Planning: Dimension 3.2
Dimension 3.2 Managing Student Behavior:
The teacher establishes, communicates and maintains clear expectations for student behavior.
Clarifying Statement:
This dimension focuses on how teachers establish, communicate and maintain clear expectations for student behavior during classroom instruction. One of the teacher's most important responsibilities is managing the classroom effectively, as it has a significant impact on student performance. Teachers with effective classroom management and management of student conduct create an atmosphere that positively enhances learning, as there are no distractions for students. Research consistently shows that the relationship between the teachers and students plays a significant role in classroom and student behavior management, and those teachers that have a high quality, respectful relationship with their students have fewer classroom problems.
Standards Basis:
Standards Basis: 4A, 4B, 4C, 4D
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Classroom Artifacts
- Analysis of Student Data
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T-TESS Alignment to Practice
- Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate.
- Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual education plans.
- Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes.
- Teachers combine results from different measures to develop a holistic picture of students’ strengths and learning needs.
- Teachers plan student groupings, including pairings and individualized and small-group instruction, to facilitate student learning.
- Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts.
- Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students.
- Teachers design effective assessments as a fundamental part of teaching and learning to formally and informally assess students’ progress and learning needs.
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Key Questions
- How do teachers include students in defining and developing a classroom culture and correlating norms to maximize teaching and learning?
- What process do teachers use to develop and implement a positive behavior management system?
- How is misbehavior addressed?
- How is the behavior system aligned schoolwide to create consistency in non-classroom areas?
- How are student groups used to cultivate the learning environment?
Distinguished
- Consistently monitors behavior subtly, reinforces positive behaviors appropriately and intercepts misbehavior fluidly.
- Students and the teacher create, adopt and maintain classroom behavior standards.
Accomplished
- Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly.
- Most students know, understand and respect classroom behavior standards.
Proficient
Developing
- Inconsistently implements the campus and/or classroom behavior system.
- Student failure to meet expected classroom behavior standards interrupts learning.
Improvement Needed
- Rarely or unfairly enforces campus or classroom behavior standards.
- Student behavior impedes learning in the classroom.
