The following is a list of representative observations or behaviors developed by Veritas School teachers during our discussion of the 'skilled in managing classroom procedures' item on our Characteristics of Teaching Excellence.
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Examples of Strong Work
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Quick transitions
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Automatic transitions and actions
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Students ready when lesson starts
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A “do now” is frequently present
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“Bell ringer” activities
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Students have a “to” in transition
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Focus on next subject/activity
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Routines completed independently without
distracting others
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Entry work—students know exactly what to do
when they enter
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Kindness
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Cues for attention
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Succinct, consistent instructions
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Schedule on board—notated
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Teacher sets clear expectations
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Teacher provides clear directions and
expectations
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Organized copies
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Respect for others in words and actions
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Reprimands are quick, consistent, and unemotional
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Crisis
happens: teacher flexibly switches tasks or lesson
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Examples of Weak Work
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One student interacts with teacher, all the
rest tune out
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Unclear instructions
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Variety in procedures
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Students are dependent on teacher repeating
routines
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Random thinking without clear purpose
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Tasks done sloppily, slowly
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Teacher often reminds
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Coats, pencil sharpeners, water bottles
clutter the floor
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Disorder
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Students are not held accountable for their
own materials
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No plan for what students do when they arrive
to class
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Teaching without attention
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Students interrupt
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Students unprepared when class starts
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Students are not sure of routines and cause
distraction
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Teacher waits for students to transition
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Noise
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Routines change often/not followed
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No plan for transitions (lack of clear
direction)
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Frequently heard in the classroom: “what do I
do now?”
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Inconsistent correction of behavior
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Crisis
happens: class grinds to a halt until resolved
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