dotpcp manual - irc draft-as of 9-3-12

8/13/2019 DOTPCP Manual - IRC Draft-As of 9-3-12

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/ndicators to consider when evaluating a positive environment may include!0 armth, caring, and encouragement0 (espectful talk and turn taking0 "ctive listening0 oliteness

0 airness". 3. 4. 5.

There are noindications of a

positive environment between the teacherand students in theclassroom.

There are minimal indications of a

positive environment between theteacher and students inthe classroom.

There are occasionalindications of a

positive environment betweenthe teacher andstudents in the

classroom.

There are regularindications of a

positive environment between theteacher and studentsin the classroom.

Example:

6either teacher norstudents showappreciation orencouragement *e.g.,claps, praises+ afterstudent presentations.

7any students talkwhen teacher and otherstudents are talking#teacher does notcorrect them. tudentsuse demands such as$give me% or $move%and there is an absenceof courtesies such as$please,% $thank you,%$e cuse me.%

Example:

Teacher showsminimal appreciationor encouragement*e.g., claps, praises+after student

presentations.

tudents listen passively to theteacher, but tend totalk, pass notes, etc.when other studentsare talking. There is anabsence of languagecourtesies such as$please,% $thank you,%$e cuse me.%

Example:

Teacher and moststudents showoccasionalappreciation andencouragement *e.g.,claps, praise+ after

student presentations.

tudents listen to theteacher, butoccasionally tend totalk when otherstudents are talking.Teacher and studentssometimes usecourtesies such as$please,% $thank you,%$e cuse me.%

Example:

Teacher and studentsregularly showenthusiasticappreciation andencouragement*e.g.,claps, praise+

after all student presentations.

tudents regularlylisten attentively toteacher. Teacherand students usecourtesies such as$please,% $thankyou,% $e cuse me.

% Teacher sensitivit# to' and regard for' students needs and efforts%

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The e tent to which the teacher is available in classroom setting and sensitive to student needscan be a key factor in promoting active student e ploration and learning. e define teachersensitivit# as!

A teachers acts of listening and responding to students needs and efforts

/ndicators to consider when looking at teacher sensitivit# may include!0 8ears when students need assistance0 "ddresses problems when students seek support0 tudents are comforted by teacher responses

". 3. 4. 5.

Teacher provides no

awareness, attentionor support tostudents needs andefforts.

Teacher provides

minimal awareness, attention or support tostudents needs andefforts.

Teacher provides occasional

awareness, attention orsupport to students needs andefforts.

Teacher provides

regular awareness,attention or support tostudents needs andefforts.

Example:

Teacher says suchthings as $5ont

bother me% or $/m busy%. tudentsmust wait a longtime before gettingthe teachersattention. "ctivitiesare much toodifficult for studentsand no support is

provided.

Example:

Teacher says such thingsas $6ot right now%.tudents may have to re-approach teacher severaltimes before having aquestion answered.tudents may havedifficulty with anassignment and cansometimes get theteachers attention.

Example:

Teacher says such things as$ ave your questions forlater%. Teacher occasionallynotices when students neede tra help'assistance andsometimes addresses theseneeds. tudents may havesome difficulty with anassignment but willeventually get the teachersattention.

Example:

Teacher says suchthings as $9et meknow if you havequestions% or $/mhappy to help%.Teacher regularlynotices when studentsneed e trahelp'assistance andaddresses these needsin a timely manner.

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% ehavioral indications of negative environment bet"een the teacher and students%

tudent development and learning are supported by their interactions with teachers in a safe,secure, and nurturing environment. 8owever, teachers also have the ability to adversely affecttheir classrooms by the ways they interact with students and also by the interaction they

encourage and cultivate among students. Thus, we define a negative environment as!

An expressed negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom

/ndicators to consider when evaluating an environment for negative climate may include!0 4oldness, insensitivity, or unresponsiveness0 5iscouragement or disrespectful talk *sarcasm, interruptions+0 (udeness0 ;nfairness

". 3. 4. 5.

There are no indications ofnegative climateand affect

between theteacher andstudents evidentin the classroom.

There are minimal indications of negativeclimate and affect

between the teacherand students evident inthe classroom.

There are occasionalindications of negativeclimate and affect betweenthe teacher and studentsevident in the classroom.

There are regular indications of negativeclimate and affect betweenthe teacher and studentsevident in the classroom.

