Observation Practice 3
Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture
What is CARES?
CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.
There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.
Why is it important?
Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior
Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.
There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.
Why is it important?
Defining and Teaching Classroom Rules
Opening the Meeting
Coaching – Interview Guide
Card Sort Introduction
Values Card Sort – Example
Physical Classroom Structure
Teaching Classroom Routines
Using an Attention Signal
Observation Practice 1
Observation Practice 2
Observation Practice 4
Greeting Students at the Door
Using Journals to Build Relationships
Identifying Reinforcers for the Classroom
Using Social and Emotional Coaching
Using Behavior-specific Praise
Using Active Supervision
Using Group Contingencies
Teaching Behavior Expectations
Coaching Process – Introduction and Overview
Providing Academic Feedback
Increasing Opportunities to Respond
Developing and Using Clear Academic Objectives
Posting and Using a Schedule
Coaching Process – Menu of Options
Coaching Process – Providing Feedback
Double Check Classroom Check-Up Overview