iRubric: Motivation and Guidance in the classroom rubric

Nominal attention is placed on fostering social-emotional dimensions due to emphasis on structured curriculum. Teacher does not recognize the importance of forming relationships with children or families.

Teacher is warm, caring, and responsive most of the time with the children. Fostering positive relationships is encouraged through the use of group play and constructive dialogue with the teacher most of the time.

Teacher is warm, caring, and responsive with the children. Learning how to establish and foster positive relationships is encouraged through the use of constructive dialogue with teacher as well as the rest of the class. Children are encouraged to form friendships through the use of play and group work.

There is no effort made to promote the children's sense of community. A link between the classroom and the outside community is nonexistant.

Some effort is made to link the classroom community with the community at large. The students are made aware of local community events however these events are kept on a local scale as opposed to a global scale.

Teachers encourage children’s sense of community involvement beyond the classroom into the whole school, neighborhood, and/or town/city through the use of class projects and guest speakers. They are made aware of upcoming community events and are encouraged to participate.

Teachers only use lecture to promote prosocial behaviors. Punishment, public humiliation, and/or deprivations are used to enforce classroom rules and policies. Almost all activities are teacher directed; children are not encouraged to self-regulate.

Opportunities that promote inititive, cooperation and other prosocial behaviors are discussed and sometimes acted upon. Punishment and reward are still used in order to get the children to comply. Some self-regulation of the child is encouraged

Opportunities that promote inititative, cooperation and other prosocial behaviors are encouraged. Perseverance, task orientation, and self-regulation are encouraged through the use of engaging activities, individual choices, and sufficiant time to complete tasks and assignments.

Teacher uses generic terms of praise that is nonspecific. Pleasing the teacher becomes priority above the learning experience itself. There is no genuine verbal communication between teacher and student or teacher and class.

Teacher uses verbal encouragement in a manner which is genuine most of the time. Teacher uses specific objective comments so that the student feels encouraged and relaxed enough to dialogue with the teacher most of the time.

Teacher uses verbal encouragement in a genuine manner that is related to what is occuring in the classroom. Teacher uses specific objective comments in order to encourage the work and efforts of the child.