Common use of Creating an Environment of Respect and Rapport Clause in Contracts

Creating an Environment of Respect and Rapport. Unsatisfactory Basic Proficient Distinguished Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Inter- actions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. Critical Attributes Teacher uses disrespectful talk towards students; student’s body language indicates feelings of hurt or insecurity. Students use disrespectful talk towards one another with no response from the teacher. Teacher displays no familiarity with or caring about individual students’ interests or personalities. The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect. Teacher attempts to respond to disrespectful behavior among students, with uneven results. Teacher attempts to make connections with individual students, but student reactions indicate that the e¤orts are not completely successful or are unusual. Talk between teacher and students and among students is uniformly respectful. Teacher responds to disrespectful behavior among students. Teacher makes superficial connections with individual students. In addition to the characteristics of “proficient”: Teacher demonstrates knowledge and caring about individual students’ lives beyond school. When necessary, students correct one another in their conduct toward classmates. There is no disrespectful behavior among students. The teacher’s response to a student’s incorrect response respects the student’s dignity.

Creating an Environment of Respect and Rapport. Unsatisfactory Basic Proficient Distinguished Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring xxxxxx and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Inter- actions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. Critical Attributes Teacher uses disrespectful talk towards students; student’s body language indicates feelings of hurt or insecurity. Students use disrespectful talk towards one another with no response from the teacher. Teacher displays no familiarity with or caring about individual students’ interests or personalities. The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect. Teacher attempts to respond to disrespectful behavior among students, with uneven results. Teacher attempts to make connections with individual students, but student reactions indicate that the e¤orts are not completely successful or are unusual. Talk between teacher and students and among students is uniformly respectful. Teacher responds to disrespectful behavior among students. Teacher makes superficial connections with individual students. In addition to the characteristics of “proficient”: Teacher demonstrates knowledge and caring about individual students’ lives beyond school. When necessary, students correct one another in their conduct toward classmates. There is no disrespectful behavior among students. The teacher’s response to a student’s incorrect response respects the student’s dignity.

Creating an Environment of Respect and Rapport. Unsatisfactory Basic Proficient Distinguished Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-put- downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Inter- actions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. Critical Attributes Teacher uses disrespectful talk towards students; student’s body language indicates feelings of hurt or insecurity2c: Managing Classroom Procedures Unsatisfactory Basic Proficient Distinguished Much instructional time is lost through ineffi cient classroom routines and procedures. Students use disrespectful talk towards one another with no response from the teacher. Teacher displays no familiarity with or caring about individual students’ interests or personalities. The quality of interactions between teacher Some instructional time is lost through only partially eff ective classroom routines and students, or among students, is uneven, with occasional disrespect. Teacher attempts to respond to disrespectful behavior among students, with uneven results. Teacher attempts to make connections with individual students, but student reactions indicate that the e¤orts are not completely successful or are unusual. Talk between teacher and students and among students is uniformly respectful. Teacher responds to disrespectful behavior among students. Teacher makes superficial connections with individual students. In addition to the characteristics of “proficient”: Teacher demonstrates knowledge and caring about individual students’ lives beyond school. When necessary, students correct one another in their conduct toward classmatesprocedures. There is little loss of instructional time because of eff ective classroom routines and procedures. Instructional time is maximized because of effi cient classroom routines and procedures. There is little or no disrespectful behavior among studentsevidence that the teacher is managing instructional groups, transitions, and/or the handling of materials and supplies eff ectively. There is little evidence that students know or follow established routines. The teacher’s response management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some disruption of learning. With regular guidance and prompting, students follow established routines. The teacher’s management of instructional groups and the handling of materials and sup- plies are consistently successful. With minimal guidance and prompting, students follow established classroom routines. Students contribute to a student’s incorrect response respects the student’s dignitymanagement of instructional groups, transitions, and the handling of materials and supplies. Routines are well understood and may be initiated by students.