Classroom Culture
Phase 2 

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

Beginning/ Developing

• 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.
• Students are often engaged in the learning task, but most of the direction is provided from the teacher and/or off task behavior is responded to with verbal or visual reminders.

Practicing/ 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.
• Students know why they are working on learning activities and feel personally motivated to do their best work.
• Students know their strengths and know how to get support for their challenges - they do not feel daunted by them - rather they are excited to approach them and their efforts are celebrated.
• The teacher conveys their own enjoyment of learning through language, facial expression, actions, and tone and models their personal motivation to approach their challenges to students.
• Celebrations of academic and non-academic accomplishments are a regular part of the classroom culture.
• Teacher and students smile, laugh, and exude an energy for learning often.

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?
  
• Are students compliant or are they joyfully engaged?

Resources
Routines and Procedures

• Fast Ways to Keep Kids on Track, tips for empowering students by holding them accountable (Article from TeachHub).
  
• Responsive Classroom Info Library: This is a treasure trove of resources for building and maintaining a positive classroom culture. You can find excellent resources for organizing the space, routines to build positive and child directed culture, facilitate morning meetings, language to support culture and much more. The link to Classroom Management & Discipline has some great resources aligned to Phase 2. 

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).

Joyful Engagement

• Teaching Perseverance: This article shares tips for modeling perseverance and language which supports this work.
  
• Enjoying each Student: This is one teacher’s perspective on how to get to know each student to better support them and incorporate personal meaning for all individuals.
  
• Joy in School: This chapter covers what is meant by Joy in School and how to incorporate it in your classroom.
  
• The benefits of Helping Teens Identify their Purpose in Life: This resource provides insights on how to incorporate individual student values and drive into the classroom to support engagement and motivation.

Peer Accountability, Coaching Tool
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Peer Accountability, Coaching Tool
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