Characteristics of a Highly Effective Classroom Checklist

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Montgomery County Community College *

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304

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Sociology

Date

Feb 20, 2024

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docx

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Nicole Boaman 01/20/24 Characteristics of a Highly Effective Classroom Checklist Characteristics Evidence Students ask more questions than the teachers. N/A: Students answered the questions the teacher was asking. Questions are valued over answers. Not a lot of questions were asked. The teacher asks the questions and students answer. The teacher should have asked the students if they have any questions. Ideas come from divergent sources. No teachable moment was made. Did not feel like there were any ideas that came from divergent sources. The teacher asks how the students are dependable at home but that is about it. A variety of learning models are used. Peer-to-peer learning with working in groups and talking among the students’ peers. Classroom learning empties into a connected community. N/A: I do not feel like what I saw in the video would leave the classroom into a connected community. Just was the teacher keep asking questions to have the students thinking. Learning is personalized by a variety of criteria. N/A Assessment is persistent, authentic, transparent, and never punitive. I saw no separation from ‘good students’ from the ‘good thinkers’. All the students were included. Criteria for success is diverse, transparent and co-created with students. It seems that students are not guessing what “success” is in the classroom. The students are participating with the teacher questions. Learning habits are constantly modeled. Yes, in the video the teacher only counted down to three and said how good learners the students are today. There are constant and creative opportunities for growth. N/A : I did not see any constant and creative opportunities for growth. The video is the teacher just asking questions and having the students talk to one another and then working in groups.
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