Becoming a Reflective Teacher Reproducibles
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Appendix A
- Answers to Chapter 2: Comprehension Questions
- Answers to Chapter 3: Comprehension Questions
- Answers to Chapter 4: Comprehension Questions
- Answers to Chapter 5: Comprehension Questions
- Answers to Chapter 6: Comprehension Questions
Appendix B
Teacher Scales for Reflective Practice
- 1. What do I typically do to provide clear learning goals and scales (rubrics)?
- 2. What do I typically do to track student progress?
- 3. What do I typically do to celebrate success?
- 4. What do I typically do to establish and maintain classroom rules and procedures?
- 5. What do I typically do to organize the physical layout of the classroom?
- 6. What do I typically do to identify critical information?
- 7. What do I typically do to organize students to interact with new knowledge?
- 8. What do I typically do to preview new content?
- 9. What do I typically do to chunk content into digestible bites?
- 10. What do I typically do to help students process new information?
- 11. What do I typically do to help students elaborate on new information?
- 12. What do I typically do to help students record and represent knowledge?
- 13. What do I typically do to help students reflect on their learning?
- 14. What do I typically do to review content?
- 15. What do I typically do to organize students to practice and deepen knowledge?
- 16. What do I typically do to use homework?
- 17. What do I typically do to help students examine similarities and differences?
- 18. What do I typically do to help students examine errors in reasoning?
- 19. What do I typically do to help students practice skills, strategies, and processes?
- 20. What do I typically do to help students revise knowledge?
- 21. What do I typically do to organize students for cognitively complex tasks?
- 22. What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
- 23. What do I typically do to provide resources and guidance?
- 24. What do I typically do to notice when students are not engaged?
- 25. What do I typically do to use academic games?
- 26. What do I typically do to manage response rates?
- 27. What do I typically do to use physical movement?
- 28. What do I typically do to maintain a lively pace?
- 29. What do I typically do to demonstrate intensity and enthusiasm?
- 30. What do I typically do to use friendly controversy?
- 31. What do I typically do to provide opportunities for students to talk about themselves?
- 32. What do I typically do to present unusual or intriguing information?
- 33. What do I typically do to demonstrate withitness?
- 34. What do I typically do to apply consequences for lack of adherence to rules and procedures?
- 35. What do I typically do to acknowledge adherence to rules and procedures?
- 36. What do I typically do to understand students’ interests and backgrounds?
- 37. What do I typically do to use verbal and nonverbal behaviors that indicate affection for students?
- 38. What do I typically do to display objectivity and control?
- 39. What do I typically do to demonstrate value and respect for low-expectancy students?
- 40. What do I typically do to ask questions of low-expectancy students?
- 41. What do I typically do to probe incorrect answers with low-expectancy students?
Online-Only Material
- Student Survey
- Surveys for Reflective Practice
- Teacher Progress Chart
- Teacher Self-Ratings on the Personal Profile
Suggested Resources
