I speak loudly and clearly.

Mrs./Ms. Fuchs speaks loudly and clearly.

Mr. Schulze speaks loudly and clearly.

My teacher speaks loudly and clearly.

My teacher speaks loudly and clearly.

My teacher speaks loudly and clearly.

I express myself clearly and understandably.

Mrs./Ms. Fuchs expresses herself/himself clearly and understandably.

Mr. Schulze expresses herself/himself clearly and understandably.

My teacher expresses herself/himself clearly and understandably.

My teacher expresses herself/himself clearly and understandably.

My teacher expresses herself/himself clearly and understandably.

I make clear what is important.

Mrs./Ms. Fuchs makes clear what is important.

Mr. Schulze makes clear what is important.

My teacher makes clear what is important.

My teacher makes clear what is important.

My teacher makes clear what is important.

I establish cross-curricular references.

Mrs./Ms. Fuchs links the content of her subject to other subjects.

Mr. Schulze links the content of his subject to other subjects.

My teacher links the content of her subject to other subjects.

My teacher links the content of his subject to other subjects.

My teacher links the content of his subject to other subjects.

I employ diagrams and charts to illustrate interrelationships.

Mrs./Ms. Fuchs uses diagrams and charts to put things into context.

Mr. Schulze uses diagrams and charts to put things into context.

My teacher uses diagrams and charts to put things into context.

My teacher uses diagrams and charts to put things into context.

My teacher uses diagrams and charts to put things into context.

I start each period with an overview of the lesson's structure.

Mrs./Ms. Fuchs starts each period with an overview of the lesson's structure.

Mr. Schulze starts each period with an overview of the lesson's structure.

My teacher starts each period with an overview of the lesson's structure.

My teacher starts each period with an overview of the lesson's structure.

My teacher starts each period with an overview of the lesson's structure.

I close each lesson with a summary of the important content and results.

Mrs./Ms. Fuchs closes each lesson with a summary of the important content and results.

Mr. Schulze closes each lesson with a summary of the important content and results.

My teacher closes each lesson with a summary of the important content and results.

My teacher closes each lesson with a summary of the important content and results.

My teacher closes each lesson with a summary of the important content and results.

I organize my lessons in a logical order.

Mrs./Ms. Fuchs organizes her lessons in a logical order.

Mr. Schulze organizes his lessons in a logical order.

My teacher organizes her lessons in a logical order.

My teacher organizes his lessons in a logical order.

My teacher organizes his lessons in a logical order.

I introduce new subject matter by building upon what students already know.

Mrs./Ms. Fuchs introduces new subject matter by building upon what we already know.

Mr. Schulze introduces new subject matter by building upon what we already know.

My teacher introduces new subject matter by building upon what we already know.

My teacher introduces new subject matter by building upon what we already know.

My teacher introduces new subject matter by building upon what we already know.

I clearly illustrate how the material we are covering relates to other subject matter.

Mrs./Ms. Fuchs clearly shows how the material we are covering relates to other subject matter.

Mr. Schulze clearly shows how the material we are covering relates to other subject matter.

My teacher clearly shows how the material we are covering relates to other subject matter.

My teacher clearly shows how the material we are covering relates to other subject matter.

My teacher clearly shows how the material we are covering relates to other subject matter.

I explain advantages and disadvantages of various approaches to solving problems.

Mrs./Ms. Fuchs explains the advantages and disadvantages of various approaches to solving problems.

Mr. Schulze explains the advantages and disadvantages of various approaches to solving problems.

My teacher explains the advantages and disadvantages of various approaches to solving problems.

My teacher explains the advantages and disadvantages of various approaches to solving problems.

My teacher explains the advantages and disadvantages of various approaches to solving problems.

My class is exciting.

Mrs./Ms. Fuchs' class is exciting.

Mr. Schulze's class is exciting.

my teacher class is exciting.

meines Lehrers class is exciting.

meiner Lehrkraft class is exciting.

I give my students interesting assignments.

Mrs./Ms. Fuchs gives us interesting assignments.

Mr. Schulze gives us interesting assignments.

My teacher gives us interesting assignments.

