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student agency makes for smooth classroom procedures and effective time management

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Common themes are empathy, expectations, engagement, and trust.

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The highest grade involves both student and teacher natural cooperation and adherence to the structure. The lowest levels depict a classroom where neither the student nor the teacher has any control.

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Students are independent, they know their roles in the classroom and can work efficiently by themselves

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One theme I noticed was empowering students to take charge of their own learning and advocate for themselves when necessary

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One theme I noticed was empowering students to take charge of their own learning and advocate for themselves when necessary

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Teachers can give students the responsibility to help usher in the use of classroom management.

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Teachers can give students the responsibility to help usher in the use of classroom management.

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a shared belief and passion in learning

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In a organize classroom where the teacher has well defined routines  students take ownership of their learning and self-regulate their behavior

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In a organize classroom where the teacher has well defined routines  students take ownership of their learning and self-regulate their behavior

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Common themes I saw were empathy, hard work and communication

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Over time, students become responsive to the behavior you model in the classroom and begin to become independently proactive as their values change over time.

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It evolves from superficial to fully and authentically engaged

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Agency and engagement evolve when mutual respect is present. Expectations are clear. The space is safe and encouraging. 

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Agency and engagement evolve when mutual respect is present. Expectations are clear. The space is safe and encouraging. 

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Student agency and engagement evolve from lowest to highest when they feel motivated to do something in the classroom. If teachers can find ways to motivate students, then their engagement will be up.

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Student agency and engagement evolve from lowest to highest when they feel motivated to do something in the classroom. If teachers can find ways to motivate students, then their engagement will be up.

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respectful talk, active listening and turn taking. Politeness and encouragement

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Students can feel class has a natural flow to it as things run smoothly when everyone is cooperating and engaged with the teachers lesson. If not, class will feel counterintuitive to the student's learning

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The highest level showed both students and teachers engaged and motivated and working together whereas the lower level showed the complete opposite

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In the highest level, students are more independent. They take initiative to maintain the classroom behavior and norms. At the lowest level, students are not following the expectations set, and require a lot of instruction and intervention from the teacher.

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With regard to establishing an effective physical space, the teacher can be directive in telling their students to sit in specific groups, and they can act as moderators of different classroom discussions 

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With regard to establishing an effective physical space, the teacher can be directive in telling their students to sit in specific groups, and they can act as moderators of different classroom discussions 

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Empowering students to take ownership of their learning and fostering lifelong learning habits.

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Teacher moves can shift when they decide to put the responsibility on to the students. Rather than completely ordering the class. Teachers can have the mindset that they are the referee not the judge.

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Teacher moves can shift when they decide to put the responsibility on to the students. Rather than completely ordering the class. Teachers can have the mindset that they are the referee not the judge.

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Student accessibility for effective learning outcomes is a common theme across all components.

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Students internalize their procedures and the teacher guides them in movements, but does not need to instruct

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Moves shift from directive to facilitator once there is a balance identified and a tone set. The teacher doesn’t have to take directive role when students feel just as responsible for learning as the teacher feels for teaching. 

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Moves shift from directive to facilitator once there is a balance identified and a tone set. The teacher doesn’t have to take directive role when students feel just as responsible for learning as the teacher feels for teaching. 

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Engagement at the highest level is characterized by smooth transitions and organize classroom instructions informed by well develop routines

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A common theme in Creating an Environment of Respect and Rapport is the importance of positive and respectful interactions between teachers and students, and among students themselves.

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Once the teacher has established meaning in their directives, and modeled efficiently, the teachers directives naturally become more passive over time, and (hopefully) the students' initiatives grow

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Once the teacher has established meaning in their directives, and modeled efficiently, the teachers directives naturally become more passive over time, and (hopefully) the students' initiatives grow

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Cooperation, understanding

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Student agency grows when students feel respected and safe. As teachers build trust and include students in the learning process, students become more engaged, confident, and willing to take ownership of their learning.

