| 1. Student Interactions |
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Level - 3 |
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Level - 2 |
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Level - 1 |
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Middle |
Low |
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High |
Middle |
Low |
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High |
Middle |
Low |
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Students feel a sense of community and the classroom is defined by a positive feeling among class members. |
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Students generally like the teacher but the class is just another place to learn some content. |
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Students feel little or no sense of affiliation with the teacher or the other students in the class. |
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Various cultures and sub-groups blend, interrelate and feel like valid members of the classroom community |
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Various sub-groups avoid each other and do not share the same sense of legitimacy. |
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Various sub-groups are hostile to one another |
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Students readily accept the purpose of zero tolerance for "put downs." |
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Students think put downs are just part of the common use of language. |
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Put downs are common and lead to conflict. |
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Most students feel a responsibility to promote the collective success of all the students in the class. |
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Most students feel a sense of personal responsibility for their own learning. |
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Students feel little responsibility for their own success and/or see other students as competition. |
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Popular students feel obliged but not entitled to act as leaders. |
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Popular kids treat the other popular kids in the class well. |
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Popular kids use their social capital to oppress the less popular students. |
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It is readily apparent that an effort is made by the teacher to promote positive interactions among students, and there is evidence that it is making a real difference. |
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The teacher has made a sincere effort to promote positive interactions among students, and it has made some difference. |
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The teacher has made little or no deliberate effort to promote positive interactions among the students in his/her class. |
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Most students in the class take on leadership roles willingly and regularly. |
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Leaders in the class come from a small clique of students. |
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Students avoid leadership for fear of being labeled as "goody goodies" or teacher's pets. |
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Students in the class believe their gifts are validated and recognized in a meaningful and systematic way. |
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Students in the class believe there is some validation of uniqueness and individual recognition, but it is not a clear priority. |
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The class structure promotes the recognition of the smarter and more talented students. |
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Most students expect to be given ownership over classroom decisions that affect them |
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Most students are upset when classroom rights are withdrawn, but typically take little action |
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Most students assume that they have few or no rights in the class. |
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| 2. Discipline environment |
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Level - 3 |
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Level - 2 |
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Level - 1 |
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High |
Middle |
Low |
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High |
Middle |
Low |
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High |
Middle |
Low |
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Teacher's classroom management features consistency, clear expectations and sensible related consequences |
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The teacher uses some form or positive or assertive discipline. |
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The classroom management is inconsistently applied and the classroom expectations are unclear. |
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The teacher refrains from the use of punishments, shaming and humiliation. |
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The teacher accepts the notion that punishment and shaming are necessary with some students. |
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The teacher believes that students in the class only respond to punishment and/or personal challenges. |
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The classroom is a positive place, the teacher maintains a positive affect, and follows through with consequences in a calm and non-personal manner. |
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The teacher maintains a positive climate, but some days they feel the need to complain about the class or become fed up with the "bad kids" |
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The teacher gets easily angered by students and there is a sense of antagonism between the class and the teacher |
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The teacher incorporates maximum use of student generated ideas and input even in the area of management and classroom rules. |
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The teacher incorporates occasional use of student generated ideas. |
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The teacher makes the rules and student should follow them. |
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The teacher considers teaching and discipline within the context of basic student needs (freedom, belonging, competence, power, etc.) that must be met for a functional class. |
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The teacher shows some sensitivity to student's basic needs, but the primary goal of classroom management is control. |
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All student misconduct is viewed as disobedience. |
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Teacher-student interactions could be typically described as supportive and respectful. |
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Teacher-student interactions could be typically described as fair but teacher-dominated. |
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Teacher-student interactions are mostly teacher-dominated and reactive. |
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When disciplining students the teacher typically focuses on the problematic behavior not the student as a person. |
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When disciplining students the teacher is typically assertive yet often reactive, and gives an overall inconsistent message |
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When disciplining students the teacher is typically personal and often antagonistic. |
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Teacher successfully creates a sense of community in their classes |
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Teacher successfully creates a working society in their classes |
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Teacher creates a competitive environment |
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Because the work is meaningful and engaging, there are few if any behavior problems. |
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Because the students are active and involved, there are a limited number of behavior problems. |
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Because the work is seen as just "busy work," there are many students who feel the need to make their own fun by being disruptive. |
