Pedagogy: Secondary (Grades 5–12) Subtest 1

Subarea II. Responsive Learning Environments

0004

Understand how to establish safe, inclusive, culturally responsive, and positive learning environments for students that encourage positive social interaction, active engagement in learning, and self-motivation.

demonstrating knowledge of how to establish a positive classroom climate and create a learning environment that promotes self-esteem, active engagement, and positive interpersonal relationships for all students
applying knowledge of how to help students work productively and cooperatively with one another in various contexts and how to establish peer relationships that promote learning
demonstrating knowledge of expectations for student interactions, academic discussions, and individual and group responsibilities that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning
applying knowledge of human motivation, behavior, and social groups, including principles of psychology, anthropology, and sociology, to identify effective strategies for promoting student learning and for organizing and supporting individual and group work
applying knowledge of factors and situations that are likely to promote or diminish intrinsic motivation and strategies for helping students become self-motivated (e.g., relating lessons to students' personal interests, allowing students to have choices in their learning, leading students to ask questions and pursue problems that are meaningful to them)
demonstrating knowledge of how intrinsic motivation promotes students' lifelong learning and how the use of various motivational strategies can encourage continuous student development of skills and abilities
demonstrating knowledge of how to analyze the classroom environment and make decisions and adjustments to enhance social relationships and increase students' motivation and engagement

0005

Understand how to apply culturally responsive practices (CRP) in order to create organized, interactive, and productive learning environments that promote participation and learning for all students.

demonstrating knowledge of effective, developmentally appropriate classroom routines and procedures that promote an organized and productive learning environment and encourage purposeful learning and full participation of all students in independent and group work
applying knowledge of strategies for managing the instructional environment to maximize class time spent in learning (e.g., creating expectations for communication and behavior, managing transitions, managing materials, implementing appropriate schedules)
demonstrating knowledge of strategies for organizing the physical environment of the classroom to facilitate student learning and achieve defined goals
demonstrating knowledge of how to organize, allocate, and manage resources (e.g., time, space, attention) for promoting students' learning and active engagement in productive tasks
applying knowledge of how to design and manage learning communities in which students assume responsibility for themselves and one another, exhibit commitment, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities
applying knowledge of effective classroom management, including methods for encouraging students to monitor their own behavior and for promoting students' cooperation and sense of responsibility and accountability in the classroom
demonstrating knowledge of how to analyze the classroom environment and make decisions and adjustments to enhance productivity and participation

0006

Understand how to use effective communication techniques for promoting active inquiry, learning, collaboration, and supportive interactions in the classroom.

demonstrating knowledge of communication theory, language development, the role of language in learning, and the use of language for various purposes (e.g., to promote self-expression, identity development, and learning)
demonstrating knowledge of how various student characteristics (e.g., age, gender, gender identity, cultural background, linguistic background, exceptionality) may affect communication in the classroom and how to communicate effectively with all students (e.g., using active listening skills, appropriate vocabulary, and nonverbal indicators)
applying knowledge of effective verbal, nonverbal, and media communication techniques for conveying ideas and information and for achieving specified goals (e.g., providing feedback, building student self-esteem)
applying knowledge of strategies for supporting and expanding secondary students' expression in speaking, writing, and other media and for fostering sensitive communication by and among all students
demonstrating knowledge of how to develop clear, accurate presentations and representations of concepts; use alternative explanations for promoting student understanding; present varied perspectives; adjust communication to enhance students' understanding and engagement; and use a variety of media and educational technologies to enrich learning opportunities
applying knowledge of different purposes for questioning (e.g., stimulating discussion, probing for student understanding, helping students articulate their ideas and thinking processes, promoting productive risk taking and problem solving, facilitating recall, encouraging convergent and divergent thinking, stimulating curiosity) and techniques for effective questioning in various learning contexts

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