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The framework is a baseline with great examples of “how to’s”. I appreciate the different levels outlined. 

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The framework is a baseline with great examples of “how to’s”. I appreciate the different levels outlined. 

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When teachers get to all students and they feel engaged and motivated to learn. And instructional time is maximized.

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In managing classroom behavior, a teacher will be more directive by responding to misbehavior and referring to classroom rules. At a distinguished level, the teacher just needs to monitor the students' behaviors and the students can respond without much intervention.

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By rating teacher proficiency through students self-directedness

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The highest grade is for teachers who are facilitative, because they have directed their students enough that they understand the expectations and are able to follow them independently.

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The framework's language shapes our understanding of effective teaching by encouraging us to think outside the box for ways to make the classroom a place where students feel comfortable taking risks in their work and making mistakes

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The framework's language shapes our understanding of effective teaching by encouraging us to think outside the box for ways to make the classroom a place where students feel comfortable taking risks in their work and making mistakes

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A teacher interactions with students set the tone for the classroom, Through their interactions, teachers convey that they are interested in and care about their students.

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Educators supporting choices and autonomy.

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By repeating key terms, the guide makes the values it prioritizes clear, which can help with grading teacher performance.

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At the minimal level students are not engaged nor does teacher have great management of the class. At the highest level, students are engaged, accessible resources for enhancing the learning process, and teacher is effectively in control.

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At the minimal level students are not engaged nor does teacher have great management of the class. At the highest level, students are engaged, accessible resources for enhancing the learning process, and teacher is effectively in control.

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Effective teaching requires a teacher to reflect on ways to make their class more inclusive and welcoming every single day. It is our job to find more ways to be a professional who cares for the community they serve.

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We are able to see that effective teaching results in a self sufficient classroom where the students are more independent and managing themselves well under the facilitation of the teacher.

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In a routines based classroom the teacher becomes a facilitator as students take over they reach their own solutions to problems

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Teachers shift, instead of just delivering content, they build relationships, encourage student voice, and create a respectful environment.

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Students should all have the ability to complete these directives you give them, but their motivation might be lacking. Helping them develop their own sense of agency helps with managing their behavior and helps with their overall participation(Rosella)

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The framework shapes our understanding because it gives us more in depth ways to practice teaching. Telling us the “why” behind it. 

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The framework shapes our understanding because it gives us more in depth ways to practice teaching. Telling us the “why” behind it. 

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It evolves to the point where at first, teachers employ a lot of scaffolding techniques to support learning, where at the end (highest level), they are able to take away those supports and have students become more confident and independent learners

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It evolves to the point where at first, teachers employ a lot of scaffolding techniques to support learning, where at the end (highest level), they are able to take away those supports and have students become more confident and independent learners

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Organization and well planned routines are essential part of classroom structure

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When students take responsibility for their learning, teachers serve as facilitators to help them with any doubts they may have.

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Common themes include students being self sufficient and having a good understanding of what is expected of themselves.

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The framework creates a guideline that teachers can follow to better understand how to effectively reach and manage a classroom.

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The framework creates a guideline that teachers can follow to better understand how to effectively reach and manage a classroom.

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Affective teaching involves building trust, showing care, and creating a respectful classroom where students feel safe, valued, and ready to learn.

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Teacher moves shifts from direct to facilitate by letting students have the choice to pick their own groups and let them take over.

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An essential skill of teaching is that of managing relationships with students and ensuring that relationships among students are positive and supportive.

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Teachers can transition from directive, explicit directions for instruction to facilitative instruction by guided instruction and allowing students to take control of learning.

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Teachers can transition from directive, explicit directions for instruction to facilitative instruction by guided instruction and allowing students to take control of learning.

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the framework's language places an emphasis on the teachers responsibility to have a plan to foster a positive learning environment

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the framework's language places an emphasis on the teachers responsibility to have a plan to foster a positive learning environment

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It provides us with directions or guidelines on the teaching practice to promote student learning.