Classroom Teacher Curriculum & Instruction Inventory

Teacher______Date______

Section I

(Circle the best response. A=Always, S=Sometimes, N=Never. Record any extra probes/responses)

1. In general, is the work too hard for your students?A S N ______

2. In general, is the work too easy for your students?A S N ______

3. When your students appropriately ask for help, do they get it?A S N ______

4. Do your students think work periods for each task are too long?A S N ______

5. Do your students think work periods for each task are too short?A S N ______

6. Do your students do better when working with someone?A S N ______

7. Do your students think others notice when they do well?A S N ______

8. Do your students think they get what is deserved when they

do good work?A S N ______

9. Do your students think they would do better in school if more

rewards were available?A S N ______

10. In general, do your student find the class work interesting?A S N ______

11. Are there things in the classroom that distract your students?A S N ______

12. Do your students understand the directions for assignments?A S N ______

13. Do our students know how you expect them to behave?A S N ______

14. Do your students have opportunities to make choices?A S N ______

15. Do you let your students know how they are doing?A S N ______

Section II

1. When does your class have the fewest behavior problems? ______

Why?______

2. When does your class have the most behavior problems? ______

Why?______

3. What changes could be made so the class would have fewer behavior problems? ______

______

4. What kind of rewards would your class like to earn for good behavior or good school work? _____

______

5. What are your student’s favorite activities at school? ______

6. What things are your students interested in? (e.g. hobbies) ______

______

7. What do your students like to do in their free time? (home/school) ______

______

Comments______

______

______

______

______

Section II

Instructional Practices

(Underline the approaches that you use frequently in delivering instruction to the class)

Presentation is varied to accommodate various learning styles: auditory

visual

kinesthetic

tactile

Student materials:audio cassettes

videos

computer

manipulatives

pictures

photocopies of notes

displayed resources (e.g. word lists, alphabet, number line)

adapted page set-up (e.g. additional space, highlighted directions)

adapted devices (e.g. pencil grippers, erasable pens)

cut sheets giving only a portion at a time

Teacher presentation:various grouping (one/one, small group, large group)

use a variety of levels of materials/language

repeat instructions

stand in close proximity

modify pace

write instructions on board or sticky notes

ask students to repeat/rephrase to check understanding

demonstrate/model/act out instructions

Tape record instructions

use different colored chalk

break information into steps

provide additional time

involve students (webbing, brainstorming, cooperative learning)

Student participation:verbalization (report, discuss, games, interviews)

writing (paper, books, research, workbook)

creating (collage, painting, model, maps, timelines, games)

performing (simulation, role play, drama, music, puppets)

solving (puzzles, problems, riddles, games, scavenger hunt)

Lesson content:relevant to students

tied to student interests (motivating)

built on what students already know

Evaluation:self evaluation

work samples

tests

oral

draw pictures

open book

tape test/oral reading of test items

present parts of test separately

ClassroomTeacherInterview dares