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    CLASS: Classroom Organization (Behavior Management)

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    Lisa
    This document contains a self-assessment form for a teacher to evaluate their classroom organization skills in the areas of behavior management, productivity, and instructional learning formats. The form includes 21 practices that the teacher rates themselves on a scale from never to always and identifies if changes are needed. It allows the teacher to reflect on their classroom organization and prioritize areas for improvement.

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    © All Rights Reserved
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    CLASS: Classroom Organization (Behavior Management)

    Uploaded by

    Lisa
    26 views3 pages
    This document contains a self-assessment form for a teacher to evaluate their classroom organization skills in the areas of behavior management, productivity, and instructional learning formats. The form includes 21 practices that the teacher rates themselves on a scale from never to always and identifies if changes are needed. It allows the teacher to reflect on their classroom organization and prioritize areas for improvement.

    Original Description:

    CLASS organization tool

    Original Title

    Class Organization

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    This document contains a self-assessment form for a teacher to evaluate their classroom organization skills in the areas of behavior management, productivity, and instructional learning formats. The form includes 21 practices that the teacher rates themselves on a scale from never to always and identifies if changes are needed. It allows the teacher to reflect on their classroom organization and prioritize areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    26 views3 pages

    CLASS: Classroom Organization (Behavior Management)

    Uploaded by

    Lisa
    This document contains a self-assessment form for a teacher to evaluate their classroom organization skills in the areas of behavior management, productivity, and instructional learning formats. The form includes 21 practices that the teacher rates themselves on a scale from never to always and identifies if changes are needed. It allows the teacher to reflect on their classroom organization and prioritize areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Teacher: _____________________ Date ____________

    Self-Assessment Form
    How Often? Change needed? Priority Notes
    Practice
    Never Seldom Sometimes Usually Always

    CLASS: Classroom Organization (Behavior Management)


    1. I intervene before situations
    escalate and help children problem
    solve. I anticipate moments when 1 2 3 4 5 Yes | No
    misbehaviors are likely to occur and
    provide children with preferred
    alternative behaviors.
    2. I look for cues, such as body
    language and facial expressions that
    indicate children may be moving 1 2 3 4 5 Yes | No
    toward more disruptive behavior.
    3. I redirect children before minor
    misbehavior escalates. 1 2 3 4 5 Yes | No

    4. I develop classroom routines that


    quickly reorient the whole class
    when they are too loud or not 1 2 3 4 5 Yes | No
    paying attention such as clapping
    hands twice, lowering voice, or
    singing a song.
    5. I make classroom rules easy for
    children to understand and repeat 1 2 3 4 5 Yes | No
    them regularly and am specific
    about expectations so that children
    know exactly what behavior I
    expect.
    6. I am consistent with
    consequences by immediately
    following up misbehavior and 1 2 3 4 5 Yes | No
    provide children with a predictable
    response to the behavior.
    7. I provide specific feedback when
    children behave well by giving
    children specific information about 1 2 3 4 5 Yes | No
    what they are doing well.
    8. I encourage children to settle
    disputes by teaching children a set
    of problem-solving steps to handle 1 2 3 4 5 Yes | No
    the disputes.
    CLASS: Classroom Organization (Productivity)
    9. I provide consistent, clear
    learning activities and think about
    squeezing as much instructional 1 2 3 4 5 Yes | No
    time into the day as possible.
    10. I give short, simple instructions
    to let children know exactly what 1 2 3 4 5 Yes | No
    they are supposed to do.
    11. I provide alternative activities
    for children who complete a task 1 2 3 4 5 Yes | No
    early.
    12. I prepare for instructional
    activities in advance so that all 1 2 3 4 5 Yes | No
    materials are ready and accessible
    .
    13. I minimize disruptions to
    learning by keeping the children
    focused on the activity at hand with 1 2 3 4 5 Yes | No
    quick redirections and am proactive
    in thinking about how to reengage
    the children as soon as a disruption
    is over.
    14. I minimize time spent on
    managerial tasks by taking care of
    tasks, such as recording attendance, 1 2 3 4 5 Yes | No
    quickly or during times when
    children are involved in a learning
    activity on their own or with
    another adult.
    15. I develop consistent and
    engaging routines to help children
    transition from one activity to the 1 2 3 4 5 Yes | No
    next or one area of the room to
    another.

    16. I think of ways to embed


    learning moments in transition 1 2 3 4 5 Yes | No
    activities.
    17. I structure activities so that
    children are actively engaged,
    ensuring that children always have 1 2 3 4 5 Yes | No
    something productive to do and
    limits wandering.
    CLASS: Classroom Organization (Instructional Learning Formats)
    18. I use appropriate materials and
    make them available for children to 1 2 3 4 5 Yes | No
    easily access.
    19. I present information using a
    variety of modalities and plan
    activities so that children have
    interesting things to look at, listen 1 2 3 4 5 Yes | No
    to, or touch and when appropriate
    provide opportunities that allow
    children to move.
    20. I move around to different
    centers and talk to children about
    what they are doing to help develop
    their skills and keep them 1 2 3 4 5 Yes | No
    productively engaged in the activity
    for a longer time.
    21. When appropriate, I explicitly
    state learning objectives at the
    beginning of an activity to help 1 2 3 4 5 Yes | No
    focus children’s attention on the
    learning objectives.

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