TAP+Expectations

Please post idea here for setting classroom expectations:

Exemplary TAP rubric descriptors for Expectations:
 * 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.

Setting expectations – Standard: Teacher creates learning opportunities where all students can experience success.

 * ====Before entering class there should be one boy line and one girl line, all students should be lined up straight and quiet prior to entering class====
 * ==== The teacher will remind the students to enter Quickly, Quietly and Courteously (QQC). All students will remove sunglasses and hats prior to entering class and hats will be placed on floor or in backpacks not on tables. ====
 * ==== Also will set expectations of what items need to be out at all times in class and where to check for notes (this is repeated every class prior to entering hopefully only will be needed at the beginning of the year but some students needed it longer) ====
 * ==== If all goes will every student will come in to the classroom and follow all directions; if not the students will line up again and redo the process ====

By Stephanie Sanschagrin

**A&E2 BY DENA WALTER Wikipost **

** TAP Rubric-Expectations: ** ** Descriptor: Teacher creates learning opportunities where all students can experience success. **

** Mentor Teacher Suggestion: Use open-ended tasks to provide multiple opportunities for the right answer. **   Directions:

1. Model an example for each category of orders of operations by writing and solving examples on board. 2. Use the examples on board to model how flip books can be used as graphic organizer to create examples of orders of operations. 3. Model process for students to create their own example of each category of orders of operations. 4. Guided practice to individuals to create at least one example on their own. 5. Model how to use flip book as a reference for math. 6. Ask class to internally summarize lesson and look at their own flip book to see where they can add more examples in the future. A&E #2 Kristina Medlin

After interviewing my mentor teacher I decide to concentrate on ways to optimize instructional time.

Staying on Time and Task

1. Wait for all students to be ready before starting lesson. a. This helps ensure that you are not wasting any time restating directions, or lesson objectives. 2. State and explain lesson objective to the class before the start of the lesson. a. This ensures that the students know what is expected of them at the beginning of the lesson 3. Move about classroom (proximity) a. This helps keep students on task b. It helps students to know you are actively engage in what they are doing. 4. Student jobs a. If you are handing out paper or collecting paper be sure to call on the students who job it is. b. This lets them know their job is important and so is classroom management. c. This also helps keep distraction to a minimum when teaching a lesson.

5. Use a timer a. When asking students to take a moment to internally summarize set a timer give them their full moment. b. I used a timer throughout my whole lesson. This helps not only the students but the teacher to stay on task.

** TAPP Rubric Expectations-Teacher encourages students to learn from mistakes ** **// Stating students participation expectation through out lesson //** During a lesson “I” model the application of the concept. “We” (Student and I) model the application of the concept and “Student” alone applies the applicable concept. During the “I” part of the lesson, I expect the students to respond to questions. By raising their hands and providing feedback. During the “We” part of the lesson, I expect the students to physically participate in the lesson at the board or smart board. I allow students to go up to the board with a partner. I explain to the students that one person should complete the problem and the other should check the problem providing feedback to the first person. So they may complete the problem next time on their own. Facilitate the discussions as needed. During the “Student” part of the lesson, students independently apply concepts to the lesson to demonstrate mastery asking questions as needed. By Dacquiri Gulley

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This strategy is used every day the moment the students enter the classroom. My teacher calls it "Setting Objectives" (and insists that it never be referred to as "bell work"). It consists of 3 specific tasks the students must complete IMMEDIATELY upon entering the classroom. On a whiteboard on one side of the classroom, we list the following items each day: (1) Objective Question, (2) Activity, (3) Success Indicator, and (4) Essential Question. On the whiteboard at the front of the classroom, each day we list the page numbers and description for students copy in "Table of Contents" section of their Interactive Student Notebooks. The students are expected to come into class and do the following:=====

1. Students open up their school agendas. They turn to the appropriate date and subject and copy down the "Activity" listed on the board.

2. Students open their Interactive Student Notebooks. They turn to the appropriate page and copy the Objective Question listed on the board (the page number is always listed next to it).

3. Students turn to the Table of Contents section of their ISN. They copy down the pages and descriptions from the board.

AE #2 Michelle Epstein TAP Exemplary: Teacher creates learning opportunities where all students can experience success
 * __ Expectations: __**

//** In order to create opportunities where all students can experience success a............. **//

**1. **** Teacher should model lesson directions by having at least one student repeat back each direction. ** **2. **** Teacher should move around the classroom throughout the lesson to maintain student's attention. ** **3. **** Teacher should always probe students to provide a more detailed answer. ** **4. **** Teacher should encourage all students to listen to their classmate’s questions and answers. ** **5. **** Teacher should move students to a different work area if they appear to be engaging in behavior which is interfering with their learning. ** **6. **** Teacher should move around classroom to watch behavior, answer questions, and reinforce directions as students work independently. ** **7. **** Teacher should inform students of different resources to aid students in completing work, if applicable. **

** Expectations of Students ** The students must wait to enter the classroom until the door is opened by the teacher. The students have daily objectives to complete as soon as the last bell rings. Students must be sitting quietly in seats and answering whatever question may be on the board. When done the students should take out their daily planner and write down whatever homework they will have for that day and/or week.

1. Wait until the door opens to enter the classroom 2. Final bell rings students must be in their seats 3. Answer daily question on board 4. Take out daily planner and write down homework for that day and/or week

Nicole Cromwell