1. My working relationship with my students can best be described as

a. Director: I set the scene by providing information, assigning tasks, and evaluating their work.
b. Jack-of-all-trades: I might be lecturing while they take notes, observing them work, facilitating a discussion, asking questions of individuals or small groups, or listening to reports.
c. Social worker: I spend a fair amount of time with finding out where they are coming from—both academically and socially—then I tailor my instruction to their level and interests, even if we are at a lower level.
d. Role Model: I am preparing the college bound students by emulating college classes. I assign reading, lecture, provide lecture notes, hold bi-weekly labs, and use both lab tests and multiple choice tests.

2. There is so much content to cover there is not enough time in the year, so I favor an approach most like:

a. Doing the best we can to cover everything, pushing through the book as the course requires.
b. Looking at the concepts to be covered, ordering them in a sequence of importance that I feel suits the students' interests, and then doing my best to get through them all.
c. I cut out some of the traditional content that is mostly detail or vocabulary, and also cut some topics that I consider secondary to understanding the main concepts.
d. I emphasize reasoning and scientific thinking while teaching each topic so that most students understand completely. This means I cover half the traditional content, but I am betting they will still do well on standardized tests.

3. My approach to grading is most like:

a. I continually try to get everyone to a "C" or "B" level, and give "A" for extra effort.
b. Everything counts—classwork, homework, attendance—and average. Zeros can really hurt in the averaging.
c. Classwork and homework is half, the final test is half.
d. Classroom participation counts equally to tests.