Download Textbox 4.2.2: Interacting with the Students

PPAT ® Assessment
Library of Examples – Task 4
Example Task 4, Step 2, Textbox 4.2.2
Below are two examples of written responses to Textbox 4.2.2 as excerpted from the portfolios of two different
candidates. The candidate responses were not corrected or changed from what was submitted. One response was
scored at the Met/Exceeded Standards Level and the other response was scored at the Does Not Meet/ Partially
Met Standards Level. This information is being provided for illustrative purposes only. These excerpts are not
templates for candidates to use to guarantee a successful score. Rather, they are examples that candidates can
use for comparison purposes to see the kinds of evidence that they may need to add to their own work.
The work you submit as part of your response to each task must be yours and yours alone. Your written
commentaries, the student work and other artifacts you submit, and your video recordings must all feature
teaching that you did and work that you supervised.
Step 2: Implementing the Plan
Textbox 4.2.2: Interacting with the Students
Met/Exceeded Standards Level
A. Throughout this lesson, I spent time circulating around the room and physically checking on student
participation. As seen in the video, I made sure that students were actively engaged in the classroom
content. Additionally, I aimed to engage as many students in classroom discussion as possible. During the
lesson, I also listened to student questions and worked to clarify content as seen in minute 3:00 of the
video. I also monitored student learning and participation by paying close attention to the creative
exploration during the song excerpts. Some students started to become distracted after a few minutes of
listening to a particular song. Instead of listening to the entirety of the song as I had originally planned, I
made the instructional decision to cut the song examples short in order to keep students engaged as seen
around the 10:30 mark in the video. This decision worked well as students had ample time to explore the
songs through drawing, but not an excess amount of time which would lead to possible disruptions.
B. I work hard to dignify all student responses during a class discussion. Even if a student’s response does not
completely fit in the discussion, I work to provide clarification as well as to acknowledge and appreciate the
participation. Feedback in this particular lesson consisted of clarifying questions and domain-specific
content, as well as acknowledging student artistic representations and validating their individual
interpretations of tone and mood. Discussion about the tone and mood in the specific song selected begins
at the 11:00 minute mark in the video, as students describe their individual interpretations of the song. As
students speak, I spend time acknowledging their responses and interpretations, and asking clarifying
questions and providing feedback. This time was also punctuated by bits of humor and lightheartedness as
students shared their creative depictions of the song. Utilizing humor and a sense of authentic curiosity, I
have found, helps to keep students engaged in learning.
C. Verbal and nonverbal communication techniques are helpful for teaching practice and classroom
management. Throughout this lesson, I provided direct instruction through a slide show presentation and
communicated English content relevant to reading literature and poetry as seen in the first several minutes
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS, the ETS logo and PPAT are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.
of the video. Verbal communication was especially important at the 5:00 minute mark of the video, when I
discuss a specific example of misunderstanding tone in writing using an anecdote about Jonathan Swift’s “A
Modest Proposal”. Additionally, this class period included student participation and discussion, during
which times I provided nonverbal active listening and acknowledgement of student feedback. In order to
foster student learning with nonverbal communication, I also utilized open body language, eye contact, firm
yet welcoming facial expressions, and moved around the room to put myself in greater proximity to certain
students. Non-verbal communication examples can be seen at the 7:30 minute mark of the video, as well as
as I walk around the classroom while students are listening to music at the 10:00 minute mark.
Refer to the Task 4 Rubric for Textbox 4.2.2 and ask yourself:
What evidence from the video is cited to support the candidate’s analysis of the following?
• Monitoring student learning while teaching the lesson
• Providing feedback to individuals and the whole class to advance student learning
• Using verbal and nonverbal communication techniques to foster student learning
• Why is the analysis complete?
Step 2: Implementing the Plan
Textbox 4.2.2: Interacting with the Students
Did not Meet/Partially Met Standards Level
A. I monitored students by walking from station to station.
B. I provided immediate feedback to individual students as they were bowling. I would tell them, “next time
you bowl move your mark to the left and stand in the same spot.”
C. In PE communication is a must. I use a lot of verbal communication throughout my lessons
Refer to the Task 4 Rubric for Textbox 4.2.2 and ask yourself:
What evidence from the video is cited to support the candidate’s analysis of the following?
• Monitoring student learning while teaching the lesson
• Providing feedback to individuals and the whole class to advance student learning
• Using verbal and nonverbal communication techniques to foster student learning
• Why is the analysis minimal?
Suggestions for Use
After writing your own rough draft response to the guiding prompts, ask the question, “Which parts of these
examples are closest to what I have written?” Then read the 4 levels of the matching rubric (labeled with the
textbox number) and decide which best matches your response. Use this information as you revise your own
written commentary.
Lastly, using your work and/or these examples as reference, consider what you believe would be appropriate
artifacts for this textbox.
Library of Examples – Task 4
2