B4.3.3

B4.3.3   Teaching-LearningàClass Leadership àClassroom management

Rating
A	Not Demonstrated	Evidence does not demonstrate any special efforts for classroom management No evidence of code of conduct, class rules, routines or standard procedures to be followed by students. Teachers follow reactive, rather than preventive method of discipline management. There is no practice of appreciating good behavior in the classroom. There are no emotional safety measures at class level against bullying, peer pressure or abuse.
B	Developing	Classroom management is at a very basic level There are some rules, routines, and a code of behavior, but not clearly defined and communicated in advance to students and parents, and not consistently followed. There is no evidence of parent participation in classroom management. Appreciation for pro-social behavior is limited to verbal praise in front of peers. Bullying, peer pressure, etc. handled in a reactive way, there are no preventive measures.
C	Proficient	Teachers have made some attempts to establish a system of classroom management There are clearly defined rules, routines, and classroom behavior code, communicated well in advance to students and parents. Teachers are firm, fair and consistent in their expectations regarding students’ behavior, and also in handling behavioral problems. Teachers consistently monitor students’ alignment, and follow appreciation practices to encourage good behavior. There is considerable discipline among students, but it is imposed rather than understood. Parent and student participation is only for voicing/handling complaints/concerns about inappropriate behavior. There is a need to have a good balance of preventive and reactive discipline with active involvement of students and parents, strong reinforcement of positive behavior and effective emotional safety measures.
D	Accomplished	Classroom management is of a high order Student feedback and class observation records are very positive. Teachers practice efficient models of classroom management. Students and parents are actively involved in the framing and effective implementation of class rules and code of behavior. Teachers conduct lessons with students on appropriate self-discipline techniques at the beginning of each term. Students and parents are well-aware of the needs and benefits of rules and routines, and also the consequences of violation. Pro-social behavior is strongly promoted through practices like ‘hall of fame’, commendatory notes to parents/Head, special privileges such as leading the class at assembly time, wearing a mark of distinction, chance to recite at assembly time, mention in school magazine/bulletin board, etc. Continuous improvement in classroom management practices through the implementation of feedback from periodic collaborative evaluation is reflected in smoothly run class schedules with very little time spent on daily discipline management.
E	Distinguished	Teachers’ classroom management is exceptional Teachers are professionally trained in classroom management and emotional safety of students; teachers in collaboration with head and parents effectively mentor students to identify and excel in their own areas of interest and to demonstrate their competencies at higher platforms leading to wider recognition and boosted self esteem among students. Teachers have successfully showcased the innovative classroom management practices to peers, and also make efforts to influence policies and practices of wider community.