Teachers

Creating positive, productive, safe, and respectful learning environments for ALL students is the foundation for effective instruction. Yet many teachers tell us that they were never trained in methods to create these environments and that they don’t feel prepared to address all the students that are sitting in their classrooms. In fact, teachers consistently report that low student engagement resulting in disruptive student behaviors and chaotic classrooms is one of their biggest stressors. Many teachers end up leaving the profession because they were not supported in developing better skills to understand their students and manage their classrooms.

Watch teachers share their experiences in the classroom:

Play button   Miss Faber

Play button   Mrs. James

We created this website to help fill this void by providing step-by-step guidance to any teacher hoping to improve the climate in their classroom as well as their classroom management skills.

Teachers

Teacher Photo

Teacher Strategies

This section provides an overview of the key domains for improving your classroom. The buttons below describe the CARES domains and the positive behavior supports/classroom climate areas that go into addressing student engagement, promoting culturally relevant teaching practices, and creating a positive classroom environment.
CARES
Positive Behavior Supports & Classroom Climate

The Check-Up Menu

This section  provides a roadmap for improving your classroom climate and management skills. The Check-Up Menu is intended as a guide to be used after receiving feedback from a coach or for self-development when no coach is available. The two broad areas of classroom climate and management are divided into critical subskills on the Check-Up Menu. Detailed rationale, descriptions, videos, forms, and other tools are provided for preparing and using each of the strategies.
Teacher Resources Graphic

Resources

The Double Check CCU provides tools for teachers to improve areas that need attention and to implement strategies suggested during the coaching process.

Get started building effective classroom management skills:

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CARES

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.

CARES Overview

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

Using Precorrection

Teaching Behavior Expectations

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

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Double Check Classroom Check-Up Overview