has had a 1-on-1 meetingwith a studentoutside ofclasswould be willingto model "TheTeacher Look"in front of ourgroup todayhas multiplestudents withattentiondifficultiesusespartner/groupwork at least3 times aweekfindshimself/herselfsaying thesame thingover and overfeels theycould betterutilizephysicalproximitycollectsdata for abehaviorplanthinksstudentsdon't showeach otherrespecthas reached out toparents ofchallenging ANDsuccessfulstudents at elast 4times this yearhas a regularmethod (dailyor weekly) ofreportingbehavior toparentshas a successfulreward/acknowledgementsystem in place and iswilling to share it withtoday's grouphas tried a newclassroommanagementtechnique thisweek (successfulor not)has includedstudents increatingclassroomexpectationscan give twoexamples ofways theycheck forunderstandingfeels there aretoo manybehaviorissues tojuggle them allhas a studentwho displaysanger on aregular basisuses abellringer(sponge,warm-up, etc.)every daycan name 2-3ways theysuccessfully getkids' attention(ex: clapping)has asked acolleague toshareclassroommanagementstrategiescan give twoexamples ofways theycheck forunderstandingknows thelearningstyles of alltheirstudentshas heard astudent usebad languagein the pastweekcan identify atime he/shesuccessfullyutilized "waittime"can identifythe function(root) of moststudents'misbehaviorhas had a 1-on-1 meetingwith a studentoutside ofclasswould be willingto model "TheTeacher Look"in front of ourgroup todayhas multiplestudents withattentiondifficultiesusespartner/groupwork at least3 times aweekfindshimself/herselfsaying thesame thingover and overfeels theycould betterutilizephysicalproximitycollectsdata for abehaviorplanthinksstudentsdon't showeach otherrespecthas reached out toparents ofchallenging ANDsuccessfulstudents at elast 4times this yearhas a regularmethod (dailyor weekly) ofreportingbehavior toparentshas a successfulreward/acknowledgementsystem in place and iswilling to share it withtoday's grouphas tried a newclassroommanagementtechnique thisweek (successfulor not)has includedstudents increatingclassroomexpectationscan give twoexamples ofways theycheck forunderstandingfeels there aretoo manybehaviorissues tojuggle them allhas a studentwho displaysanger on aregular basisuses abellringer(sponge,warm-up, etc.)every daycan name 2-3ways theysuccessfully getkids' attention(ex: clapping)has asked acolleague toshareclassroommanagementstrategiescan give twoexamples ofways theycheck forunderstandingknows thelearningstyles of alltheirstudentshas heard astudent usebad languagein the pastweekcan identify atime he/shesuccessfullyutilized "waittime"can identifythe function(root) of moststudents'misbehavior

FIND SOMEONE WHO... - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. has had a 1-on-1 meeting with a student outside of class
  2. would be willing to model "The Teacher Look" in front of our group today
  3. has multiple students with attention difficulties
  4. uses partner/group work at least 3 times a week
  5. finds himself/herself saying the same thing over and over
  6. feels they could better utilize physical proximity
  7. collects data for a behavior plan
  8. thinks students don't show each other respect
  9. has reached out to parents of challenging AND successful students at elast 4 times this year
  10. has a regular method (daily or weekly) of reporting behavior to parents
  11. has a successful reward/acknowledgement system in place and is willing to share it with today's group
  12. has tried a new classroom management technique this week (successful or not)
  13. has included students in creating classroom expectations
  14. can give two examples of ways they check for understanding
  15. feels there are too many behavior issues to juggle them all
  16. has a student who displays anger on a regular basis
  17. uses a bellringer (sponge, warm-up, etc.) every day
  18. can name 2-3 ways they successfully get kids' attention (ex: clapping)
  19. has asked a colleague to share classroom management strategies
  20. can give two examples of ways they check for understanding
  21. knows the learning styles of all their students
  22. has heard a student use bad language in the past week
  23. can identify a time he/she successfully utilized "wait time"
  24. can identify the function (root) of most students' misbehavior