1. Hints on the Summative Item Clarification

2. Begin instruction promptly Be punctual Start lesson promptly

3. Begin instruction promptly Be punctual Start lesson promptly

4. Handle materials in an orderly manner Establish and teach routines to save time in distributing or collecting materials Have materials ready and organized

5. Handle materials in an orderly manner Establish and teach routines to save time in distributing or collecting materials Have materials ready and organized

6. Orient students to classwork/ maintain academic focus Let students know what they are going to do Tell students how they are going to do it Focus on one subject at a time Indicate when moving from one topic or activity to another Avoid responding to questions or comments that could take the discussion to unrelated areas

7. Orient students to classwork/ maintain academic focus Let students know what they are going to do Tell students how they are going to do it Focus on one subject at a time Indicate when moving from one topic or activity to another Avoid responding to questions or comments that could take the discussion to unrelated areas

8. Orient students to classwork/ maintain academic focus Let students know what they are going to do Tell students how they are going to do it Focus on one subject at a time Indicate when moving from one topic or activity to another Avoid responding to questions or comments that could take the discussion to unrelated areas

9. Orient students to classwork/ maintain academic focus Let students know what they are going to do Tell students how they are going to do it Focus on one subject at a time Indicate when moving from one topic or activity to another Avoid responding to questions or comments that could take the discussion to unrelated areas

10. Orient students to classwork/ maintain academic focus Let students know what they are going to do Tell students how they are going to do it Focus on one subject at a time Indicate when moving from one topic or activity to another Avoid responding to questions or comments that could take the discussion to unrelated areas

11. Conduct beginning/ending reviews Ask students to recall the content of the previous lesson Review the important points of the topic before moving to a new topic Review content at the end of the lesson

12. Conduct beginning/ending reviews Ask students to recall the content of the previous lesson Review the important points of the topic before moving to a new topic Review content at the end of the lesson

13. Conduct beginning/ending reviews Ask students to recall the content of the previous lesson Review the important points of the topic before moving to a new topic Review content at the end of the lesson

14. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

15. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

16. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

17. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

18. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

19. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

20. Questions Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response

21. Recognize response/ amplify/give corrective feedback Correct wrong answers with a brief explanation Avoid sarcasm, disgust, harshness Indicate that an answer is right or wrong Delve, rephrase, and give clues after an incorrect response Direct further discussion by modifying or applying a student’s response

22. Recognize response/ amplify/give corrective feedback Correct wrong answers with a brief explanation Avoid sarcasm, disgust, harshness Indicate that an answer is right or wrong Delve, rephrase, and give clues after an incorrect response Direct further discussion by modifying or applying a student’s response

23. Recognize response/ amplify/give corrective feedback Correct wrong answers with a brief explanation Avoid sarcasm, disgust, harshness Indicate that an answer is right or wrong Delve, rephrase, and give clues after an incorrect response Direct further discussion by modifying or applying a student’s response

24. Recognize response/ amplify/give corrective feedback Correct wrong answers with a brief explanation Avoid sarcasm, disgust, harshness Indicate that an answer is right or wrong Delve, rephrase, and give clues after an incorrect response Direct further discussion by modifying or applying a student’s response

25. Recognize response/ amplify/give corrective feedback Correct wrong answers with a brief explanation Avoid sarcasm, disgust, harshness Indicate that an answer is right or wrong Delve, rephrase, and give clues after an incorrect response Direct further discussion by modifying or applying a student’s response

26. Give specific academic praise Tell why a response or work is praiseworthy Reduce the use of general praise Use acknowledgments

27. Give specific academic praise Tell why a response or work is praiseworthy Reduce the use of general praise Use acknowledgments

28. Give specific academic praise Tell why a response or work is praiseworthy Reduce the use of general praise Use acknowledgments

29. Provide for practice Provide guided practice in using the concept Check for academic comprehension before going to a new concept Direct/model choral practice

30. Provide for practice Provide guided practice in using the concept Check for academic comprehension before going to a new concept Direct/model choral practice

31. Provide for practice Provide guided practice in using the concept Check for academic comprehension before going to a new concept Direct/model choral practice

32. Assign/check comprehension of homework, seatwork assignments/ give feedback Give clear directions for homework and seatwork Check for understanding of what to do and how to do it Check the work and give feedback

33. Assign/check comprehension of homework, seatwork assignments/ give feedback Give clear directions for homework and seatwork Check for understanding of what to do and how to do it Check the work and give feedback

34. Assign/check comprehension of homework, seatwork assignments/ give feedback Give clear directions for homework and seatwork Check for understanding of what to do and how to do it Check the work and give feedback

35. Circulate and assist students Move about the room helping individual /groups of students Provide equal opportunity for help

36. Circulate and assist students Move about the room helping individual /groups of students Provide equal opportunity for help