My teacher gives us interesting assignments.

My teacher gives us interesting assignments.

I vary my teaching strategies.

Mrs./Ms. Fuchs varies her teaching strategies.

Mr. Schulze varies his teaching strategies.

My teacher varies her teaching strategies.

My teacher varies his teaching strategies.

My teacher varies his teaching strategies.

I explain to my students the importance of what they learn.

Mrs./Ms. Fuchs explains to us the importance of what we learn.

Mr. Schulze explains to us the importance of what we learn.

My teacher explains to us the importance of what we learn.

My teacher explains to us the importance of what we learn.

My teacher explains to us the importance of what we learn.

I show my students what they will be able to do with what they learn.

Mrs./Ms. Fuchs shows us what we will be able to do with what we learn.

Mr. Schulze shows us what we will be able to do with what we learn.

My teacher shows us what we will be able to do with what we learn.

My teacher shows us what we will be able to do with what we learn.

My teacher shows us what we will be able to do with what we learn.

I help my students if they do not know the correct answer right away.

Mrs./Ms. Fuchs helps us if we do not know the correct answer right away.

Mr. Schulze helps us if we do not know the correct answer right away.

My teacher helps us if we do not know the correct answer right away.

My teacher helps us if we do not know the correct answer right away.

My teacher helps us if we do not know the correct answer right away.

I encourage my students to develop their own ideas.

Mrs./Ms. Fuchs encourages us to develop our own ideas.

Mr. Schulze encourages us to develop our own ideas.

My teacher encourages us to develop our own ideas.

My teacher encourages us to develop our own ideas.

My teacher encourages us to develop our own ideas.

I explain exactly why an answer is not quite right.

Mrs./Ms. Fuchs explains exactly why an answer is not quite right.

Mr. Schulze explains exactly why an answer is not quite right.

My teacher explains exactly why an answer is not quite right.

My teacher explains exactly why an answer is not quite right.

My teacher explains exactly why an answer is not quite right.

If an answer is wrong, I allow my students to explain what they were thinking.

If an answer is wrong, I am allowed to explain what I was thinking.

If an answer is wrong, I am allowed to explain what I was thinking.

If an answer is wrong, I am allowed to explain what I was thinking.

If an answer is wrong, I am allowed to explain what I was thinking.

If an answer is wrong, I am allowed to explain what I was thinking.

I make it very clear when and for what my students will be graded.

Mrs./Ms. Fuchs makes it very clear when and for what we will be graded.

Mr. Schulze makes it very clear when and for what we will be graded.

My teacher makes it very clear when and for what we will be graded.

My teacher makes it very clear when and for what we will be graded.

My teacher makes it very clear when and for what we will be graded.

My students always know when they can make mistakes without being penalized.

I always know when I can make mistakes without receiving a poor grade.

I always know when I can make mistakes without receiving a poor grade.

I always know when I can make mistakes without receiving a poor grade.

I always know when I can make mistakes without receiving a poor grade.

I always know when I can make mistakes without receiving a poor grade.

During practice in class, my students are allowed to make mistakes.

During practice in class, I am allowed to make mistakes.

During practice in class, I am allowed to make mistakes.

During practice in class, I am allowed to make mistakes.

During practice in class, I am allowed to make mistakes.

During practice in class, I am allowed to make mistakes.

I do not mind if my students make mistakes.

If I make a mistake, Mrs./Ms. Fuchs does not mind.

If I make a mistake, Mr. Schulze does not mind.

If I make a mistake, my teacher does not mind.

If I make a mistake, my teacher does not mind.

If I make a mistake, my teacher does not mind.

My students are not afraid to volunteer in class.

I am not afraid to volunteer in class.

I am not afraid to volunteer in class.

I am not afraid to volunteer in class.

I am not afraid to volunteer in class.

I am not afraid to volunteer in class.

My students are not afraid to ask questions in class.

I am not afraid to ask questions in class.

I am not afraid to ask questions in class.

I am not afraid to ask questions in class.

I am not afraid to ask questions in class.

I am not afraid to ask questions in class.

