Component 2a: Creating an Environment of Respect and Rapport
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Teacher interaction with students
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Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.
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Student interactions with other students
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Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
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Component 2c: Managing Classroom Procedures
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Management of instructional groups
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Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity.
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Management of transitions
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Transitions are seamless, with students assuming responsibility in ensuring their efficient operation.
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Management of materials and supplies
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Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation.
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Performance of non-instructional duties
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Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation.
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Supervision of volunteers and paraprofessionals
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Volunteers and paraprofessionals make a substantive contribution to the classroom environment.
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Component 2d: Managing Student Behavior
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Expectations
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Standards of conduct are clear to all students and appear to have been developed with student participation.
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Monitoring of Student Behavior
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Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.
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Response to Student Misbehavior
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Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.
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