Do You . . .
Listen to your students?
Know your students’ names by the end of the first two weeks of school?
Try to see things from your students’ point of view?
Smile in class?
Believe all your students are capable of learning your subject?
Convey your enthusiasm for what you are teaching?
Continue to improve your teaching effectiveness?
Believe in the value of what you are teaching?
Have clear objectives for each lesson?
Clearly communicate your expectations to your students?
Strive to create an inviting room environment?
Establish routines the first week of school?
Try to get to know all your students as individuals?
Encourage cooperation more than competition in your classroom?
Demonstrate a sense of humor in working with your students?
Praise your students for specific accomplishments?
Fairly and consistently enforce your rules?
Use more positive than negative statements in your classes?
Communicate the positive achievements of students to their parents?
Make positive comments on students’ papers?
Permit your students to make mistakes as they learn new content and skills?
Avoid overreacting to minor misbehaviors?
Create interesting lessons that actively involve students?
Encourage students to ask questions when they don’t understand some part of your lesson?
Capitalize upon spontaneous learning opportunities when they occur?
Attend workshops or classes to continue improving your teaching skills?
Maintain at least an 80 percent on-task rate in your classes?
Compliment students, individually and as a group?
Make effective use of class time?
Strive to link current lessons to students’ prior knowledge?
Provide reflection time for all students?
Give students guided practice?
Provide appropriate pacing for your lessons (neither too slow nor too fast)?
Employ a variety of instructional techniques besides lecture?
Regularly communicate with the parents of students having difficulties?
Consider the variety of learning styles of your students in planning your lessons?
Adapt your lessons on the spot when they aren’t working?
Provide opportunities for students to seek extra help if they fall behind?
Feel confident in your ability to handle the challenges you face in the classroom?
Greet your students as they enter the classroom?
Avoid the use of sarcasm or ridicule in interacting with students?
Have everything ready for the day when you enter the building in the morning?
Are you in control of your classroom, but not obsessed with the idea of control?
Are you able to effectively nip behavior problems in the bud before they escalate?
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