I use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

We use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

We use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

We use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

We use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

We use a variety of media (e.g. whiteboard, book, video, projector, overhead projector, CDs, DVDs, internet).

My students listen while I give a talking.

We listen while Mrs./Ms. Fuchs gives a talking.

We listen while Mr. Schulze gives a talking.

We listen while my teacher gives a talking.

We listen while my teacher gives a talking.

We listen while my teacher gives a talking.

A student or a group of students delivers a speech or presents results.

A student or a group of students delivers a speech or presents results.

A student or a group of students delivers a speech or presents results.

A student or a group of students delivers a speech or presents results.

A student or a group of students delivers a speech or presents results.

A student or a group of students delivers a speech or presents results.

My students work with partners or in groups.

We work with partners or in groups.

We work with partners or in groups.

We work with partners or in groups.

We work with partners or in groups.

We work with partners or in groups.

My students discuss together the material we are covering or an approach to solving a problem.

We discuss together the material we are covering or an approach to solving a problem.

We discuss together the material we are covering or an approach to solving a problem.

We discuss together the material we are covering or an approach to solving a problem.

We discuss together the material we are covering or an approach to solving a problem.

We discuss together the material we are covering or an approach to solving a problem.

My students learn at learning stations.

We learn at learning stations.

We learn at learning stations.

We learn at learning stations.

We learn at learning stations.

We learn at learning stations.

For certain assignments, my students set their own timeline and find their own partners to work with.

For certain assignments, we set our own timeline and find our own partners to work with.

For certain assignments, we set our own timeline and find our own partners to work with.

For certain assignments, we set our own timeline and find our own partners to work with.

For certain assignments, we set our own timeline and find our own partners to work with.

For certain assignments, we set our own timeline and find our own partners to work with.

My students create their own posters independently.

We create our own posters independently.

We create our own posters independently.

We create our own posters independently.

We create our own posters independently.

We create our own posters independently.

My students work alone on worksheets and assignments.

We work alone on worksheets and assignments.

We work alone on worksheets and assignments.

We work alone on worksheets and assignments.

We work alone on worksheets and assignments.

We work alone on worksheets and assignments.

I am fair.

Mrs./Ms. Fuchs teacher is fair.

Mr. Schulze teacher is fair.

My teacher teacher is fair.

My teacher teacher is fair.

My teacher teacher is fair.

I am patient, e.g. when I am asked questions.

Mrs./Ms. Fuchs is patient; for example, when we ask questions.

Mr. Schulze is patient; for example, when we ask questions.

My teacher is patient; for example, when we ask questions.

My teacher is patient; for example, when we ask questions.

My teacher is patient; for example, when we ask questions.

I care.

Mrs./Ms. Fuchs cares.

Mr. Schulze cares.

My teacher cares.

My teacher cares.

My teacher cares.

When my students have problems, we discuss them.

When I have problems Mrs./Ms. Fuchs discusses them with me.

When I have problems Mr. Schulze discusses them with me.

When I have problems my teacher discusses them with me.

When I have problems my teacher discusses them with me.

When I have problems my teacher discusses them with me.

I enjoy going to class.

I enjoy going to class.

I enjoy going to class.

I enjoy going to class.

I enjoy going to class.

I enjoy going to class.

I enjoy teaching.

Mrs./Ms. Fuchs enjoys teaching.

Mr. Schulze enjoys teaching.

My teacher enjoys teaching.

My teacher enjoys teaching.

My teacher enjoys teaching.

I am enthusiastic about my subject.

Mrs./Ms. Fuchs is enthusiastic about her subject.

Mr. Schulze is enthusiastic about his subject.

My teacher is enthusiastic about her subject.

My teacher is enthusiastic about his subject.

My teacher is enthusiastic about his subject.

I find my subject exciting.

Mrs./Ms. Fuchs finds her subject exciting.

Mr. Schulze finds his subject exciting.

My teacher finds her subject exciting.

My teacher finds his subject exciting.

My teacher finds his subject exciting.

My enthusiasm rubs off on my students.

Mrs./Ms. Fuchs’s enthusiasm rubs off on us.

Mr. Schulze’s enthusiasm rubs off on us.

