1. I check to
be sure that the student knows what is expected before holding him/her to the
2. I check to
be sure that the student knows how to do what is expected before holding
him/her to the expectation.
3. I relate
new materials and learning experiences to things the student already knows or
emphasize how much the student is learning instead of how much he/she has yet
5. I give
more emphasis to the students learning well than to his/her behaving well.
6. I know at
least as much about the student I am teaching as I know about the subject being
7. I check to
be sure that the student understands why work he/she has done wrong or
incorrect when there is a problem with that work.
8. I make
sure that it is easier for the student to succeed than it is for him/her to
9. I do not
see a students recurring failure as justified or acceptable.
understand and use what actually motivates the student.
11. I see
myself as being at least as responsible as the student is when he/she fails or
is less than fully successful.
evaluation of the student is based as much on my professional intuition and
judgment as on formal evaluation and test scores.
teaching, I operate at a fairly high energy level.
14. I give
more emphasis to the students personal growth and learning than to his/her
winning or achieving high marks.
15. I use
logical thinking and problem solving skills when working with the student.
16. I am calm
and self-controlled when teaching.
17. I am well
organized and self-disciplined when teaching.
18. I set a
good example for the child in the areas of personal care, posture and grooming,
language and speech, relationships with other people, etc.
19. I am
friendly and outgoing with other people where I teach.
20. I am as
courteous and respectful with the student as I expect him/her to be with me.
21. I respond
differentially to small problems, medium-sized problems, and big problems that
the student is experiencing.
22. I believe
that I can teach and work with the student.
23. I have a
strong positive self-image.
24. I like
and am liked by the other people where I teach.
25. I do not
let personal problems or issues interfere with my work with the student.
26. I stop to
figure out why a particular problem or issue has come up before beginning to do
anything about it.
27. I do not
use ridicule, sarcasm, or other negative techniques with the student.
28. I assume
and expect that the student will earn and will be successful.
29. I give
the student the freedom to make mistakes, try things his/her way the first
time, be experimental, and to just goof off and be unproductive at times.
30. I place
more importance on my relating to the student than on his/her relating to me.
31. I spend
most of my time with the student in direct teaching and learning skills.
32. I take
care to be sure that the time the student spends with me is a good investment
of his/her time and energy.
33. I use
that mix of teaching techniques, procedures, and patterns that is most useful
to the student.
34. I am well
acquainted with and thoroughly understand all of the subjects and skills I am
teaching to the student.