CTESS ebook

Appendix B - Glossary of Terms

Engagement •

Active Engagement - Target student is actively saying, writing, reading, or doing and this activity conforms with teacher directives. The student must be actively doing something other than listening or observing or reading silently. Thinking has been made visible. • Passive Engagement - Target student is passively attending to instruction by orienting to teacher, peer, or materials (such as reading materials or watching an instructional video clip), but is not required to do anything other than listening, observing, or reading silently. • Off-task - Target student is engaged in activity that is incompatible with assigned task. Student is neither actively engaged nor attending to the teacher or assigned work. Student may or may not be disrupting the class. • Down Time - Teacher has not provided a task for students to be engaged in. Advocacy for Learners and Ethical Conduct Checklist - Advocating for learners and the school and demonstrating the highest standards of legal, moral, and ethical conduct are professional expectations for educators. Feedback Feedback that students receive should be purposeful and specific in that it communicates to students what they need to do to improve. • Positive Feedback - Teacher gives the group or an individual feedback on an academic or social behavior that indicates the behavior/response is correct. • Corrective Feedback - Teacher informs the group or an individual student that a behavior or response is incorrect (e.g., “no” “stop that” “incorrect”). • Harsh Feedback - Teacher verbalization is demeaning or inflicts emotional pain or embarrassment. Clues that feedback is unnecessarily harsh might include: • Teacher uses a harsh or hostile tone of voice • Teacher uses sarcasm (uses irony to mock or to convey contempt toward a student who is either present or absent) • Student’s facial expression or body posture indicate embarrassment or hurt • Peers laugh at a student in response to a teacher’s remarks • An interaction has escalated out of control so that the teacher says things that are likely to be regretted in a calmer frame of mind • Full Feedback Sequence - A full feedback sequence occurs when the teacher gives feedback to a student response, the student makes a revision, and the teacher gives feedback on that revision. Any of the following sequence types are considered feedback sequences. • Corrective Sequence: Teacher provides an opportunity to respond — > student responds incorrectly — > teacher indicates that the response was not correct and provides an opportunity for correction — > student gives correct response — > teacher affirms that response is correct. • Expansive Sequence: Teacher provides an opportunity to respond — > student response is a partial response or could be expanded into a higher quality response — > teacher affirms response and provides guidance for expansion/refinement — > student revises or elaborates upon previous response — > teacher acknowledges response as an improvement. Ethical Conduct •

48