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Good judgment shows when they are able to solve their own problems.

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Good judgment shows when they are able to solve their own problems.

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anything that prevents others from engaging in the learning

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If a student is able to continue despite a peer needing to vocalize or create a self-satisfying behavior is key

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If a student is able to continue despite a peer needing to vocalize or create a self-satisfying behavior is key

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I have always found that kids who are able to stay engaged or focused when another student is seeking some sort of self-calming need, helps me notice that the student has the ability to focus.

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Being a contributing part of our classroom community in the way that is best for them, of course this looks different for different students. Being kind to others. Following directions and being open to learning.

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utilizing resources appropriately, participating in groups, listening to alternate points of view, contributing to the task

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Making sure that all students have an understanding of classroom charter and /or 3 personal standards before they are assessed for making good judgement.

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Making sure that all students have an understanding of classroom charter and /or 3 personal standards before they are assessed for making good judgement.

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1) Following classroom promise/charter; apply SEL strategies that we learn
2) Follow directions the first time
3) Organized materials, backpacks, folders
4) Continuing to do their tasks/play without stopping to see what is happening

5) Self-talk, following teacher directions
6) Saying our class affirmations, celebrate their work, celebrate others work
7) Students can learn from experience: making similar mistakes less and less, teaching others how to solve problems
8) being proud of themselves, giving compliments to themselves and others

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putting forth effort, trying, participating, persevering, asking for help, taking responsibility for their learning

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Understanding that a student on task might look differently for different students.  Some might need time to think quietly before doing.  Some might need time to verbally process before doing.  And some might be ready to do.  

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Understanding that a student on task might look differently for different students.  Some might need time to think quietly before doing.  Some might need time to verbally process before doing.  And some might be ready to do.  

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I feel like most of these components can be observed in watching kids follow explicit directions (or not), and trying the actionable steps outlined in the charter! Also, looking at kids as individuals, taking into consideration what we do know about them and the cards they've been dealt. Being sensitive to that, but also being honest about where they're at!

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I feel like most of these components can be observed in watching kids follow explicit directions (or not), and trying the actionable steps outlined in the charter! Also, looking at kids as individuals, taking into consideration what we do know about them and the cards they've been dealt. Being sensitive to that, but also being honest about where they're at!

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goal-directed behavior, not focused on the end product but the learning along the way

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good judgement - such as "making good decisions" on our dolphin award. How a student treats their peers. Trying to stay on task and follow directions.

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good judgement - such as "making good decisions" on our dolphin award. How a student treats their peers. Trying to stay on task and follow directions.

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A distraction is when it causes the teacher to pause teaching or students to pause learning.

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A distraction is when it causes the teacher to pause teaching or students to pause learning.

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Students show good judgment by honoring our class charter, knowing the difference between big problems and small problems, making good choices, and taking responsibility for their own behavior and learning.

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Many of these components are a struggle for students who have executive functioning deficits