Standard Two: Creating an environment that engages all students

2.6 Using instructional time effectively.

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Description of Practice

Experienced Practice that Exemplifies the Standard

Pacing of the lesson is adjusted as needed to ensure the engagement of all students in learning activities. Transitions are seamless.

Maturing Beginning Practice

Pacing of the lesson is appropriate to the activities and enables all students to engage successfully with the content. Transitions are smooth.

Developing Beginning Practice

Instructional time is paced so that most students complete learning activities. Transitions used to move students into new activities are generally effective.

Practice Not Consistent With Standard Expectations

Learning activities are often rushed or too long, and transitions are rough or confusing, resulting in a loss of instructional time.

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What the classroom looks like

• Appropriate pacing of lesson
• Irrelevant topics avoided
• Meaningful and relevant extension activities are provided for remaining/extra instructional time
• Students productively engaged
• Time spent on non-instructional processes is minimized. (i.e. taking roll, distributing materials, collecting work, lining up)
• Effective classroom procedures and routines for smooth transitions
• Extension activities provided for fast paced learners
• Scaffolding strategies provided for ELL and/or slower paced students

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As teachers develop, they may ask, "How do I . . ." or "Why do I . . ."

• structure time with students to support their learning?
• help students move from one instructional activity to the next?
• pace and adjust instructional time so that all students remain engaged?
• redirect student behavior in the most productive and time effective way?
• ensure that adequate time is provided for all students to complete learning activities?
• provide time for all students to reflect on their learning and process of instruction?
• structure time for day to day managerial and administrative tasks?