Example:

Teacher neverresponds to astudent in acombativemanner andalways showsrespect forstudents dignity.The teacher says!$9ets work onthis together./ts hard, but youwill be able to doit


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*% Teacher uses tone of voice to influence or control students%

Teachers are often called to respond to inappropriate student behavior. (esponses should be inline with the agreed upon consequences of a set code of conduct. 8owever, actions and wordscan be driven out of anger and could thus result in threats, yelling, or the use of a voice tone that

is confrontational or intimidating. /ntimidation includes mental stress, violence, abuse, anddiscrimination. To better understand this type of engagement and behavior, we define tone ofvoice to influence or control students as!

The uality of a persons voice !e.g. conversational, nervous, encouraging, confrontational"used to influence and determine the behavior or actions of students

uch an environment might be identified by indicators such as!0 8umiliation and'or verbal abuse of students0 arcastic tone of voice in talking with students0 Teacher talks about students bad behavior rather than emphasi)ing good behavior

0 4hildren are often threatened to be e pelled from the learning space instead ofencouraging redirection of behavior

". 3. 4. 5.

Teacher does not use tone of voice toinfluence students todo things in a certainway.

Teacher minimall# usestone of voice toinfluence students to dothings in a certain way.

Teacher occasionall# usestone of voice to influencestudents to do things in acertain way.

Teacher regularl# usestone of voice toinfluence students to dothings in a certain way.

Example:

Teacher disciplinesindividual studentsquietly and

privately.5isciplinaryconversations are notengaged across theroom, puttingstudent and teacherin publicdisagreement orhumiliating thestudents.

Example:

Teacher minimallyrebukes students when itis needed and whenmistakes are serious.Teacher may tend tocompare individualstelling one student!$Take a look at whatara has done in herwork.%

Example:

Teacher occasionallyraises voice or yells attimes when rebukingstudents. Teacher openlycompares students tellingthe class! $9ook at hownicely ara is sitting. hycant you behave more likeher>%

Example:

Teacher regularly resortsto yelling or punishingstudents who misbehave./f a student refuses tostand up when asked, theteacher may yell $standup% and then pull thestudent to his'her feet.

+% Teacher provides opportunities for student academic engagement%

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ach child is a unique person, with an emotional self, an intellectual self and a physical self allrolled into her or his identity. "s children e plore new ideas and skills, they use their emotional,intellectual and physical selves to learn. ome children learn best through activities that involvethe use of language. &thers require a lot of visual information, collecting and sorting information

and games, or physical activities.

3ecause different children learn in different ways, teachers need to plan and use different kindsof activities in the lesson plan for each day. Teaching should be interactive and participatory,ensuring that all learners are involved in the lesson and should make use of developmentallyappropriate teaching and learning methods. /n order to better understand how a teacher mightcreate such an environment, we define opportunit# and student academic engagement respectively as!

A time or set of circumstances that ma#es it possible to do something

The degree to which all students in the class are focused and participating in the learningactivity presented or facilitated by the teacher

uch environments allow children to become fully involved in learning, actively e ploring theirenvironments, playing and learning with others, and developing personal strengths and self-esteem while being challenged to e cel.

/ndicators to consider when evaluating whether a teacher provides opportunities for studentacademic engagement may include!

0 Teacher provides and encourages pro@ect or group work 0 Teacher engages students in role-play, story-telling, or games0 Teacher facilitates peer education

". 3. 4. 5.

Teacher doesnot provideopportunities forstudents to ask questions and'or

participate in

class.

Teacher minimall# provides opportunities forstudents to ask questions and'or

participate in class.

Teacher occasionall# provides opportunities forstudents toask questions and'or


Teacher regularl# providesopportunities for studentsto ask questions and'or


Example:

The lesson planincludes ateacher

Example:

The teacherAs lesson planhas the same assignmentfor the entire class, in spite

Example:

The teacher plans samelesson for the entire class,

but will follow-up if some

Example:

The teacher plans lessonwith three different follow-up activities, designed to

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presentation foran entirelesson to agroup of C year-olds. Teacherwill only callupon studentswith their handsup.

of the fact that one activityis beyond the reach ofsome students. Teachermay ask! $ ho has anidea about this>% but onlythe usual few students willanswer.

students have difficultywith activity. Teacher mayask questions of studentssuch as! $Dohn, what doyou think of arahs idea>%and Dohn responds directlyto arah.

meet the varied abilitylevels of his students.Teacher engages entireclass by asking questionssuch as! $5oes anyonehave another idea of howwe might figure this out>%

,% Teacher provides opportunities for student empo"erment through meaningful rolesand-or responsibilities%

$ tudent empowerment is crucial to the personal, intellectual, and educational growth ofstudents. Teachers must reali)e their roll in this process, and acquaint themselves withempowerment strategies to implement both in their classrooms and in the curriculum.% /n orderto better understand how a teacher might create such an environment, we define opportunit# and student empo"erment respectively as!