My teacher’s enthusiasm rubs off on us.

My teacher’s enthusiasm rubs off on us.

My teacher’s enthusiasm rubs off on us.

I believe my students are capable of understanding what I teach.

Mrs./Ms. Fuchs believes I am capable of understanding what she teaches.

Mr. Schulze believes I am capable of understanding what he teaches.

My teacher believes I am capable of understanding what she teaches.

My teacher believes I am capable of understanding what he teaches.

My teacher believes I am capable of understanding what it teaches.

I believe my students are capable of accepting challenges.

Mrs./Ms. Fuchs believes I am capable of accepting challenges.

Mr. Schulze believes I am capable of accepting challenges.

My teacher believes I am capable of accepting challenges.

My teacher believes I am capable of accepting challenges.

My teacher believes I am capable of accepting challenges.

I believe my students are capable of working independently.

Mrs./Ms. Fuchs believes I am capable of working independently.

Mr. Schulze believes I am capable of working independently.

My teacher believes I am capable of working independently.

My teacher believes I am capable of working independently.

My teacher believes I am capable of working independently.

I give my students different assignments, depending on their abilities.

Mrs./Ms. Fuchs gives us different assignments, depending on our abilities.

Mr. Schulze gives us different assignments, depending on our abilities.

My teacher gives us different assignments, depending on our abilities.

My teacher gives us different assignments, depending on our abilities.

My teacher gives us different assignments, depending on our abilities.

I divide my students into work-groups according to their abilities.

Mrs./Ms. Fuchs designates work-groups according to our abilities.

Mr. Schulze designates work-groups according to our abilities.

My teacher designates work-groups according to our abilities.

My teacher designates work-groups according to our abilities.

My teacher designates work-groups according to our abilities.

I give students with greater abilities more difficult assignments.

Mrs./Ms. Fuchs gives students with greater abilities more difficult assignments.

Mr. Schulze gives students with greater abilities more difficult assignments.

My teacher gives students with greater abilities more difficult assignments.

My teacher gives students with greater abilities more difficult assignments.

My teacher gives students with greater abilities more difficult assignments.

I offer a choice of tests with different levels of difficulty.

Mrs./Ms. Fuchs offers a choice of tests with different levels of difficulty.

Mr. Schulze offers a choice of tests with different levels of difficulty.

My teacher offers a choice of tests with different levels of difficulty.

My teacher offers a choice of tests with different levels of difficulty.

My teacher offers a choice of tests with different levels of difficulty.

I take time to repeat explanations to students who have not yet grasped them.

Mrs./Ms. Fuchs takes time to repeat explanations to students who have not yet understood them.

Mr. Schulze takes time to repeat explanations to students who have not yet understood them.

My teacher takes time to repeat explanations to students who have not yet understood them.

My teacher takes time to repeat explanations to students who have not yet understood them.

My teacher takes time to repeat explanations to students who have not yet understood them.

I notice immediately when a student is not keeping up.

Mrs./Ms. Fuchs notices immediately when a student is not keeping up.

Mr. Schulze notices immediately when a student is not keeping up.

My teacher notices immediately when a student is not keeping up.

My teacher notices immediately when a student is not keeping up.

My teacher notices immediately when a student is not keeping up.

I know how to treat each student.

Mrs./Ms. Fuchs knows how to treat each student.

Mr. Schulze knows how to treat each student.

My teacher knows how to treat each student.

My teacher knows how to treat each student.

My teacher knows how to treat each student.

I will explain concepts until each student has understood them.

Mrs./Ms. Fuchs will explain concepts until every student has understood them.

Mr. Schulze will explain concepts until every student has understood them.

My teacher will explain concepts until every student has understood them.

My teacher will explain concepts until every student has understood them.

My teacher will explain concepts until every student has understood them.

I notice when my lesson becomes too difficult.

Mrs./Ms. Fuchs notices when her lesson becomes too difficult.

Mr. Schulze notices when his lesson becomes too difficult.

My teacher notices when her lesson becomes too difficult.

My teacher notices when his lesson becomes too difficult.

My teacher notices when his lesson becomes too difficult.

