|2a: Creating an environment of respect and rapport||
Teacher does not acknowledge students by name.
Students engage in conflict without any response or acknowledgement from teacher.
Teacher and students do not demonstrate respectful behavior and often use sarcasm (e.g., Teacher states, “Rolling on the carpet really shows that you’re ready for morning meeting.”)
Teacher addresses some students by name.
In conflict situations, teacher imposes a solution for resolving the conflict (e.g., “You two need to take turns on the computer, I saw Ian there first.”)
Teacher and students demonstrate disrespectful behavior.
Students must be constantly reminded to respect the rights of others. (e.g., Teacher states, “It’s not your turn yet. You need to remember to take turns.)
Teacher addresses individual students by name and encourages students to address others by name. (e.g., “Good morning Jaylin, Did you say good morning to Joshua and Lindsey?)
Teacher involves children in solving problems that arise in the classroom using age-appropriate conflict resolution strategies such a Positive Behavior Supports (PBS).
Teacher consistently models positive behavior and prompts students to model such behavior. (e.g., Teacher frequently uses please, thank you and excuse me.)
During center time, the teacher kneels down next to a student and says, “This building is enormous, I wonder what could possibly be going on inside.)
Teacher addresses individual students by name and inquires about events in students’ personal life. (e.g., “Good morning Jaylin, Did mommy have the baby yet?”)
Children independently engage in steps of conflict resolution.
Students say please and thank you and apologize for mistakes without being reminded by teacher.
During center time, a student comments about a classmates painting, “That picture has so many colors, it’s beautiful James!
Students independently respect the rights of others by taking turns (e.g., Daquan said, “After Shalia has a turn it will be Imani’s turn.”)
|2b: Establishing a culture for learning||
Teacher actions involve classroom management and preparatory activities only.
There is no respect for one another’s work, there is no purpose or focus.
Teachers do not support problem solving, they solve the children’s problems for them.
There are no opportunities for children to engage with peers.
High expectations are reserved for some children.
Teachers are primarily talking and children are listening.
There is little respect for the work of peers: After a child knocks down a block structure of another child the teacher responds by saying “stop”!
Teachers are inconsistent with encouraging children to problem solve.
Teachers rarely encourage children to share their ideas, work and responses with peers and adults.
The classroom provides children with opportunities to engage in relevant and challenging, play based learning experiences (e.g., center time.)
Teachers have high expectations for all students.
Teachers are listening to students and students are listening to each other.
Children respect each other’s work (e.g., teacher allows a child building a tall tower to save his work.)
Children independently select materials to complete tasks.
Children know where materials belong.
Teachers listen and respond to students and students are responding to each other; (e.g., a child is reading his/her journal and peers are commenting on the work.)
Teacher takes a picture of a child’s work, or children make a sign stating please do not knock down this structure.
Students encourage other students to problem solve.
Teacher provides opportunities for students to engage in investigations or projects to allow students to work interdependently, and they frequently share their feelings, ideas, work with each other.
|2c: Managing classroom procedures||
Procedures for carrying out routines are not established. (e.g., Schedule is not visible or posted and/or children are not aware of established routines.)
Transitions are too long, too frequent, or ineffective. Children’s wait time is long due to unprepared transitions and/or unprepared materials. (e.g., Long wait time during hand washing, materials not set at small group time, no transition activity.)
Materials are not prepared and/or accessible to students.
Children are continually asking what is next and appear to not know what is expected of them.(e.g., . During the morning meeting children ask, “What are we doing next?”)
Some children in small groups are not engaged while working; or not engaged when working directly with the teacher.
Routines are inconsistently established. (e.g., Children are not sure what to do after the completion of an activity.)
Schedule is posted and teacher refers to it randomly-with little connection to children’s needs.
Materials are prepped and ready.
Some instructional time is lost due to the long wait time of routine tasks.
Children regularly demonstrate off-task behavior.
The teacher provides advanced warning for most upcoming transitions. (e.g. During center time the teacher states, “In five minutes I’ll play our clean up song. It’s coming soon.”)
Children move smoothly between group activities.
Children respond to established attention signal.(e.g., raising hand or clap.)
Appropriate backup materials are planned and accessible as needed.