A time or set of circumstances that ma#es it possible to do something

The promotion or attainment of autonomy and freedom of choices for students

tudents who e perience having choices in the classroom can feel more independent, and thisenhanced sense of independence can lead to a greater liking and interest in their coursework.

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/ndicators to consider when evaluating whether a teacher provides opportunities for studentempo"erment may include!

0 Teacher develops students skills to work, individually or in groups, in their own way andwith little supervision

0 Teacher teaches students to implement routines for material distribution and collection

0 tudent have the ability to contribute to management of instructional groups or classroomtransitions0 Teacher provides opportunities for students to ask questions or give opinions for

e amples on statements from both the teacher and peer students0 tudents level of understanding of group work through their utili)ation of group time.

". 3. 4. 5.

Teacher does not establish clear roles

and'orresponsibilitieswithin theclassroom.

Teacher minimall#establishes clear roles

and'or responsibilitieswithin the classroom.

Teacher occasionall# establishes clear roles


Teacher regularl# establishes clear roles


Example:

Teacher does notfacilitate activitieswhere students canwork on their ownwithout assistance.7ost students askwhat they are to door look around forclues from others.

Example:

Teacher minimallyfacilitates activitieswhere students canwork on their own.tudents are not surewhat to do whenmaterials are beingdistributed or collected.tudents ask someclarifying questionsabout procedures.

Example:

Teacher occasionallyfacilitates activities wherestudents can work ontheir own. tudents getstarted on an activitywhile the teacher takesattendance. /n small-group work, studentshave established roles,they listen to one another,summari)e differentviews, etc.

Example:

Teacher regularlyfacilitates activities wherestudents can work on theirown. tudentsindependently checkthemselves into class onattendance board and starttheir regular, dailyassignments. tudents areable to remind classmatesof the roles that they are to

play within the group.

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.% Teacher ta/es students learning interests and preferences into consideration for class activitiesand assignments% " teacher can provide children with the opportunity to participate and contribute to the lesson beingtaught in class. This does not mean that *s+ he completely disregards the lesson plans and completelyfollows the wishes of the students, but rather, the teacher is fle ible and incorporates the student interestsinto the lesson plan. tudents are directly impacted by the manner in which the teacher regards them inclass, and can be encouraged'discouraged by the level of fle ibility shown by the teacher in incorporatingtheir ideas into classwork. " teacher that disregards students may not allow for any questions to beasked, or require students to be silent at all times in the class. " teacher that regards student preferencesallows students to ask questions and e press their opinion, and'or gives them responsibilities in theclassroom, such as, helping take roll call at the beginning of class. " teachers consideration of the students learning interests and preferences can be defined as! The teachers level of emphasis and incorporation of student academic perspectives, such as studentinterest, point$of$view, expression and autonomy in the classroom. " teachers consideration of the students learning interests and preferences can be recogni)ed byindicators such as!

0 Teachers fle ibility on incorporating student interests'ideas.0 Teachers encouragement'discouragement of students in e pressing their understanding of the

material they are learning.0 tudents share lesson related ideas and e periences, and build upon their ideas.0 tudents assumption of leadership roles in the class.0 Teachers fle ibility on student movement in classroom.

". 3. 4. 5.

Teacher does not takestudent interests and

preferences intoconsideration for classactivities andassignments.

Teacher minimall# takes studentinterests and

preferences intoconsideration forclass activities andassignments.

Teacher occasionall# takes student interestsand preferences intoconsideration for classactivities andassignments.

Teacher regularl# takesstudent interests and

preferences intoconsideration for classactivities and assignments.

Example:The teacher does notincorporate studentideas or suggestionsinto the lesson.Teacher does notvalidate any studentideas'suggestions.

Teacher is teaching

Example:"t some times,teacher mayincorporate studentideas into the lesson,

but lesson is stillhighly teacherdriven.

hen teaching about

Example:The teacher providesoccasions where studentsare able to e press anddiscuss their ideas but theteacher may be morecontrolling in someinstances too.

hen teaching about

Example:Teacher allows for studente pression and tailors thelesson in a manner thatincorporates studentinterest.

hen teaching about farm

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about farm animals, andstudents shout outnames of their favoriteanimals *cow< horse

dotpcp manual - irc draft-as of 9-3-12

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