Element Interactions Teacher-student interactions Interactions Seen throughout the lesson IV.1:A with students reflect genuine respect, are respectful Positive tone of voice caring, and cultural and caring Interactions reflect/support a growth mindset understanding for individuals Feedback is positive and focused on growth as well as groups of students. Teacher Students willingly share work/ideas Teacher creates a safe creates a safe Teacher corrects behavior in a positive manner (I need you learning environment where learning to… rather than Stop…) all students feel accepted environment Evidence of students self-correcting their own behavior and free to take learning risks. Establishes The teacher and students have Element Seen throughout the lesson routines/ established seamless routines/ IV.3:A Use of transition signals procedures/ transitions and Students help manage/run non-instructional routines (i.e. and standards of conduct. They mail delivery) expectations are clear to all students and Clearly posted and followed classroom rules for student appear to be internalized. Teacher applies respectful behavior management behavior Student assume responsibility techniques (i.e. non-verbal warnings, proximity control; pulls in developing routines and aside when necessary to address behavior) standards of conduct, and in Expectations for behavior are consistent with the school’s ensuring their efficient code of conduct/PBIS expectations operation Students treat one another with respect Students remind one another of classroom routines and expectations/support the implementation of routines and expectations Procedures/routines are orderly (i.e. students calmly and quickly rearrange furniture when moving from independent to group work) Evidence of students self-correcting their own behavior Materials and resources are prepared and readily available
Element IV.1:A Interactions with students Teacher-student interactions reflect genuine respect, caring, and cultural understanding for individuals as well as groups of students. Teacher creates a safe learning environment where all students feel accepted and free to take learning risks. Interactions are respectful and caring Teacher creates a safe learning environment Seen throughout the lesson Positive tone of voice Interactions reflect/support a growth mindset Feedback is positive and focused on growth Students willingly share work/ideas Teacher corrects behavior in a positive manner (I need you to… rather than Stop…) Evidence of students self-correcting their own behavior Element IV.3:A Establishes routines/ and expectations for student behavior The teacher and students have established seamless routines/ procedures/ transitions and standards of conduct. They are clear to all students and appear to be internalized. Student assume responsibility in developing routines and standards of conduct, and in ensuring their efficient operation Seen throughout the lesson Use of transition signals Students help manage/run non-instructional routines (i.e. mail delivery) Clearly posted and followed classroom rules Teacher applies respectful behavior management techniques (i.e. non-verbal warnings, proximity control; pulls aside when necessary to address behavior) Expectations for behavior are consistent with the school’s code of conduct/PBIS expectations Students treat one another with respect Students remind one another of classroom routines and expectations/support the implementation of routines and expectations Procedures/routines are orderly (i.e. students calmly and quickly rearrange furniture when moving from independent to group work) Evidence of students self-correcting their own behavior Materials and resources are prepared and readily available
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