Indicator Description
The teacher organizes, allocates, and manages time, space, and transitions well. Almost all students are on task 90% of the time. Learning is a direct function of the amount of time students spend engaged in a learning task, relative to the amount of time they need to learn that task. Classroom management enables teaching and learning to proceed. Good classroom management increases instructional time. It includes being explicit about expectations, giving clear, detailed directions, dealing with inappropriate behavior promptly, and having a strong game plan for the class period.
In the classroom, this might look like:
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Teacher manages time and transitions well most of the time
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Students appear to know routines and procedures
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Students are mostly on task with only minor redirects from the teacher
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Teacher identifies common procedures, routines, and transitions and teaches those to students as part of a comprehensive classroom management plan
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Classroom management is so fluid that management is invisible
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Evidence indicates students know classroom routines and transitions
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Students appear to be self-directed
In the early childhood classroom, an adequate amount of quality materials are in the room (e.g., realistic developmentally appropriate). Visual schedules are present and actively used. Transitions are well organizes (e.g., with lights, cues, movement, music). Learning occurs during transitions. Learners are busy and active. Learners are involved in routines. Room is warm, inviting and organized.
Activity
Click on the icon below to see the classroom video example.
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High School Chemistry |