I honor a weak student’s achievement when she/he shows improvement.

Mrs./Ms. Fuchs honors a weak student's achievement when she/he improves.

Mr. Schulze honors a weak student's achievement when she/he improves.

My teacher honors a weak student's achievement when she/he improves.

My teacher honors a weak student's achievement when she/he improves.

My teacher honors a weak student's achievement when she/he improves.

I praise my students when they put forth their best effort even though other students may perform better.

Mrs./Ms. Fuchs praises me when I try my best, even though other students may perform better.

Mr. Schulze praises me when I try my best, even though other students may perform better.

My teacher praises me when I try my best, even though other students may perform better.

My teacher praises me when I try my best, even though other students may perform better.

My teacher praises me when I try my best, even though other students may perform better.

I praise a student who has improved even if she/he is weaker than the others.

Mrs./Ms. Fuchs praises a student who has improved even if she/he is weaker than the others.

Mr. Schulze praises a student who has improved even if she/he is weaker than the others.

My teacher praises a student who has improved even if she/he is weaker than the others.

My teacher praises a student who has improved even if she/he is weaker than the others.

My teacher praises a student who has improved even if she/he is weaker than the others.

I praise weak students who have improved.

Mrs./Ms. Fuchs praises weak students who have improved.

Mr. Schulze praises weak students who have improved.

My teacher praises weak students who have improved.

My teacher praises weak students who have improved.

My teacher praises weak students who have improved.

My students receive feedback on their responses.

I receive feedback on my responses in class.

I receive feedback on my responses in class.

I receive feedback on my responses in class.

I receive feedback on my responses in class.

I receive feedback on my responses in class.

My students find out exactly what was correct and what was wrong when a test is returned.

I find out exactly what was correct and what was wrong when a test is returned to me.

I find out exactly what was correct and what was wrong when a test is returned to me.

I find out exactly what was correct and what was wrong when a test is returned to me.

I find out exactly what was correct and what was wrong when a test is returned to me.

I find out exactly what was correct and what was wrong when a test is returned to me.

I praise my students when they give a good answer or ask an interesting question.

Mrs./Ms. Fuchs praises me when I give a good answer or ask an interesting question in class.

Mr. Schulze praises me when I give a good answer or ask an interesting question in class.

My teacher praises me when I give a good answer or ask an interesting question in class.

My teacher praises me when I give a good answer or ask an interesting question in class.

My teacher praises me when I give a good answer or ask an interesting question in class.

I praise my students when they volunteer frequently.

Mrs./Ms. Fuchs praises me when I volunteer frequently in class.

Mr. Schulze praises me when I volunteer frequently in class.

My teacher praises me when I volunteer frequently in class.

My teacher praises me when I volunteer frequently in class.

My teacher praises me when I volunteer frequently in class.

I discuss my students’ achievements with them regularly.

Mrs./Ms. Fuchs discusses my achievements with me regularly.

Mr. Schulze discusses my achievements with me regularly.

My teacher discusses my achievements with me regularly.

My teacher discusses my achievements with me regularly.

My teacher discusses my achievements with me regularly.

There are no interruptions during class time.

There are no interruptions during class time.

There are no interruptions during class time.

There are no interruptions during class time.

There are no interruptions during class time.

There are no interruptions during class time.

The entire period is used for learning

The entire period is used for learning.

The entire period is used for learning.

The entire period is used for learning.

The entire period is used for learning.

The entire period is used for learning.

The lesson begins on time.

The lesson begins on time.

The lesson begins on time.

The lesson begins on time.

The lesson begins on time.

The lesson begins on time.

During class my students are busy learning without interruption.

During class we are busy learning without interruption.

During class we are busy learning without interruption.

During class we are busy learning without interruption.

During class we are busy learning without interruption.

During class we are busy learning without interruption.

I have materials I need for the lesson ready (e.g. worksheets, overhead projector, diagram).

Mrs./Ms. Fuchs has materials she needs for the lesson ready (e.g. worksheets, overhead projector, diagram).

Mr. Schulze has materials he needs for the lesson ready (e.g. worksheets, overhead projector, diagram).

