a. I can use official information about student backgrounds.
b. I can gather and use information about the language abilities and cultural experiences of students.
c. I can interact with students beyond official class time to gain insights into their interests.
d. I can work with students to maintain a supportive learning environment.
e. I can recognize and validate students who meet or exceed behavior expectations.
f. I can plan for and take appropriate actions when student behavior does not meet expectations.
a. I can promote equity, diversity, and diversity of opinion to create a safe environment for all students.
b. I can work with students to develop and use rules, routines, and procedures that support a safe environment.
c. I can design an environment that accommodates the needs of identified exceptional learners.
a. I can maintain an orderly environment that is comfortable for all students.
b. I can create an environment that provides easy access to students.
c. I can provide easy access to available resources.
d. I can create an environment that easily allows for different learning configurations.
a. I can convey the message that all students can learn a language.
b. I can display and refer to information about performance and proficiency targets.
c. I can ensure there is a space where the daily learning targets and the sequence of learning activities are always posted.
d. I can create an environment that supports student use of the target language.
e. I can establish an environment that facilitate student-to-student communication.
f. I can display current samples of student work and accompanying rubrics.
a. I can design the environment to support the unit’s language and culture goals.
b. I can create a stimulating environment that encourages active engagement with the target language and culture(s).
c. I can ensure that the environment reflects current target language culture(s).