Student Self- Evaluation Smooth Transitions Positive Expecta- tions for the Students Organized Classroom Sense of Community Objective Stated Effective Routine and Procedures Required Content is Taught Reinforced Desired Behaviors High Levels of Learning Praise Given Positive Discipline Plan Respect Shown to All Students Pacing Appropriate Room Arrange- ment Students Collaborate Positively Evidence of Non- verbal Cues Consistently Monitors Behavior Learning Based on Student Interest Kids Know Procedures Engaged Students Positive Rapport with Students Safe Classroom Good Classroom Pacing Student Self- Evaluation Smooth Transitions Positive Expecta- tions for the Students Organized Classroom Sense of Community Objective Stated Effective Routine and Procedures Required Content is Taught Reinforced Desired Behaviors High Levels of Learning Praise Given Positive Discipline Plan Respect Shown to All Students Pacing Appropriate Room Arrange- ment Students Collaborate Positively Evidence of Non- verbal Cues Consistently Monitors Behavior Learning Based on Student Interest Kids Know Procedures Engaged Students Positive Rapport with Students Safe Classroom Good Classroom Pacing
(Print)
Student Self-Evaluation
Smooth Transitions
Positive Expecta-tions for the Students
Organized Classroom
Sense of Community
Objective Stated
Effective Routine and Procedures
Required Content is Taught
Reinforced Desired Behaviors
High Levels of Learning
Praise Given
Positive Discipline Plan
Respect Shown to All Students
Pacing
Appropriate Room Arrange-ment
Students Collaborate Positively
Evidence of Non-verbal Cues
Consistently Monitors Behavior
Learning Based on Student Interest
Kids Know Procedures
Engaged Students
Positive Rapport with Students
Safe Classroom
Good Classroom Pacing
