Demonstrating Intensity and Enthusiasm

Design Question 5 - Element 29:How do you demonstrate intensity and

enthusiasm for the content in a variety of ways?

Before we begin…

• Before we begin talking about element 29, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related.

• Click here for the video.

How are the elements in Design Question 5 related to each other?

• After watching the video, you should have noticed that all of the elements have one common goal and that is to engage students in the learning process. Each element provides a different tactic for meeting the same goal. We hope you also noticed that while all of these elements are contained under the category “Enacted on the Spot”, student engagement can and should be planned for in advance. However, you will still need to read your students and apply some of these strategies as you notice the overall energy of the group becoming low.

Now, let’s talk about element 29, specifically.

Review Teacher and Student EvidenceNOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

Review Scale for Element 29

Desired Effect in the Students

The desired effect is, “students cognitively engage or re-engage as a result of the teacher use of intensity and enthusiasm.”

To receive an innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

Task

While watching the below video, please identify how Dorina Sackman displays intensity and enthusiasm for the content she is teaching and the students in her class.

After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element.

Click here for the video.

Video Question

Q: How does Dorina Sackman display intensity and enthusiasm for the content she is teaching and the student in her class?

A: Dorina Sackman is a bundle of energy and shows her enthusiasm through animated hand gestures when students experience success, big smiles and laughs throughout her lesson. In addition, she constantly builds students up by pointing out how intelligent they are and how far they have come.

Task

On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

Review Teacher and Student EvidenceWhat did you see?

Review Teacher and Student EvidenceWhat did we see?

How to Rate Teacher and Student Evidence

You can only give credit for what you see.• The teacher signals excitement for content by: physical gestures, voice tone and

dramatization of information.• The video begins with the teacher wildly gesturing and excitedly exclaiming, “You read to me in

English three times! Isn’t that gorgeous! You are the reason I teach!”

• Teacher overtly adjusts energy level.• She didn’t so much adjust her energy level, but she is high energy from beginning to end.

• Students’ attention levels increase when the teacher demonstrates energy and enthusiasm for the content.• All eyes are on this teacher as she elicits from the students what careers they are interested in and

then emphasizes their need to write in order to be successful in college to ultimately reach their dreams.

Review Scale for Element 29 to Rate the Teacher

How we Rated the TeacherThis teacher earned an Innovating rating for element 29. She is effectively demonstrating intensity and enthusiasm for the content through her physical gestures, voice tone, dramatization of content (wearing a lab coat and glasses to get her point across). She is constantly scanning the room and walking around interacting with students, which is evidence of monitoring. She is clearly adapting to meet the unique needs of her students by speaking to them in their native language to confirm their thinking (reinforcing intellect), but requiring them to stretch and write their responses in English.

What is next?

• First, start with a self-evaluation. What teacher and/or student evidence can you identify for element 29 in your classroom? What rating do you think you would receive on the scale for this element?

• Now that you have determined where you rate on the scale, take some time to identify what you need to change or improve upon in order to grow to a higher rating on the scale.

• The resources on the following slide may be useful in helping you to get started.

Additional ResourcesYou need to be logged into www.effectiveeducators.com.

• Strategies for Demonstrating Intensity and Enthusiasm - copy/paste: https://www.effectiveeducators.com/attachment/show/502bf7fde4b0eaed9d1bfb75

• Second Grade example – copy/paste: https://www.effectiveeducators.com/resource/show/4e2d8e525d17508eb10898b0

• Ninth Grade example – copy/paste: https://www.effectiveeducators.com/resource/show/4e2d8e925d17508eb1089930

• Fourth Grade example – copy/paste: https://www.effectiveeducators.com/resource/show/4e2d8ecc5d17508eb10899dd

• One Teacher’s Secret of Success (This is a short video about showing enthusiasm for teaching)

Is this element in your PGP? Then you need to…

1. Sign into www.effectiveeducators.com. Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions.

2. Decide how you will change your teaching as a result of viewing this module.

3. Execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

Further questions?

Here are resources in case you have further questions:- Your evaluator- Another evaluator on your campus- Your school’s Classroom Practice Mentor (CPM)