TEACHER QUALITY

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• addressing students by name

• admitting to mistakes and correcting them immediately

• arriving early or on time and being ready for class instruction

• assuming ownership for the classroom environment

• communicating clearly and with consistent high expectations

• conducting one-on-one conversations with students

• directing students to complete tasks, duties, exercises etc., in a businesslike manner

• displaying a sense of humour

• dressing appropriately for the position

• engaging in positive dialogue and interactions with students inside/outside the classroom

• enjoying teaching and expects students to enjoy learning

• focusing the thinking of students to the question

• following institutional ‘codes of practice’

• investing time with single students or small groups of students outside the classroom

• listening attentively to student questions and comments

• looking for the win-win solution in conflict situations

• maintaining a positive and professional manner at all times

• responding to students with respect regardless of situation

• speaking in an appropriate tone and volume

• taking up ideas, accepting pupils’ feelings and stimulating self-activity

• thinking about and reflects on practice

• treating students equally and fairly

• understanding students’ feelings

• upholding confidential trust and respect

• using personal experiences as examples in teaching

• working actively with students

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TEACHING QUALITY

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• acknowledging the beliefs, values, and practices that may be used by students in the class

• allowing for acculturation to occur

• apportioning room for individuality

• avoiding colloquialisms and other slang

• blending strengths from students’ own cultural orientations

• capitalising on student diversity in the classroom

• coping with emergency situations as they occur

• creating an atmosphere conducive to learning and self-discovery

• disciplining students with dignity and respect

• emphasising that students address one another in a positive and respectful manner

• encouraging interactions and allows low hum of conversations about activities or tasks

• engaging in active observation and paying attention to subtle nuances

• exhibiting consistency in management style

• framing role of prior knowledge in a cognitive and motivational sense

• handling student behaviour through clear expectations and firm and consistent responses

• incorporating diverse and relatable examples

• maintaining a physical environment where instructional materials are in good repair

• making the new academic culture accessible

• managing classroom procedures to facilitate smooth transitions

• maximising the physical aspect of the environment

• offering positive reinforcement and effective feedback

• overcoming inhibitions and communicating without fear

• projecting enthusiasm for the content and sequencing it to maximise clarity

• providing an initial structure to clarify intended outcomes and cue desired learning strategies

• reading between the cultural lines

• seeing the world through students’ eyes and perspectives

• setting realistic and motivating standards

• showing evidence of established routines in the teaching and learning space

• varying the level of cognitive questions and cognitive interaction​

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