B4.3.1

B4.3.1   Teaching-LearningàClass Leadership àClassroom environment and culture

Rating
A	Not Demonstrated	Evidence does not demonstrate efforts for a positive environment and culture There are the bare minimum facilities in classrooms. Either the furniture is minimal and poorly-maintained, or the seating is inconvenient, and unsuitable for easy movement and access to teacher. The physical environment is not aesthetically appealing, and classroom climate does not appear to be warm and inviting to children. It is also not task-oriented and conducive to learning.
B	Developing	Classroom environment and culture is at a very basic level The furniture, facilities and seating in classrooms are adequate and both students and teachers have considerable access to each other. Teachers have not made a conscious effort to make the classrooms appealing and pleasant. Not much thought has been given to the physical safety of the students. There are no specific goals to pursue, and there is no clarity in expectations regarding behavior and learning. Student-student and student-teacher relationships are at a very basic level.
C	Proficient	Teachers have made some attempts to maintain a satisfactory environment and culture in their classrooms The furniture, facilities, seating and other features of the classrooms are adequate, well maintained, conveniently arranged for free movement of both students and teachers, and considerably safe for students. The physical environment is made visually appealing through art and craft items, flowers, indoor plants, etc. There is separate space for resource material, students’ and teachers’ belongings. Teachers are sensitive towards the students’ diversity and needs, and students are made confident enough to approach their teachers. Need for a good balance of functionality, aesthetics, positive climate and positive student teacher-relations.
D	Accomplished	Classroom environment and culture is of a high order Drawings, art, craftwork, models, etc. (made by students and the teacher) are put up on the walls and shelves at locations and heights that are physically and visually accessible to children of various ages. The classroom displays are changed periodically to avoid monotony. Seating arrangement is adaptable to group as well as individual tasks, breakable and valuable items are stored safely.The materials and resources used by students do not offend any religious and communal sentiments, and are not gender biased. Classroom activities, teaching learning materials, etc. are helpful to understand and value the differences between different cultural, social and religious backgrounds.Student-student and student-teacher relations are very healthy and pleasant. Teachers improvise upon the classroom environment and culture through continuous reflection and periodic evaluation followed by revisions, and implementation of the feedback from other teachers, head, parents and students.
E	Distinguished	Teachers’ maintenance of classroom environment and culture is exceptional The classrooms’ superior furniture and facilities are used to the optimum by teachers and students, annual awards are instituted for best maintained classrooms. Classroom climate is warm and inviting through mutual respect, positive and co-operative relationships and a high level of satisfaction among students and teachers. Teachers follow inclusive practices within classrooms, show unbiased and empathetic approach, and have established strong bonding with all students. Teachers have successfully showcased their innovative practices related to classroom environment and culture to peers, and also at broader platforms to influence policies and practices of wider community.