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Instructional Management

Across
The teacher engages in a dangle, yet fails to resume the original dropped activity.
The teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for students understanding.
The teacher has the students engaged in a lesson and then something attracts his or her attention; in turn he or she loses the instructional focus and momentum while dealing with the other issue.
The teacher holds all members of the class responsible for their learning behavior.
The teacher perceives everything in all areas of the classroom at all times
The teacher engages in an effort to stop a misbehavior.
The teacher keeps the attention of all members of the class at all time, which assists in maintaining an efficient classroom and reducing student misbehavior.
When a teacher starts an activity and then leaves it 'hanging midair' by beginning another activity.
The teacher supervises and attends to more than one group activity at the same time.
The teacher is engaged in one activity and then returns to a previous activity that the students thought they had finished.
The students have focused on one learning aspect too long and begin to lose interest, make more mistakes, and misbehave.
Down
The teacher keeps the attention of all members of the class at all times.
The teacher engages in a type of slowdown, for example, the teacher breaks down an activity into subparts that could be taught as a single unit.
The teacher obtains and holds the attention of the class, both at the beginning of the lesson and as the activities change within a lesson.
The teacher, when teaching, moves too slowly and stops instruction too often; thus, the students lose interest or learning momentum.
The teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hold an appropriate momentum for students to learn.
The teacher corrects on student or calls attention to one student for his or her misbehavior and it 'ripples' to other students, causing them to behave better.
The teacher fails to develop a consistent flow of instruction, thus causing students to feel lesson momentum jerks from slow to fast.