the classroom
ions Gives clear examples and offers guided practice
Stresses student responsibility and

accountability in meeting expectations

Teaches metacognitive strategies to support

reflection on learning progress

Complexi Is concerned with having students learn and
ty
demonstrate understanding of meaning rather
 than memorization
Holds reading as a priority
Stresses meaningful conceptualization,

emphasizing the students knowledge of the

world
Emphasizes higher order thinking skills in math
Question Questioning reflects type of content, goals of
ing
lesson
Varies question type to maintain interest and

momentum
Prepares question type to maintain interest and

momentum
Uses wait time during questioning
Student Attentive to lesson momentum, appropriate
Engagem
ent questioning, clarity of explanation
Varies instructional strategies, type of

assignments, and activities

Leads, directs and paces student activities

Indicators n s a interpreta
Quality e o l tion
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Homewo Clearly explains homeworh
rk Relates homework to the content under study

and student capacity

Grades, comments on, and discusses homework

in class
Monitori Targets questions to lesson objectives
ng Thinks likely misconceptions that may ocur
Student
Progress during instruction and monitors students for

these misconceptions
 Gives clear, specific and timely feedback
Re-teaches students who did not achieve

mastery and offers tutoring to students who seek

additional help
Respond Suits instruction to students achievement levels
ing to
Student and needs
Needs & Participates in staff development training
Abilities Uses a variety of grouping srategies
Monitors and assess student progress
Knows and understands students as individuals

in terms of ability, achievement, learning styles,

and needs

TEACHERS' RELATION WITH PARENTS

Quality n s a interpreta
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Keeping keeping an early contact with parents in a
parents
Informed problematic situation

using an introductory letter,phone calls, home

visit, the initial meeting, follow-up

trying to obtain parental support to make better

students' education

contiuning teacher-parent communication

taking support from conseling servise before

and during meeting session with parent

Parent meets in person with parents at students' school
Conferan
ce as a face to face

introduce parent groups to each other

conducting an effecive confrence

Dealing being calm
effectivel
y with being honest
parents'
confranta using emphaty
tion
settig time limit at parents' meeting

having enough information about the student

individually

Placing help all families establish home environment to

school-
home support children as a student
intraction
recruit & organize parent help and support

provide information to parentsabout how to

support their childrens' school achivement

include parents in school desicion

Assesing assesing teacher as itself
parent
contact asking an evaluation from parents about their

plesure of meeting which teacher orgaized

OPEN ENDED QUESTIONS

1. What is the most challenging subject in classroom management?

2. Which precautions should we take to overcome this problem?

3. Which qualities should teachers have for creating an effective

classroom management?
4. What kind of approaches do a teacher show for ensuring a classroom
management?

5. What kind of problem have you experienced with your students

families?

6. Which one participate in parent meetings generally? Father or mother?

7. Today, many children have parents who are both working when we
compare with the past. How does this situation affect students
academic life?

8. Do you join some seminars to follow the new education techniques?

9. Do you feel comfortable by the responses of your teachers when

talking about a subject that you do not know well and you have suspect
to say wrong things?
A) Yes B) No

10. How much effect does it have to have a trusty environment for
understanding in class and at home?
A) No effect B) Very little C) Some d) Too much

11.Do you have such lessons that you like just because the tecaher is
tolerant and such lessons that you do not like just because the teacher
is intolerant?
A) Yes B) No