Implementation of Capturing Kids’ Hearts Tool for Teacher Reflection I. Responsibilities of the classroom teacher: 1-2 3-4 5-6 7-8 9-10 Communicates a vision for the classroom that includes building appropriate relationships with students and colleagues that foster respect, caring and communication No type of relationship with students. No expectations communicated. Operates from assumptions. Rare interactions or lack of availability. Has some knowledge of process but unable to translate this relationship in routine planning, work and evaluative agenda. Building relationships with students is evident 50-60% of the time. Building relationships with all students is a priority. Teacher models effective communication and is respectful of input from others. Building relationships that are trustworthy becomes the focal point everyday. II. Models behaviors that build positive relationships with students, parents, and the community. *Facial expression is relaxed, smiling, and welcoming *Tone of voice *Posture *Handshake (firm, yet comfortable *Level of relaxation (confident) *Dress/grooming (professional) *Energy (positive, energetic and confident) *Eye-contact Hands/arms crossed. No handshakes. Unaware of self and perception of Passive, does not ignores interaction, no eye contact. Demonstrates slightly positive and somewhat optimistic view. Uses listening and responding skills are minimally effective. The teacher practices EXCEL model 50-60% of the time. Teacher conducts self in a positive and professional manner. Teacher models these expectations daily. Regular part of the day. The teacher practices the EXCEL model daily. way
III. Presents parents with opportunities to learn and discuss the classroom’s discipline plan, as well as the role of in building a respectful and caring classroom Environment. Does not include parents in process. No connections with home. Only a few parent conferences take place with little opportunity to learn and discuss and discipline plan. Conferences are conducted occasionally with parents. Parents are aware of components and support the classroom discipline plan most of the time. Conferences are conducted with parents regularly. Parents make connections to their role in CKH. IV. Creates on-going learning opportunities for students to enhance their skills in building relationships that promote success and build Ineffective classroom climate. No expectations or accountability of . not included in classroom planning. Provides some encouragement, minimum support or constructive feedback to students. At least half of the students incorporate understanding of tenets and expectations. Classroom activities opportunities for students to enhance skills in this area. All classroom activities are learning opportunities for enhancing skills in this area. V. Facilitates the development of a classroom-wide discipline management plan (including consequences) that incorporate the tenets of : What are you doing? What are you suppose to be doing? Are you it? When are you going to do it? Reactive instead of modeling questioning. tenets not used in processing behavior conflicts. Classroom-wide discipline management plan is partially in place in classroom. Some tenets of are incorporated. The four questions are used by the teacher in the classroom and the hallways at least half of the time. Teacher serves as an effective model for questions with students grasping overall understanding. Signs posted in classroom and many students are confident with use. In the classroom, the four questions are used as the primary method of behavior management. going
VI. Makes possible the creation of a classroom social contract that outlines the foundation for the way the students will treat each other and deal with interpersonal problems in the classroom. *Classroom Social Contract is developed. *Classroom staff uses the contract with each other, students and parents. *Classrooms develop their own Social Contract. No social contracts used in the classrooms. Teachers directed style in communication and no accountability about social contracts, with punitive discipline measures. Classroom social contract is developed, but classroom wide usage is not evident among students. The teacher and students make some references to the social contract during class time. Teacher supports the social contract frequently. Students articulate and demonstrate use of their social contract throughout the school. Teacher and students are always comfortable modeling and enforcing their social contract.