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iRubric: Motivation and Guidance in the classroom rubric

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Motivation and Guidance in the classroom 
This rubric will be used to assess whether or not the motivation and guidance provided by the teacher in the classroom is aligned with developmentally appropriate practice.
Rubric Code: E2CCBA
Draft
Public Rubric
Subject: (General)  
Type: Presentation  
Grade Levels: K-5

Powered by iRubric Motivation & guidance
motivation and guidance in the classroom
  Poor

1 pts

Fair

2 pts

Good

3 pts

Positive relationships

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Poor

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.
Fair

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.
Good

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.
Classroom community

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Poor

Comparison and competition between students is promoted; classroom cohesiveness is undermined and emphasis on ability groupings is used to place the children in groups. A culture of respect is nonexistant.
Fair

Emphasis on collaborative work and positive relationships between classmates and teacher and class is the norm for the most part. Some comparison and competition still exisits in some minute way. The term "community of learners" is used and discussed but more modeling is required.
Good

The classroom is a setting where children are encouraged to work collaboratively in groups in order to explore common goals. The significance of classroom community is often discussed and modeled. Children are active participants in this community of learners and their input is valued.
Community

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Poor

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

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.
Good

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.
Teaching Methods
teaching methods used to foster motivation and guidance in the classroom.
Guidance

Poor

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.
Fair

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
Good

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.
Motivation

Poor

Teacher relys on external rewards and punishments in order to get children to participate in activities or to complete assignments.
Fair

High and attainable goals are presented to the students through the use of challenging yet realistic problems and tasks. Teacher still places emphasis on punishment and rewards; such as stickers, prizes, loss of recess, and/or time out.
Good

Teacher promotes high, yet attainable goals for their students. Challenging problems and tasks are presented to the students with teacher support and modeling.
Verbal Motivation

Poor

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.
Fair

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.
Good

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.



Keywords:
  • Developmentally appropriate practice, motivation, guidance, and assessment

Subjects:






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