| Assess Leslie's teaching using the effective teaching characteristics outlined in Figure 11.1. Your Answer:
| Ms. Nelson began the class by explaining to the class what was going to happen in the class that day which showed language clarity. Then after that she went on to give the class positive feedback on how they have been doing. After that she had the students to partner up and she displayed another good teaching characteristic; equitable distribution, she shows this by calling on both boys and girls. She gave very precise instructions and also gave a wait time of two minutes between each answer. She also gave transitional signals by putting a time limit on the questions.
| Teacher planning, teaching strategies, and assessing learning are the three dimensions for which the most evidence exists. Leslie was well planned. She had her examples (actually, an example and a nonexample) prepared on transparencies and ready to be displayed. And she made arrangements to have a second overhead in her room, so she could display the two transparencies at the same time. She was well planned. Leslie used effective teaching strategies. She was well organized, her language was clear, and she questioned effectively, particularly in the area of equitable distribution. She used high-quality examples and she developed her lesson with high levels of interaction. She provided effective feedback during the course of the lesson. Leslie's assessment was aligned with her learning objective and her learning activity. We don't have direct evidence for her personal characteristics or classroom management. However, because her instructional strategies were effective, the likelihood of her having classroom management problems was significantly reduced.
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