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    Contact Information

    National Center for Rural School Mental Health
    University of Missouri
    16 Hill Hall
    Columbia, MO 65211

    Technical Support

      CARES Overview

      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?

      Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

      Positive Behavior Supports & Classroom Climate

      Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

      What is Positive Behavior Supports & Classroom Climate?

      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?

      In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.

      Miss Faber

      Mrs. James

      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 Precorrection

      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