The teacher is Students expend good Students take initiative in disrespectful toward The teacher’s primary effort to complete work improving the quality of students or insensitive to concern appears to be to of high quality. their work. students’ ages, cultural complete the task at backgrounds, and hand. The teacher insists on Students correct one cultural levels. precise use of language another in their use of The teacher urges, but by students. language. Students’ body language does not insist, that indicates feelings of hurt, students use precise Talk between the The teacher discomfort, or insecurity. language. teacher and students demonstrates knowledge and among students is and caring about The teacher displays no The quality of uniformly respectful. individual students’ lives familiarity with, or caring interactions between beyond the class and about. Individual teacher and students, or The teacher successfully school. students. among students, is responds to disrespectful uneven, with occasional behavior among There is no disrespectful The teacher disregards disrespect or students. behavior among disrespectful interactions insensitivity. students. among students. Students participate The teacher attempts to willingly, but may be When necessary, respond to disrespectful somewhat hesitant to students respectfully behavior among offer their ideas in front correct one another. students, with uneven of classmates. results. Students participate The teacher makes without fear of The teacher attempts to general connections with or ridicule from make connections with individual students. either the teacher or individual students, but other students. student reactions Students exhibit respect indicate that these for the teacher. The teacher respects and attempts are not entirely encourages students’ successful. efforts.
The teacher is disrespectful toward students or insensitive to students’ ages, cultural backgrounds, and cultural levels. Students’ body language indicates feelings of hurt, discomfort, or insecurity. The teacher displays no familiarity with, or caring about. Individual students. The teacher disregards disrespectful interactions among students. The teacher’s primary concern appears to be to complete the task at hand. The teacher urges, but does not insist, that students use precise language. The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect or insensitivity. The teacher attempts to respond to disrespectful behavior among students, with uneven results. The teacher attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful. Students expend good effort to complete work of high quality. The teacher insists on precise use of language by students. Talk between the teacher and students and among students is uniformly respectful. The teacher successfully responds to disrespectful behavior among students. Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates. The teacher makes general connections with individual students. Students exhibit respect for the teacher. Students take initiative in improving the quality of their work. Students correct one another in their use of language. The teacher demonstrates knowledge and caring about individual students’ lives beyond the class and school. There is no disrespectful behavior among students. When necessary, students respectfully correct one another. Students participate without fear of or ridicule from either the teacher or other students. The teacher respects and encourages students’ efforts.