The teacher refers and incorporates the posted visual schedule. (e.g., Teacher states, “I see on the schedule that we’re moving to center time. Can I have a volunteer to read the schedule and remind us what’s after center time?”)
“Downtime” is eliminated as children move to alternative activities when appropriate. (e.g., when children complete small group activity they move on to another activity.)
Children remind teacher and/or classmates of what is next in the schedule.
Students assist with and/or contribute to the established transitioning signal. (e.g. A students asks, Can a play the clean up song when we’re ready?”)
Students re-direct a classmate to the transition and/or routines. (e.g., Tells a child to “wash your hands” before they come to the sand table, to “be quiet, it is teacher’s time to talk.”)
Child uses timer to help determine amount of time to work with a toy. (e.g., the computer center, the child transitions to another center when the allotted time is up.)
|2d. Managing Student Behavior||
Classrooms rules are not established or posted.
Noise level distracts all students from learning (e.g., children frequently ask teacher to repeat what was said.)
The teacher does not monitor student behavior. (e.g., the teacher spends an entire center time in one center or in one small group.)
Students misbehave frequently. (e.g., children destroy materials, throw objects, uses foul language, and climb on furniture.)
Classroom rules are posted but not referred to.
Most students ignore teachers request to use an indoor voice.
Teacher monitors and reacts to some indicators of behavior problems but often misses or ignores others.
Teacher response to misbehavior is inconsistent. (e.g., teacher ignores children calling out while enforcing the rule other times.)
Classroom rules are posted with evidence of student input. (e.g., the rules are clearly written by children or children have written their names alongside the rules.)
Student behavior is generally age-appropriate and misbehavior rarely continues or detracts from instruction.
Children respond to verbal and non-verbal teacher cues (e.g. Teacher plays the “clean up” song and children begin to clean up.)
Teacher consistently monitors and prevents behavior problems with effective results. (e.g., during center the teacher moves between centers.)
Teacher response to misbehavior is effective particularly when focused on the positive and/or uses non-verbal cues.
Children refer to the classroom rules to monitor behavior. (e.g., Sophia tells Vincent, “If you talk mean you will tip Alicia’s bucket.”)
Students take an active role in monitoring their own behavior and that of other students. (e.g., independently, student does not go to a center that is at the limit of children allowed in the center, and/or children have been taught how to independently problem solve without the need of teacher assistance.)
Student misbehavior rarely occurs.
|2e: Organizing physical space||
Space poorly maintained by staff (e.g., floors left sticky or dirty, trash cans overflowing.)
Classroom space overcrowded and does not adequately support learning (e.g., No interest areas or learning centers.)
Visual Supervision of centers is difficult to maintain. (e.g., Teacher cannot see over shelves where the library center is located.)
Several hazards exist indoors/outdoors (e.g., loose electrical cords, no outlet covers, heavy objects children can pull down, furniture in poor repair and dangerous substances are within the reach of the children- such as bleach.)
No essentials to handle emergencies available. (i.e., emergency kit.)
Space clean and maintained by staff.
Sufficient space for several activities to go on at once (e.g., at least three centers are in the classroom.)
Visual Supervision is adequate to protect children’s health and safety.
No major safety hazards indoors/outdoors.
Essentials available and accessible to handle emergencies.
Evidence that teacher rotates materials or manipulates environment to meet the purpose of lessons.
Messes cleaned promptly with staff encouraging students to take ownership of materials and supplies.
Minimum of five centers clearly defined and accessible to all students with clear guidelines for center participation (e.g., only two children at the computer at one time.)
Visual Supervision is adjusted appropriately for different ages and abilities.
Teacher’s use of technology is age-appropriate (e.g. incorporates iPads in the investigation center or uses Smart Board to display pictures of previously built block structures.)
Students respect and maintain classroom environment. (e.g., Liz tells Rosanne, “You can’t just leave the marker on the floor, someone will slip.”)
More than five centers clearly defined and accessible to all students (centers may include writing, blocks, art, investigations, sand table, library and dramatic play.)
Visual Supervision is adjusted appropriately for different ages and abilities, and a balance is maintained between the child’s need to explore independently and maintain safety.
Students arrange the environment to enhance an activity. (e.g. student uses Smart Board to display a message she wants everyone to read at the writing center.)