5.
Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create learning environments that encourages positive social interaction, active engagement in learning, and self-motivation.
Knowledge
|
|
Artifact(s) |
|
The teacher can use knowledge about human motivation and
behavior drawn from the foundational sciences of psychology, anthropology,
and sociology to develop strategies for organizing and supporting individual
and group work. |
|
|
The teacher understands how social groups function and
influence people, and how people influence groups. |
|
|
The teacher knows how to help people work productively and
cooperatively with each other in complex social settings. |
|
|
The teacher understands the principles of effective
classroom management and can use a range of strategies to promote positive
relationships, cooperation, and purposeful learning in the classroom. |
|
|
The teacher recognizes factors and situations that are
likely to promote or diminish intrinsic motivation, and knows how to help
students become self-motivated. |
|
Dispositions
|
|
Artifact(s) |
|
The teacher takes responsibility for establishing a
positive climate in the classroom and participates in maintaining such a
climate in the school as whole. |
|
|
The teacher understands how participation supports
commitment, and is committed to the expression and use of democratic values
in the classroom. The teacher values the role of students in promoting each
other's learning and recognizes the importance of peer relationships in
establishing a climate of learning. |
|
|
The teacher recognizes the value of intrinsic motivation
to students' life-long growth and learning. |
|
|
The teacher is committed to the continuous development of
individual students' abilities and considers how different motivational
strategies are likely to encourage this development for each student. |
|
Performances
|
|
Artifact(s) |
|
The teacher creates a smoothly functioning learning
community in which students assume responsibility for themselves and one
another, participate in decision making, work collaboratively and
independently, and engage in purposeful learning activities. |
|
|
The teacher engages students in individual and cooperative
learning activities that help them develop the motivation to achieve, by, for
example, relating lessons to students' personal interests, allowing students
to have choices in their learning, and leading students to ask questions and
pursue problems that are meaningful to them. |
|
|
The teacher organizes, allocates, and manages the
resources of time, space, activities, and attention to provide active and
equitable engagement of students in productive tasks. |
|
|
The teacher maximizes the amount of class time spent in
learning by creating expectations and processes for communication and
behavior along with a physical setting conducive to classroom goals. |
|
|
The teacher helps the group to develop shared values and
expectations for student interactions, academic discussions, and individual and
group responsibility that create a positive classroom climate of openness,
mutual respect, support, and inquiry. |
|
|
The teacher analyzes the classroom environment and makes
decisions and adjustments to enhance social relationships, student motivation
and engagement, and productive work. |
|
|
The teacher organizes, prepares students for, and monitors
independent and group work that allows for full and varied participation of
all individuals. |
|