support for students
| Strand | Sub-Strand | Level 1: Ineffective | Level 2: Developing | Level 3: Effective | Level 4: Highly Effective | ||||||||||||||||||||
| Lesson execution | Preparation | - Tutor is not aware of the content errors and it comes as a surprise in the class. -Tutor gives instructions (for how to conduct activities, quizzes and other content) that lead to a chaotic and an unclear classroom -Tutor is unaware of the content covered in the slides and covers content that is later repeated in the slides(Eg- uses whiteboard to explain things beforehand) -Tutor does not anticipate the length of the class, ends the class early/late and is not prepared with content. |
- Tutor is occassionally aware of the content errors and acknowledges it irregularly - Tutor gives instructions (for how to conduct activities, quizzes and other content) that leads to clarity in the class for 50% of the time -Tutor anticipates the length of the class and uses time to revise content, build rapport or in other effective way. |
- Tutor is aware of the content errors and acknowledges it by providing the correct answer. - Tutor anticipates the length of the class is prepared with extra content. - Tutor gives instructions (for how to conduct activities, quizzes and other content) that leads to clarity in the class for 70% of the time |
- Tutor is aware of the content and prepared with pre-reqs check for the class. -Tutor gives explicit instructions (Tutor has clarity of thought which translates into clairty of action for students) and does not repeat instructions -The tutor is aware of the content errors and provides clarity by acknowledeging the error and by providing support to compensate it |