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| 3. Learning/Assessment |
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Level - 3 |
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Level - 2 |
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Level - 1 |
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High |
Middle |
Low |
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High |
Middle |
Low |
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High |
Middle |
Low |
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Assessment "targets" are clear and attainable for learners. |
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Most high achieving students can find a way to meet the teacher's target. |
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Grades are given for what students see as personal and/or accidental purposes. |
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Instruction/Assessment promotes student locus of control, sense of belonging and sense of competence |
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Instruction/Assessment is most often focused on relevant learning, yet mostly rewards the high-achievers. |
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Instruction/Assessment is focused on bits of knowledge that can be explained and then tested. |
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Student-controlled behavior (effort, listening, attitude, etc) is rewarded and even assessed when possible. |
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Student controlled behavior is verbally rewarded. |
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Only countable academic and athletic outcomes are rewarded. |
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Teacher uses some form of making sense of, and being responsive to, varying learning styles. |
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The teacher is aware of learning styles as a concept, and makes some attempt to respond to them. |
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Teacher expects all students to conform to his/her teaching style. |
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Instruction is dynamic, involving, learner-centered, and challenging. |
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Instruction is mostly based on relevant concepts but often appears to be busy work |
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Instruction is mostly "sit and get" |
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Students learn to work cooperatively, and as a team. |
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There is some attempt to incorporate the idea of cooperative learning. |
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Teacher views cooperative learning as leading to chaos and cheating. |
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The content of lessons/units is meaningful, relevant and promotes the social, personal and intellectual growth of students. |
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Content of lessons/units is often relevant and interesting for most students, but does little to promote personal growth. |
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Content of lessons/units is not seen as relevant to the real lives of students. |
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Students are given systematic opportunities to reflect on their learning progress. |
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Mostly higher-level students are given occasional opportunities to reflect on their learning in some classes. |
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Teaching is seen as providing maximum input and little opportunity for reflection exists. |
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Students are seen as the primary users of assessment information, and assessment is used for the purpose of informing the learning process, never to punish or shame. |
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Assessment is seen as something that occurs at the end of assignments. Grades are used primarily for student to student comparison. |
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Assessment is used to compare students to one another and/or to send a message to the lazy students. |
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Class rewards often focus on student effort and contribution and sparingly on being the top performer. |
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Class rewards honor a variety of top performance-based achievements. |
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A competitive climate exists for the scarce supply of class rewards that are given only for performance. |
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| 4. Attitude and Culture |
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Level - 3 |
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Level - 2 |
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Level - 1 |
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High |
Middle |
Low |
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High |
Middle |
Low |
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High |
Middle |
Low |
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Students believe they are part of a classroom community. |
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Students believe they are part of a classroom society. |
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Students believe they are just putting their time in the class. |
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Students respond assertively to peers who use destructive and/or abusive language in the class. |
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Students seek adult assistance to stop blatant cases of verbal abuse in the class. |
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Students accept abuse as a regular part of what takes place in the class. |
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Students believe they are working toward collective goals. |
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Students believe they are working toward independent goals. |
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Students believe they are competing with other students for scarce resources |
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Students speak about the class in proud, positive terms. |
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Students speak about the class in neutral or mixed terms. |
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Students denigrate the class. |
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Most students feel listened to, represented, and believe they have a voice. |
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Most students see some evidence that some students have a voice. |
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Most students feel they have very little voice in what happens in the class. |
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While in the class, most students feel a sense of belonging to a larger cause. |
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While in the class, most students see some evidence that efforts are made to promote a cohesive class. |
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While in the class, most students feel alone, alienated and/or part of a hostile environment. |
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Students feel safe expressing their ideas and feelings in front of the entire class. |
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Students feel safe expressing their ideas and feelings, but only with the teacher and/or a few trusted peers. |
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Students do not feel safe expressing their ideas and feelings in the class. |
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Students feel welcome and comfortable talking to the teacher. |
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Some students feel comfortable talking to the teacher. |
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Students assume the teacher does not have any interest in their problems. |
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The class includes rituals, games and/or traditions that give the members a sense of identity. |
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The class includes some time spent on games or activities that keeps class from being all work. |
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The class includes only activity related to schoolwork. There is nothing special about the class. |
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