Professional Documents
Culture Documents
PART I:
Criteria: Teacher Behaviors Grade (1- 5) Next behaviors
1. Eye contact:
Teacher maintains eye contact throughout the rehearsal and is out of the score 5 This was good, tried looking at everyone on the screen.
as much as possible.
2. Non-verbal affect; facial affect:
Non-verbal affect is pleasant, safe and non-judgmental. Facial affect is pleasant 4 Has nice facials but can always use a little more.
and reflective of the mood of the piece.
3. Emotional tone, mood, humor:
Emotional tone is pleasant, safe and non-judgmental. Verbal/speaking voice 5 Had really great energy, didn’t feel too dull.
and style of interaction is empowering, joyful and positive.
4. Use of speaking voice:
The speaking voice is used a mirror of the singing voice. Speaking is not too Speaking voice was clear for the majority of the lesson, but
loud, forced, varied and expressive. The teacher is not speaking on the cords or 4
speaking without resonance. Teacher does not speak over the choir. The choir some words sounded scrambled based of nerves.
does not talk through the rehearsal.
5. Use of the room:
The classroom is arranged in workstation areas. The teacher uses it effectively
throughout the rehearsal, moving around the classroom to engage students in
5 Much better view of the space provided
all parts of the room.
6. Classroom management:
Teacher has many skills that manage behaviors, transitions, and is inspiring Transitions moved smoothly from one activity to the next
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to their students. Teacher manages the energy of the classroom and the but could use more formal language.
students.
Criteria: Rehearsal Behaviors Grade (1- 5) Next behaviors
0. Prepared Rehearsal Guide:
Teacher has prepared a rehearsal guide in advance of teaching a piece, and 4 You’ve had more time to rehearse than last time it seems
uses this guide to inform, pace, and sequence the learning in rehearsals.
1. Pacing: 4 Time was a little too long on some activities, but the
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
students needed it
“ T. E. A. R.” - Teacher Effectiveness Assessment Rubric p.
Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
evident.
3. Minimum of talking: Students paid attention to you through the lesson, trying to
As a result of a Direct Instruction model (DI) teacher talk is at a minimum. “7 5
words of less”. Off task talking is not evident, or used as a teacher strategy. stay engaged which was good.
4. Effective rehearsal plan:
Teacher has a well thought out, effective, developmentally sequenced
rehearsal plan, that is guided and informed by their rehearsal guide. The The rehearsal plan you had was good, but make sure you
teacher varies, departs from or adapts the plan as needed. Scaffolding is 4
evident. Teacher references past learning and lessons in current lesson. The follow the script and don’t off script too often.
TIMES for each major sections of the rehearsal are clearly listed on the
rehearsal plan.
4a. Effective rehearsal plan:
Kodaly Integrations Having the visuals really showed the effect your lesson had on
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the students.
10. Warm-ups:
2- 5 warm-ups are presented in a 7 minute span that have: a body work &or Nice set of warm-ups but be more confident in pitch it was a
breathing component, an initial descending pattern, an exercise for solfege, a 4
range extension exercise, and a harmonic exercise. At least one warm-up is hair flat in some places.
done in reference to the material to be covered in the lesson itself.
11. Sequence of lesson chunks:
The lesson is sequenced in manageable chunks that accomplish the goals,
reference the rehearsal threads and use in correlation to the “golden mean” 5 Very nice sequences!
proportion for the given length of the rehearsal period. There is a clear
scaffolding and sequencing present.
12. Use of solfege – Kodaly Integrations
Very good use in solfege hand symbols but didn’t showcase
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any repetitions to an extent in some areas.
Overall, this was a good second session within Practicum. It really helps when you have visuals especially
when you’re in an online setting!
More students were learning about what tone sets were because they’ve never used that concept before,
and it was a whole new term for them. Having those visuals and showing them what tone sets looked like
really helped the students understand this concept! It would be good to review tone sets maybe again in
your next and final session.