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PART I:
Criteria: Teacher Behaviors Grade (1- 5) Next behaviors
1. Eye contact: I needed to look down at my lesson plan several
Teacher maintains eye contact throughout the rehearsal and is out of the score 3
as much as possible. times.
2. Non verbal affect; facial affect: 4 I stayed relatively composed and in the mood of the
Non-verbal affect is pleasant, safe and non-judgmental. Facial affect is
pleasant and reflective of the mood of the piece. song.
3. Emotional tone, mood, humor: 4 I think I stayed pretty composed in this category at
Emotional tone is pleasant, safe and non-judgmental. Verbal/speaking voice
and style of interaction is empowering, joyful and positive. well.
4. Use of speaking voice: 4
The speaking voice is used a mirror of the singing voice. Speaking is not too
loud, forced, varied and expressive. The teacher is not speaking on the cords I was calm while speaking.
or speaking without resonance. Teacher does not speak over the choir. The
choir does not talk through the rehearsal.
5. Use of the room: 2
The classroom is arranged in workstation areas. The teacher uses it effectively
throughout the rehearsal, moving around the classroom to engage students in
I stayed at the microphone the entire time.
all parts of the room.
6. Classroom management: 4
her has many skills that manage behaviors, transitions, and is inspiring to their The classroom did a good job with focusing.
students. Teacher manages the energy of the classroom and the students.
Criteria: Rehearsal Behaviors Grade (1- 5) Next behaviors
0. Prepared Rehearsal Guide: 3 My lesson was prepared, but I should have
Teacher has prepared a rehearsal guide in advance of teaching a piece, and
uses this guide to inform, pace, and sequence the learning in rehearsals. practiced it more.
1. Pacing: 2
Teacher demonstrates an active, crisp tempo in rehearsals that keeps students
engaged and on task. Use of a considered vocal style, and a practiced style is I had several pauses when trying to hear the solfege
evident. in my head which slowed us down.
2
“ T. E. A. R.” - Teacher Effectiveness Assessment Rubric p.
Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
2. Direct Instruction (DI): 3
Teacher demonstrates a DI model that gives academic instruction (1a’s) in
manageable chunks, allows students to perform or discuss academic content
(2p, 2v) and gives reinforcements with specific related feedback (verbal 3v/n-sr
approval or disapproval).
My lesson plan used a DI model.
3. Minimum of talking: 4 For the most part, we sang the entire time using
As a result of a Direct Instruction model (DI) teacher talk is at a minimum. “7
words of less”. Off task talking is not evident, or used as a teacher strategy. solfege and nu.
4. Effective rehearsal plan: 3 I’d say the rehearsal was effective, but boring. It needed more
Teacher has a well thought out, effective, developmentally sequenced
rehearsal plan, that is guided and informed by their rehearsal guide. The
variation.
teacher varies, departs from or adapts the plan as needed. Scaffolding is
evident. Teacher references past learning and lessons in current lesson. The
TIMES for each major sections of the rehearsal are clearly listed on the
rehearsal plan.
10. Warm-ups:
2- 5 warm-ups are presented in a 7 minute span that have: a body work &or
breathing component, an initial descending pattern, an exercise for solfege, a
range extension exercise, and a harmonic exercise. At least one warm-up is
done in reference to the material to be covered in the lesson itself.
11. Sequence of lesson chunks: 4 The sequence was strong, it was just slow.
The lesson is sequenced in manageable chunks that accomplish the goals,
reference the rehearsal threads and use in correlation to the “golden mean”
proportion for the given length of the rehearsal period. There is a clear
scaffolding and sequencing present.
12. Use of solfege 4
I used solfege a good portion of the time.
I could feel my nerves just watching this video! I think in the future, I need to work on memorizing the
lesson plans so that I’m not looking up and down from my sheet of paper.