Classroom Check-up

Definitions of Variables

Teacher Behaviors

Opportunities to respond (OTR): An instructional question, statement, or gesture made by the teacher that seeks an oral response. OTR must have an academic response component to them and do not include statements or directives that relate to behavior only (i.e., "Pick up your pencil"). Record an OTR for every opportunity to respond, even if the teacher repeats the same question.

Examples-

"What is the capital of Oregon?"

Teacher points to a student for a response

"Peter, what is 4 x 4?"

"Raise your hand if you hear the sound 'a' in 'cat'”

Teacher nods (gestures) to a student for a response

Non-examples-

"Please put your notebooks away"

"How many people got all of the problems correct?"

"Peter, do you need help?"

"Eyes on me"

"Remember, 4 x 4 = 16"

"Did everyone have a nice weekend?"

Teacher modeling of problems/activity-it is NOT coded as an OTR unless the teacher asks for a response during the modeling

Praise: A verbal statement or gesture that indicates approval of desired behavior. The interaction indicates approval based on the behavior of the student at the time the teacher attends to him or her, not the tone of the interaction.

Specific Praise: Teacher provides specific feedback about the behavior being approved.

Examples-

Teacher: “Keith, thank you for raising your hand.”

Teacher: “Excellent, you followed directions.”

Teacher: “I like the way you are listening.”

Teacher: “Everyone is sitting quietly, great.”

Teacher: While giving a point to students on board toward extra recess, “You guys have really been listening and working hard.” (nonverbal plus specific verbal counts as one specific praise statement)

Non-examples-

Teacher: “Keith, thank you.”

Teacher: “Excellent.”

Teacher: “Good work!”

Teacher: “Please raise you hand before talking.”

Teacher: “This table is in trouble.”

General Praise: No specific feedback about student behavior provided.

Examples-

(nonverbals) Thumbs up, High five, Pat on the back, Points, Stickers

Teacher: “Keith, thank you.”

Teacher: “Excellent.”

Teacher: “Good work!”

Teacher: “Nice work class!”

Teacher: While giving a point on the board toward extra recess, “Class you are doing a great job!” (nonverbal and general verbal count as one general praise)

Non-examples-

Teacher: “Keith, thank you for raising your hand.”

Teacher: “Excellent, you followed directions.”

Teacher: “I like the way you are listening.”

Teacher: “Everyone is sitting quietly, great.”

Teacher: “Please do your best.”

Teacher: “China, Keith, and Shanna have their pencils ready!”

Reprimand/ Correction: Verbal comments or gestures made by the teacher indicating disapproval of student social behavior. The interaction indicates disapproval based on the behavior of the student at the time the teacher attends to him or her, not the tone of the interaction.

Examples-

Teacher: “Keith, please raise you hand before you speak.”

Teacher: “That is not being safe, go to time out.”

Teacher: “China, please have a seat.” (When China gets out of her seat)

Teacher: “I am talking, eyes on me.” (When group of students are talking)

Teacher: “Stop that.”

Teacher: “China, what are you doing?”

Nonverbal: Use of proximity, hand on shoulder, shaking of head, finger to lips when students are talking.

Teacher: “Everyone, you are too loud. Quiet down. Thank you.”

Nonverbal: Teacher writes point on board for the class toward losing recess.

Teacher: “I don’t like the way this table is working.”

Teacher: “I don’t like how China, Keith, and Shanna are out of their seats.”

Nonverbal: Teacher shakes her head and gives a thumbs down to a student not working.

Nonverbal: Teacher gives a warning point to a student who talks out.

Non-examples-

Teacher: “No, the answer is 4.”

Teacher: “I like how Keith is looking at me.” (WhenChina is talking to peer).

Teacher: “I am looking for students who are showing me they are ready to work.”

Teacher: “If you are finished you may read a book without talking.”

Teacher: “Heads down on your desk when you are done.”

Student Behaviors

Correct Academic Responses (CAR's): Record this when an OTR is directed at student (or group of students) and the correct response is provided. Even if the response is delayed, record a correct response. Only record oral responses and obvious gestures of correct response (e.g. hand raised, thumbs up/down)

Correct Academic Response (mark each) / Incorrect (record nothing)
Teacher asks an individual student for an answer to an academic question AND
1) student provides correct response
2) you are unsure (including can’t hear their answer) but the teacher does not correct the student / Teacher asks an individual student for an answer AND
1) student does not answer
2) student clearly provides the wrong answer
Teacher asks the class or a group of students for an answer to an academic question AND
1) more than one person answers correctly / Teacher asks the class or a group of students for an answer to an academic question AND
1) Only one person answers correctly
2) students provide the wrong answer
3) students provide no answer
4) it is clear that the majority of the group is incorrect

Examples-

Teacher: "What is 4 x 4?" student: "16"

Teacher: Points to student for a response. student: Says the correct answer.

Teacher: "What did you get for # 5?" student: "24" (correct answer)

Teacher: "What did you get, Peter?" Target student: Says something you cannot hear and the teacher does not indicate whether or not it is a correct response.

Teacher: "What do you think about this problem, Peter?" Target student: Says something that is not a clear correct response. Teacher: "Well, that is one way of looking at it".

Non-examples-

Teacher: “What is 8 x 3?” student: “21”

Teacher: “Who can tell me what the answer is? Peter?” student: “50” (incorrect answer)

Teacher: “What answer did you get Peter?” student: Says nothing.

Teacher to class: “What is the answer to #4?” Only one student responds.

