2D+-+Managing+Student+Behavior

====(2nd ed. pg 72 - 1st ed. pg 87) A few of the descriptions have language changes that clarify the rubric without a significant change in the meaning. ==== Component 2d: Managing Student Behavior Elements: **Expectations • Monitoring of student behavior • Response to student misbehavior** ||
 * ~ ====Domain 2: The Classroom Environment ====
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Expectations** || No standards of conduct appear to have been established, or students are confused as to what the standards are. || Standards of conduct appear to have been established, and most students seem to understand them. || Standards of conduct are clear to all students. || Standards of conduct are clear to all students and appear to have been developed with student participation. ||
 * **Monitoring of student behavior** || Student behavior is not monitored, and teacher is unaware of what the students are doing. || Teacher is generally aware of student behavior but may miss the activities of some students. || Teacher is alert to student behavior at all times. || Monitoring by teacher is subtle and preventive. Students monitor their own and their peers' behavior, correcting one another respectfully. ||
 * **Response to student misbehavior** || Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student's dignity. || Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the rules. || Teacher response to misbehavior is appropriate and successful and respects the student's dignity, or student behavior is generally appropriate. || Teacher response to misbehavior is highly effective and sensitive to students' individual needs, or student behavior is entirely appropriate. ||