Personable Practices
Correctly pronounce student names, and asks for correct pronunciation if incorrect.
Welcomes students by name as they enter the classroom
Uses a variety of graphic organizers during instruction; Encourages students to identify and use the task appropriate graphic organizer by modeling
Models use of graphic organizers
Uses a variety of methods to assess students’ knowledge before instruction such as: Word Splash, K-W-L, Anticipation Guide, Brainstorming, Webbing
Identifies students’ current knowledge before instruction
Uses random response strategies (i.e., numbered heads, color-coded cards, equity sticks, calling sticks)
Uses random response strategies
Evaluates student work by providing performance criteria (i.e. rubrics, exemplars, anchor papers)
Provides students with the criteria and standards for successful task completion
Makes culturally appropriate eye contact with all students.
Uses eye contact with all students.
Uses multiethnic photos, pictures, and props to illustrate concepts and content; Uses appropriate technology to illustrate concepts and content
Uses a variety of visual aids and props to support student learning
Pauses at least 3-5 seconds to consider the student’s response before affirming, correcting, or probing; Pauses following a student’s response to allow other students to consider their reactions, responses and extensions
Uses Wait Time
Uses random grouping methods to form small groups; Explicitly teaches collaborative learning skills to students; Provides opportunities for cooperative groups to process/reflect on how well they accomplished the task
Structures heterogeneous and cooperative groups for learning
Uses affirming, correcting, or probing to acknowledge all students’ responses
Acknowledges all students’ comments, responses, questions, and contributions
Walk around student work areas to be close to all students.
Using proximity with all students equitably.
Displays and uses materials (supplemental books) that reflect all students’ racial, ethnic, and cultural backgrounds year round; Displays products and props from students’ home and community background
Ensures bulletin boards, displays, instructional materials, and other visuals in the classroom reflect the racial, ethnic, and cultural backgrounds represented by students
Uses a variety of approaches to monitor students’ understanding throughout instruction (Thumbs Up, Unison response, One Question Quiz, Envelope Please)
Uses multiple approaches to consistently monitor students’ understanding of instruction, directions, procedures, processes, questions, and content
Structures academic and social interactions between students
Uses class building and teambuilding activities to promote peer support for academic achievement
Validates all perspectives with responses such as: “That’s one idea. Does anyone else have another?”
Seeks multiple perspectives
Smiles, Nods head in affirmation; Leans toward students; Turns toward students who are speaking to show interest
Uses body language, gestures, and expressions to convey a message that all students’ questions and opinions are important
Arranges seating to facilitate student-student discussion; Seating to facilitate teacher-student discussion
Arranges the classroom to accommodate discussion
Rephrases the question; Asks a related question; Gives student a hint, clue, or prompt
Uses probing and clarifying techniques to assist students to answer
Structures opportunities for students to learn with and from their peers (i.e., Think-Pair-Share, Teammates consult, Jigsaw, Pairs Check, Partner A and B, Boggle, Last Word)
Uses cooperative learning structures
Confers with students to provide feedback to improve performance; Provides opportunities for students to use peer reviews; Provides written feedback that allows students to revise and improve their work
Gives students effective, specific oral and written feedback that prompts improved performance
Explains the importance of positive self-talk; Shares examples of how positive self-talk leads to positive outcomes
Explains and models positive self-talk
Posts some content words or phrases in students’ heritage languages; Uses some words or phrases from students’ heritage language in the classroom
Learns, uses, and displays some words in students’ heritage language
Asks analysis questions; Asks synthesis questions; Asks evaluation questions; Poses higher order questions and uses a random method for calling on students; Provides think time for all students before asking for responses
Asks higher-order questions equitably of all students
Asks students to reflect upon and discuss, use examples that are reflective of students' lives to support learning
Uses students’ real life experiences to connect school learning to students’ lives
Allows students to revise work based on teacher feedback; Encourages and structures opportunities for students to provide feedback to peers based on an established standard
Provides multiple opportunities to use effective feedback to revise and resubmit work for evaluation against the standard