Classroom Environment, Routines & Procedures

Performance Levels

Establishes and uses effective routines, transitions and procedures that primarily rely on student leadership and responsibility.

Students take primary leadership and responsibility for managing student groups, supplies, and/or equipment.

The classroom is safe and thoughtfully designed to engage, challenge and inspire students to participate in high-level learning beyond the learning objectives.

Establishes and uses effective routines, transitions and procedures that she or he implements effortlessly.

Students take some responsibility for managing student groups, supplies and/or equipment.

The classroom is safe, inviting and organized to support learning objectives and is accessible to all students.

All procedures, routines and transitions are clear and efficient.

Students actively participate in groups, manage supplies and equipment with very limited teacher direction.

The classroom is safe and organized to support learning objectives and is accessible to most students.

Most procedures, routines and transitions provide clear direction, but others are unclear and inefficient.

Students depend on the teacher to direct them in managing student groups, supplies and/or equipment.

The classroom is safe and accessible to most students, but is disorganized and cluttered.

Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency.

Students often do not understand what is expected of them.

The classroom is unsafe, disorganized and uncomfortable.

Some students are not able to access materials.

Student Centered Teacher Centered

Evidence

  • Conferences and Conversations with the Teacher
  • Formal Observations/Walkthroughs
  • Classroom Artifacts
  • Analysis of Student Data

Reflective Questions

These reflective questions are designed to support reflection on classroom practices, gather relevant data, and make necessary adjustments to increase lesson effectiveness. Base the responses to these questions on high-quality evidence.

  • What evidence exists that students were successful working in groups?
  • What evidence exists that transition signals are effective with all students?
  • How well did the physical space support the learning outcome?
  • How did classroom routines and procedures allow for student leadership?
  • How well does the classroom environment readily show that collaboration and thinking are valued?
  • What was the impact of routines and procedures in maximizing student learning?
  • How did students demonstrate responsibility?
  • How did students provide feedback about the learning environment?
  • How did the learning environment impact student focus and achievement in the classroom?
  • How would you evaluate the classroom as a welcoming environment for all students?
About Tessie Have feedback?