37. Treat concepts- definitions/attributes/examples/non-examples Define new concepts Identify attributes Give examples Give related non-examples

38. Treat concepts- definitions/attributes/examples/non-examples Define new concepts Identify attributes Give examples Give related non-examples

39. Treat concepts- definitions/attributes/examples/non-examples Define new concepts Identify attributes Give examples Give related non-examples

40. Treat concepts- definitions/attributes/examples/non-examples Define new concepts Identify attributes Give examples Give related non-examples

41. Discuss cause-effect/use linking words/apply law or principle Show cause and effect by using linking words Provide problems that require the application of the laws or principles Explain the laws or principles

42. Discuss cause-effect/use linking words/apply law or principle Show cause and effect by using linking words Provide problems that require the application of the laws or principles Explain the laws or principles

43. Discuss cause-effect/use linking words/apply law or principle Show cause and effect by using linking words Provide problems that require the application of the laws or principles Explain the laws or principles

44. State and apply academic rules Explain the rule Provide problems that require the use of the rule for their solution

45. State and apply academic rules Explain the rule Provide problems that require the use of the rule for their solution

46. Develop criteria and evidence for value judgment State the value question Develop criteria by which to examine the event or object Assemble the facts to be used in the judgment process Assist the students in reaching a final decision

47. Develop criteria and evidence for value judgment State the value question Develop criteria by which to examine the event or object Assemble the facts to be used in the judgment process Assist the students in reaching a final decision

48. Develop criteria and evidence for value judgment State the value question Develop criteria by which to examine the event or object Assemble the facts to be used in the judgment process Assist the students in reaching a final decision

49. Develop criteria and evidence for value judgment State the value question Develop criteria by which to examine the event or object Assemble the facts to be used in the judgment process Assist the students in reaching a final decision

50. Emphasize important points Indicate what is important in the lesson Alert students to give special attention to important points

51. Emphasize important points Indicate what is important in the lesson Alert students to give special attention to important points

52. Express enthusiasm verbally/ challenge students Present lessons with enthusiasm Use statements that motivate and challenge Express interest in the subject, topic, and students

53. Express enthusiasm verbally/ challenge students Present lessons with enthusiasm Use statements that motivate and challenge Express interest in the subject, topic, and students

54. Express enthusiasm verbally/ challenge students Present lessons with enthusiasm Use statements that motivate and challenge Express interest in the subject, topic, and students

55. Speak clearly Use simple direct sentences Connect ideas clearly Utilize correct grammar and pronunciation Avoid vague words Avoid vulgar language

56. Speak clearly Use simple direct sentences Connect ideas clearly Utilize correct grammar and pronunciation Avoid vague words Avoid vulgar language

57. Speak clearly Use simple direct sentences Connect ideas clearly Utilize correct grammar and pronunciation Avoid vague words Avoid vulgar language

58. Speak clearly Use simple direct sentences Connect ideas clearly Utilize correct grammar and pronunciation Avoid vague words Avoid vulgar language

59. Speak clearly Use simple direct sentences Connect ideas clearly Utilize correct grammar and pronunciation Avoid vague words Avoid vulgar language

60. Modulate speech Speak in an audible voice Avoid speaking in a monotone Avoid a shrill, high pitched or loud, grating voice

61. Modulate speech Speak in an audible voice Avoid speaking in a monotone Avoid a shrill, high pitched or loud, grating voice

62. Modulate speech Speak in an audible voice Avoid speaking in a monotone Avoid a shrill, high pitched or loud, grating voice

63. Use body behavior that… Shows interest Indicates enthusiasm Avoids frowns, deadpan facial expressions, or lethargic behavior

64. Use body behavior that… Shows interest Indicates enthusiasm Avoids frowns, deadpan facial expressions, or lethargic behavior

65. Use body behavior that… Shows interest Indicates enthusiasm Avoids frowns, deadpan facial expressions, or lethargic behavior

66. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

67. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

68. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

69. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

70. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

71. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

72. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

73. Stop misconduct Establish and enforce classroom rules Know what everyone is doing, all the time Praise correct behavior Stop misbehavior before it spreads Suggest alternatives to misbehavior Deal with the worst disturbance, first Avoid overreacting Remain calm

74. Maintain instructional momentum Keep the lesson moving Ignore irrelevancies Control interruptions Provide structure for students who finish early Avoid downtime

75. Maintain instructional momentum Keep the lesson moving Ignore irrelevancies Control interruptions Provide structure for students who finish early Avoid downtime

76. Maintain instructional momentum Keep the lesson moving Ignore irrelevancies Control interruptions Provide structure for students who finish early Avoid downtime

77. Maintain instructional momentum Keep the lesson moving Ignore irrelevancies Control interruptions Provide structure for students who finish early Avoid downtime

78. Maintain instructional momentum Keep the lesson moving Ignore irrelevancies Control interruptions Provide structure for students who finish early Avoid downtime