Disruptive Problem Behavior: Any statement or action by an individual student or group of students that could be predicted to disrupt or interferes with ongoing classroom activities for the teacher and/or one or more peers.

Talking Out=any vocalization made by the student that is heard by the observer that is not preceded by a raised hand and/or is not initiated by an adult.

Examples-

Student calls out answer when expectation is to raise a hand to be called upon.

Student cries out “Pick me!” when teacher asks a peer to chose next person.

Student asks a question or makes a comment unrelated to the academic task

Teacher calls on a student for an answer. Student “Keith was talking to China.” (tattling).

Grunting noises or whining noises made when hand is raised to gain teachers attention.

Any noise heard by the observer including whispering, whether a word can be made out or not.

Humming, singing, whistling, deep sighs, clucking of tongue or other noise made with mouth.

Non-examples-

Coughing, sneezing, appropriate clearing of throat, or hiccups.

Noises made by blowing of nose or any noise associated with a stuffy nose.

Noncompliance/ Defiance:

Not following classroom rules and expectations

Not following teacher directions and redirections the first time

Not complying with teacher requests (arguing, negotiating)

Ignoring teacher reprimands and warnings

Refusing to participate in games and activities

Negative Verbal/ Physical Interactions

Displaying physical aggression toward children or adults (hits, bites, kicks, chokes, or throws objects)

Displaying physical aggression toward objects

Displays verbal aggression toward others or objects

Teasing or Bullying peers

Using obscene language

Intentional aggressive behavior toward another child or adult

Examples-

Student gets out of seat and teacher provides a reprimand

Any instance that a teacher stops instruction to provide a reprimand

Student talks to a peer who is working quietly at their desk.

Student refuses to answer an academic question during instruction

A group of students working together are talking loudly, disrupting the table next to them.

Student hits, kicks, pokes peer.

Student asks a question unrelated to the task.

Non-Examples-

Student talks out and teacher ignores the talk out with no break in the flow of instruction.

Student talks to a peer during a group assignment on which they are working together.

Student gets out of their seat to sharpen a pencil and teacher provides no reprimand.

Student asks a question related to the task.

**Code disruptions as discrete events (e.g., two students fighting is one disruption, one student talk out is one disruption).

Count as one disruption / Counts as two disruptions / Counts as three disruptions….
Student talks out during instruction and teacher gives reprimand / Student talks out during instruction and teacher gives reprimand. Student then talks out again. / Student talks out during instruction and teacher gives reprimand. Student then talks out again receives a second reprimand. Student talks back to teacher.
Two students begin to fight.
Teacher stops fight and they sit down and get back to work. / Two students begin to fight.
Teacher stops fight. Student begin to tell there side of story. Teacher tells them to go to office. They leave. / Two students begin to fight.
Teacher stops fight. Student begin to tell there side of story. Teacher tells them to go to office. They refuse.
Student talks to peer next to them working quietly. / Student talks to peer next to them working quietly. The peer asks them to stop and goes back to work. The student pokes the peer with a pencil. / Student talks to peer next to them working quietly. The peer asks them to stop and goes back to work. The student pokes the peer with a pencil. The teacher intervenes. The student talks back to teacher.
A group of students at a table begin rolling a ball on their desk. The teacher takes the ball away. They go back to work. / A group of students at a table begin rolling a ball on their desk. The teacher takes the ball away. One student states that the ball is his. The teacher says he gets it back at the end of the day. He goes back to work. / A group of students at a table begin rolling a ball on their desk. The teacher takes the ball away. One student states that the ball is his. The teacher says he gets it back at the end of the day. He talks back to teacher
During instruction one student calls out the answer. The teacher provides a reprimand (tells them to raise their hand). / During instruction one student calls out the answer. The teacher provides a reprimand. The same student calls out again. The teacher repeats reprimand. / During instruction one student calls out the answer. The teacher provides a reprimand. The same student calls out again. The teacher repeats reprimand. A different student calls out a moment later. The teacher gives a reprimand.
During instruction one student calls out the answer. The teacher provides a reprimand. The same student calls out again. The teacher ignores the call out.

If something seems as though it has disrupted instruction or other students than it probably is a disruption

Academic Engagement (AE): Attempts or correct demonstrations of the assigned/approved activity in the absence of disruptive behavior. Signs of AE include (a) attending to the material and the task, (b) making appropriate motor response such as writing or looking at the teacher, (c) asking for assistance or waiting for assistance in an acceptable manner (i.e., raising hand quietly), and (d) waiting appropriately for the teacher to begin or continue with instruction. The student must be demonstrating behavior that is expected at that moment in time. At times, the teacher will be asking for oral responses, but there is a general acceptance that students can also be working on their task. In this situation, either response is marked as a positive example of academic engagement.

Examples-

If the teacher is asking students to answer questions, the student must have eyes on the teacher and/or be raising his/her hand to offer a response.

If the teacher is asking students to independently work, the student must have eyes on his/her paper and be working on the task.

If students are asked to wait quietly while others finish up, the student must be sitting quietly with hands in lap or hands on the desk (should not be talking to others, working on something unrelated to the task, or looking at other's work).

Non-examples-

Student is staring off and not working on task; student is looking away from the teacher, student talking, or instructional materials

Student is engaged in disruptive behavior

Student is working on a task unrelated to the assigned/approved activity

Student is playing with an object in their desk

Student leaves his/her work space to get a drink and plays at the drinking fountain instead of returning right away

Student is looking at another student's paper without permission to do so

If there is a question as to whether the student is engaged or not, record it as NOT engaged.

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