Classroom Culture
Phase 1

"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

• Students enter the classroom to sit and wait for directions/first activity, and to learn expectations for the day and what materials they will need for the lesson.
• Teacher pauses the class during transitions and informs students where to go, when, and in what manner (transitions).
• ​Routines, procedures and directions may not be posted in the classroom and are only told to students at the beginning of the lesson.
• Directions might be out of sequence, incomplete, and/or hard to follow. Classroom setup makes it hard for students to move around efficiently and without disruption to other students and/or the teacher.
• Teacher manages most equipment, materials and supplies for students. Students do not have roles and responsibilities.
• Technology routines are not in place to maximize instructional time, e.g., students do not know how to access various academic programs such as iStation independently; instructions for students to pick-up and/or return their devices are unclear; students are unsure about how to troubleshoot independently.
• When technology/wifi does not work, teacher stops class and students lose instructional time waiting for next steps.

Practicing/ Achieving​

• Students enter classroom and know where to look for directions on first activity.
• Non-verbals are used to inform students about expectations and materials needed.
• Students do not wait for teacher to let them know where to go, when, and in what manner (transitions).Routines, procedures and directions are posted in the classroom and/or on a virtual platform for students to reference during a lesson.
• Directions are specific, concrete, and sequential.
• Furniture allows for students to move around efficiently and without disruption to other students or the teacher.
• Students take an active role in supporting an organized, safe classroom by assisting with transitions, equipment, materials and supplies (i.e., students may have assigned class and/or group roles and responsibilities).
• Technology routines are in place to maximize instructional time, e.g., students maintain login cards for various academic programs such as iStation and can access accounts without teacher help; students know when, where, and how to pick-up and return devices; students can troubleshoot independently.
• When technology/ wifi does not work, teacher maintains composure and students know what to do to continue instruction.
• Students support each other in accessing materials, making transitions, and when a challenge arises, they try to solve the problem in an appropriate manner before relying on the teacher for a solution.  

Questions to Guide Observation 

• What does the teacher do as students arrive in the classroom?
  
• ​Are instructional materials/ tech ready for use?
  
• What are student responsibilities regarding materials?
  
• Does she/he have instructions on the board or activities for engagement?
  
• How are students guided in the upkeep of the room and learning materials?
  
• How are students recognized during classroom discussion? (online too!)
  
• What level of independency and autonomy do you see in how students begin and transition through activities, and access resources in the classroom?
  
• If you ask students about why they do things a certain way or where resources are they can readily reply.
  
• How is time managed in the classroom?
  
• How does the teacher use routines to create opportunities for autonomy and learning to occur in a personalized way for students?

Resources

• Planning guide to help create routines, procedures and expectations for a blended environment (Word Document Checklist)  Document will guide you through planning transitions, device management and student support.
• 9 Strategies for Effective Classroom Management (Video Playlist from Teaching Channel) Playlist highlights a mix of techniques for  classroom management.  Some take a bit of time to set into motion, but several of the videos give tips you can try tomorrow.
• ​​Ten Tips of Classroom Management (Book Edutopia) How to improve student engagement and build a positive climate for learning and discipline.
• ​Station Transition (Video by BetterLesson) This two minute video give you an example of station transitions in a classroom.
• Launch (Video by BetterLesson) This link takes you to 3 strategy resources.  Launch is a quick and efficient way for students to prepare themselves to start working on digital content in a blended classroom. This strategy is a student-led process.  Strategy explanation and student handouts are included.
• Rotation Expectations (Video by BetterLesson) This six minute video show how a teacher takes time to make it very clear where students will go, what they will do, and what materials they will need. Dedicating extra time to review Rotation Expectations at the beginning of the year helps to ensure that rotations will run smoothly throughout the year.
• 8 Forces that Shape Group Culture: This List provides the 8 forces that shape group culture giving an explanation of each one.
• 20 Quick Tips for Time Management This website shares some great ways to keep track of and monitor time to be more productive.
• Attributes of a Learning Community This protocol helps to establish basic    attributes of    good learning communities through real participant experiences. The attributes become goals/guidelines for checking on progress as a new learning community develops.
• 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.

Routines and Procedures, Coaching Tool
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Routines and Procedures, Coaching Tool
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