My teacher has materials she needs for the lesson ready (e.g. worksheets, overhead projector, diagram).

My teacher has materials he needs for the lesson ready (e.g. worksheets, overhead projector, diagram).

My teacher has materials it needs for the lesson ready (e.g. worksheets, overhead projector, diagram).

I succeed in creating a quiet and orderly class atmosphere.

Mrs./Ms. Fuchs succeeds in creating a quiet and orderly class atmosphere.

Mr. Schulze succeeds in creating a quiet and orderly class atmosphere.

My teacher succeeds in creating a quiet and orderly class atmosphere.

My teacher succeeds in creating a quiet and orderly class atmosphere.

My teacher succeeds in creating a quiet and orderly class atmosphere.

I maintain order in my class.

Mrs./Ms. Fuchs maintains order in our class.

Mr. Schulze maintains order in our class.

My teacher maintains order in our class.

My teacher maintains order in our class.

My teacher maintains order in our class.

I am not easily distracted from my lesson.

Mrs./Ms. Fuchs is not easily distracted from her lesson.

Mr. Schulze is not easily distracted from his lesson.

My teacher is not easily distracted from her lesson.

My teacher is not easily distracted from his lesson.

My teacher is not easily distracted from his lesson.

My students can concentrate on their work in class because it is quiet

I can concentrate on my work in class because it is quiet.

I can concentrate on my work in class because it is quiet.

I can concentrate on my work in class because it is quiet.

I can concentrate on my work in class because it is quiet.

I can concentrate on my work in class because it is quiet.

I discuss homework with my students (e.g. what was difficult).

Mrs./Ms. Fuchs discusses homework with us in class (e.g. what was difficult).

Mr. Schulze discusses homework with us in class (e.g. what was difficult).

My teacher discusses homework with us in class (e.g. what was difficult).

My teacher discusses homework with us in class (e.g. what was difficult).

My teacher discusses homework with us in class (e.g. what was difficult).

I relate homework to the material we are currently covering in class.

Mrs./Ms. Fuchs relates homework to the material we are currently covering in class.

Mr. Schulze relates homework to the material we are currently covering in class.

My teacher relates homework to the material we are currently covering in class.

My teacher relates homework to the material we are currently covering in class.

My teacher relates homework to the material we are currently covering in class.

I offer my students a variety of homework to choose from.

Mrs./Ms. Fuchs offers us a variety of homework to choose from.

Mr. Schulze offers us a variety of homework to choose from.

My teacher offers us a variety of homework to choose from.

My teacher offers us a variety of homework to choose from.

My teacher offers us a variety of homework to choose from.

I check if my students did their homework.

Mrs./Ms. Fuchs checks if I did my homework.

Mr. Schulze checks if I did my homework.

My teacher checks if I did my homework.

My teacher checks if I did my homework.

My teacher checks if I did my homework.

I check if my students' homework is correct.

Mrs./Ms. Fuchs checks if my homework is correct.

Mr. Schulze checks if my homework is correct.

My teacher checks if my homework is correct.

My teacher checks if my homework is correct.

My teacher checks if my homework is correct.

I know which homework to assign to help my students fully understand the material we cover in my lesson.

Mrs./Ms. Fuchs knows which homework to assign to help me fully understand the material we cover in her lesson.

Mr. Schulze knows which homework to assign to help me fully understand the material we cover in his lesson.

My teacher knows which homework to assign to help me fully understand the material we cover in her lesson.

My teacher knows which homework to assign to help me fully understand the material we cover in his lesson.

My teacher knows which homework to assign to help me fully understand the material we cover in his lesson.

I assign homework that makes my students think.

Mrs./Ms. Fuchs assigns homework that makes me think.

Mr. Schulze assigns homework that makes me think.

My teacher assigns homework that makes me think.

My teacher assigns homework that makes me think.

My teacher assigns homework that makes me think.

I offer a rich variety of homework.

Mrs./Ms. Fuchs offers a rich variety of homework.

Mr. Schulze offers a rich variety of homework.

My teacher offers a rich variety of homework.

My teacher offers a rich variety of homework.

My teacher offers a rich variety of homework.