Classroom Culture

Students operate in the context of a learning environment that nurtures a growth mindset, a sense of belonging, and student-led accountability.

Phase 2: Student Accountability 

"Look-Fors" During Observations
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit. 

Beginning/ Practicing

• The teacher recognizes and corrects off-task student behavior based on a pre-established classroom management/behavior plan. E.g., teacher may acknowledge and correct behavior with a verbal warning, virtual warning (such as via Class Dojo), physical proximity, etc.
  
  

• The teacher corrects off-task behavior immediately, consistently, and with care for all students.
  
  
• The teacher has established clear and high standards of behavior (i.e., how students should treat themselves and peers) for her students. These may be posted in the classroom, on a class website or virtual platform, etc. Standards are aligned to Next Generation/21st century skills, e.g., collaboration, communication, etc.
  
  
• The teacher has established clear and high standards of work for her students. Standards of work may be posted in the classroom, on a class website or virtual platform, etc. Standards are aligned to course content and reflect appropriate levels of rigor. E.g., an AP English Language teacher may use the AP composition criterion for “Effective” essays as the standard of work in her class.
  
  

Developing/ Achieving 

• Students self-monitor behavior and self-correct and/or support their peers to correct without interference from the teacher.
  
  
• When confusion arises, students seek guidance/clarification from their peers before their teacher.
  
  
• Students have a clear understanding of what’s expected of them in the classroom (both academically and behaviorally) and can identify when they are not meeting expectations.
  
  
• Students hold each other accountable and provide feedback to one another with care and consideration.

Questions to Guide Observation

• Who directs and corrects behavior in the classroom?
• Is there evidence of expected standards of behavior in the classroom? If so, do students know them?
  ​Is there evidence of expected standards of work (i.e., content-specific expectation) in the classroom? If so, do students know them?
• In group work or other instances of peer collaboration, how do students engage with one another? I.e., how do they provide feedback, correction, etc. to one another?
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Resources
Routines and Procedures

•  Fast Ways to Keep Kids on Track, tips for empowering students by holding them accountable (Article from TeachHub)

​High Expectations for Work

• What It Really Takes to Inspire Students to Perform Well, defining the characteristics of high-quality student work (Article from EL Education)
• Collaborating with Students in Instruction and Decision Making, importance of listening to the student voice when planning instruction (Book)

High Expectations for Behavior

• Group and Cooperative Learning; Students as Classroom Leaders, five essential elements of student-led learning (Article and Video from Harvard University)
• Giving Students a Voice in the Classroom ,classroom strategies to meet students' psychological needs can have self-affirming effects  (Article from Educational Leadership ASCD)
• Ready to Learn: Creating a Positive Classroom Culture, lesson on building a safe and inclusive classroom community (Video from Teaching Channel)
• 9 Strategies for Effective Classroom Management, creating a positive classroom culture with strategies and samples (Video examples and written explanation from Teaching Channel)
• Teachers’ Expectations Can Influence How Students Perform, shares ways teachers can change their expectations (Article from NPR)
• Ten Strategies for Creating a Classroom Culture of High Expectations, summary of high expectations of classroom culture  (Packet from Southern Regional Education Board, Atlanta, GA)

In the Field
Click here to view pictures and artifacts to see how personalized learning teachers and leaders in Dallas ISD are using data to drive instructional decision-making.