230 Chapter 8
Figure 8.3 Fifteen Interactions for Teacher Expectations and Student Achievement (TESA) (Source: Los Angeles County Office of Education (http://streamer.lacoe.edu/teas). Used with permission.)
? Equitable Distribution of Response Opportunity: The teacher learns how to
provide an opportunity for all students to respond or perform in classroom learning
? Affirmation or Correction: The teacher learns how to give feedback to students about their classroom performance.
? Proximity: The teacher learns the significance of being physically close to students as
? Individual Helping: The teacher learns how to provide individual help to each student.
? Praise for the Learning Performance: The teacher learns how to praise the students? learning performance.
? Courtesy: The teacher learns how to use expressions of courtesy in interactions with
? Latency: The teacher learns how to allow the student enough time to think over a question before assisting the student or ending the opportunity to respond.
? Reasons for Praise: The teacher learns how to give useful feedback for the students? learning performance.
? Personal Interest Statements and Compliments: The teacher learns how to ask questions, give compliments, or make statements related to a student?s personal interest or
? Delving, Rephrasing, Giving Clues: The teacher learns how to provide additional
information to help the student respond to a question.
? Listening: The teacher learns how to apply active listening techniques with students.
? Touching: The teacher learns how to touch students in a respectful, appropriate, and friendly manner.
? Higher-Level Questioning: The teacher learns how to ask challenging questions that require students to do more than simply recall information.
? Accepting Feelings: The teacher learns how to recognize and accept students? feelings in a nonevaluative manner.
? Desisting: The teacher learns how to stop a student?s misbehavior in a calm and courteous manner.
Topic 6: Cultural Influences and High Expectation for Performance
1. Evaluate cultural influences on individual learning styles and behavior. (TESOL 2)
2. Evaluate and adapt the instructional environment for effectiveness in promoting high expectations for ELL student achievement. (TESOL
Refer to the text (p. 230, Figure 8.3). Review the Fifteen Interactions for Teacher Expectations and Student Achievement (TESA). (ABOVE)
Evaluate yourself with regard to each of the Fifteen Interactions for TESA.
Create a trifold brochure with the following components.
1) Front cover: List of the 15 Interactions for TESA
2) Inside left section: Select 3 TESA elements that you do well. For each element, provide an example of an instructional technique/activity you implemented that demonstrates or supports the element.
3) Inside center section: Select 3 TESA elements that you do not do well. For each element, describe a strategy that you will employ to improve your skill in that element.
4) Inside right section: Write a summary describing how your teacher behaviors, actions, and interactions can impede or facilitate student learning.
APA format is not required, but solid academic writing is expected.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.