Classroom "Climate" Checklist

Submitted by Christy Erickson

Idea posted October 9, 2003

I'm sending this on after receiving it from a music-teaching mailing list. (This idea was obtained from another music-teaching mailing list; I really don't know where it originated. I have seen it come through from various sources quite often, but I've never seen it credited to anyone.) I thought some of you might find this helpful in your classrooms.

1. Does each student feel cared for by the teacher?    ___________

2. Does each student feel that (s)he is a full member of the class?        ___________

3. Does each student feel it is safe to ask questions?        ___________

4. Does each student feel that (s)he can make mistakes without being embarrassed or otherwise singled out?        ___________

5. Is there a ratio of at least five positive comments to each negative comment made?        ___________

6. Does each student believe (s)he has the competence to perform tasks according to expectations?        ___________

7. Are behavioral expectations clear to each student?        ___________

8. Are task performance expectations clear to each student?        ___________

9. Does each student experience success in the class?        ___________

10. Is the class physically comfortable (e.g. temperature, control, lighting, cleanliness)         ___________

1. Minimize congestion         ___________

2. Clear traffic lanes         ___________

3. Group/stations positioned to minimize distractions         ___________

4. Clear lines of vision to the students         ___________

5. Students see all instructional displays         ___________

6. Students seated within reach (as needed)         ___________

7. Students with sensory challenges seated as needed         ___________

8. Students seated based on compatibility with neighbors         ___________

9. Action zones noted         ___________

10. Circular seating verses rows         ___________

11. Personal space         ___________

1. Based upon a sound principle         ___________

2. Positive         ___________

3. Realistic         ___________

4. Understandable - stated simply and behaviorally written         ___________

5. Clear and specific         ___________

6. Enforceable         ___________

7. Reviewed and periodically updated         ___________

8. Consistent with school rules and personal philosophy         ___________

9. Posted         ___________

10. Enforced         ___________

1. Students develop rules for the teacher         ___________

2. Students develop rules for each other         ___________

3. Students vote on negotiable rules         ___________

4. Teacher defines the principles - students develop the rules         ___________

1. Are clear and specific         ___________

2. Have a range of alternatives         ___________

3. Are corrective         ___________

4. Are natural and/or logical         ___________

5. Are related to the rule         ___________

6. Are predictable         ___________

7. Involve student(s)         ___________

8. Involve family         ___________

1. Deliver immediately upon a rule infraction         ___________

2. Simply state the rule and consequence         ___________

3. Are aware of the "power of your proximity"         ___________

4. Don't embarrass the student in front of peers         ___________

5. Are calm and use a "matter of fact" tone of voice when giving your consequence         ___________

6. Do not accept excuses, bargaining, or whining         ___________