Mrs./Ms. Fuchs speaks loudly and clearly.

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

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

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

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

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

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

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

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

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

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

Mrs./Ms. Fuchs' class is exciting.

Mrs./Ms. Fuchs gives us interesting assignments.

Mrs./Ms. Fuchs varies her teaching strategies.

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

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

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

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

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

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

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

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

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

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

I am not afraid to volunteer in class.

I am not afraid to ask questions in class.

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

We listen while Mrs./Ms. Fuchs is talking.

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

We work with partners or in groups.

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

We learn at learning stations.

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

We create our own posters independently.

We work alone on worksheets and assignments.

Mrs./Ms. Fuchs is fair.

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

Mrs./Ms. Fuchs cares.

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

I enjoy going to class.

Mrs./Ms. Fuchs enjoys teaching.

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

Mrs./Ms. Fuchs finds her subject exciting.

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

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

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

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

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

Mrs./Ms. Fuchs divides us into work-groups according to our abilities.

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

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

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

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

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

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

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

Mrs./Ms. Fuchs honours a weak student’s achievement even though the student's performance is below class average.

Mrs./Ms. Fuchs praises me when I put forth my best effort even though other students may perform better.

Mrs./Ms. Fuchs praises a student who has improved even though she/he performs below class average.

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

I receive feedback on my responses in class.

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

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

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

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

There are no interruptions during class time.

The entire period is used for learning.

The lesson begins on time.

During class we are busy learning without interruption.

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

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

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

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

I can concentrate on my work because it is quiet.

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

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

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

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

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

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

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

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