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TEACHER QUALITY

  • 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

TEACHING QUALITY

  • 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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