The most consistently identified teacher effectiveness variable is time on task. That is, the more time that students spend on learning specific academic content, the better they will learn it. Distinction is made between allocated time on task(the time that teachers allocate to particular instructional activities)and engaged time on task(the time that students actually spend engaged in instruction). Because no consistent relation has been seen between【M1】______ allocated time on task and academic achievement, research has demonstrated that engaged time on task is positive related to【M2】______ academic achievement. Strategies for maximizing engaged time on task have been identified and included effectively managing transitions, avoiding【M3】______ digressions and other irrelevant verbalizations, and manage【M4】______ classroom behavior. Sometimes, teachers can improve student-engaged time on task by examining the amount of allocated time for class and monitoring their own teacher behaviors more closely. For example, teachers may find that they start classes 5 minutes late, end classes 5 minutes early, stop during the middle of class to search for relevant instructional materials, and stop to manage appropriate classroom behaviors.【M5】______ Once such target areas are identified, teachers can design strategies to improve each area that will lead in increasing the amount of【M6】______ student-engaged time on task during classes. Effective teacher presentations have also been identified. Teachers minimize achievement when their presentations contain【M7】______ elements as structure of lesson, clarity of teacher presentation,【M8】______ redundancy in emphasizing important concepts, and enthusiasm. Structure includes listing students attention, providing a lesson【M9】______ overview that includes lesson objectives, providing outlines of the lesson and to indicating when transitional points occur, and【M10】______ summarizing and reviewing key points as the lesson proceeds.

【M1】

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