iRubric: Motivation and Guidance rubric

Teacher makes every effort to recongnize children's natural curosity and desire to make sense of their world and gain new skills. Teachers consistently plan learning experiences that children find highly interesting and engaging and that contribute to their development and learning. Teacher use genuine encouragement on relation to what they are doing. They acknowledge child's effort and give specific comments.

Teacher makes some effort to recongnize children's natural curosity and but the desire to make sense of their world is of little effort and children gain some new skills. Teacher gives some genuine encouragement on relation to what they are doing.They acknowledge child's effort and give some specific comments.

Teachers use some of what they know to inform curriculum in order to better reflect their interests. Students still not completely interested.Teacher gives some genuine encouragement, BUt does not give any specific comments in relation to what they are doing.

Classroom are uninteresting and unchallenging or are so diffucult and frustrating that they undermine children's intrinistic motivation to learn.Seeking to motivate children, teachers rely heavily on external rewards (stickers, privileges, etc.) or chastic children for their mistakes or shortcomings.

Teachers offer opportunties for positive interactions through a range of teacher-supported, child-guided exzperiences(for example dramatic play, exploring books,manipulatives.)Teachers focus on helping children to become self-regulated. They monitor children's interactions, and when children present challenging behavior, adults help them to resolve conflicts by teaching them communication, emotional regulation, and social skills.

Teachers sometimes offer opportunties for positive interactions through a range of teacher-supported, child-guided exzperiences(for example dramatic play, exploring books,manipulatives.)Teachers sometimes focus on helping children to become self-regulated. They occuasionaly monitor children's interactions, and when children present challenging behavior, adults sometimes help them to resolve conflicts by occuasionally teaching them communication, emotional regulation, and social skills.

Teachers rarely offer opportunties for positive interactions through a range of teacher-supported, child-guided exzperiences(for example dramatic play, exploring books,manipulatives.)Teachers rarely focus on helping children to become self-regulated. They rarely monitor children's interactions, and when children present challenging behavior, adults rarely help them to resolve conflicts by rarely teaching them communication, emotional regulation, and social skills.

Children flit from one activity to another, simply reacting in the moment rather than being planful or reflective. Activites are highly teacher-directed, casuing children to remain adult regulated and don't develop self-regulation skills.

When a child consistently displays challenging behaviors, teachers identify events, activites, interactions, and other contextual factors that occur with the behavior and may provoke it. To help the child progress toward more acceptable behavior, teachers (in collaboration with the family)make modifications in the activites and environment and give the child adult peer support.

Child consistently displays challenging behaviors, teachers sometimes identify events, activites, interactions, and other contextual factors that occur with the behavior and may provoke it. To sometimes help the child progress toward more acceptable behavior, teachers sometimes but with not much effort (in collaboration with the familysometimes)make modifications in the activites and environment and sometimes give the child adult peer support.

Child consistently displays challenging behaviors, teachers raely if any identify events, activites, interactions, and other contextual factors that occur with the behavior and may provoke it. The teacher rarely helps the child progress toward more acceptable behavior, and rarely if any, (without communcaition with the family) rarely make modifications in the activites and environment and rarely give the child adult peer support.

Teachers and school adminstration push to get child with challenging behaviors excluded from regular kindergarten classrooms and placed in special programs. Children with special needs or behavioral problems are isolated or reprimanded for failure to meet group expectations, rather than having teachers provide them with learning experiences that are at a reasonable level of difficulty.