|
Importance
of the Content
|
Teacher
or students convey a negative attitude toward the content,
suggesting that the content is not important or is mandated by
others.
|
Teacher
communicates importance of the work but with little conviction and
only minimal apparent buy-in by the students.
|
Teacher
conveys genuine enthusiasm for the subject, and students demonstrate
consistent commitment to its value.
|
Students
demonstrate through their active participation, curiosity, and
attention to detail that they value the content’s importance.
|
|
Student
Pride in Work
|
Students
demonstrate little or no pride in their work. They seem to be
motivated by their desire to complete a task rather than to do
high-quality work.
|
Students
minimally accept the responsibility to “do good work” but invest
little of their energy in the quality of the work.
|
Students
accept teacher insistence on work of high quality and demonstrate
pride in their work.
|
Students
take obvious pride in their work and initiate improvements in it,
for example, by revising work
on their own initiative, helping peers, and ensuring that
high-quality work is displayed.
|
|
Expectations
for Learning and Achievement
|
Instructional
goals and activities, interactions, and the classroom environment
convey only modest expectations for student achievement.
|
Instructional
goals and activities, interactions, and the classroom environment
convey inconsistent expectations for student achievement.
|
Instructional
goals and activities, interactions, and the classroom environment
convey high expectations for student achievement.
|
Both
students and teacher establish and maintain through planning of
learning activities, interactions, and the classroom environment
high expectations for the learning of all students.
|
