Collecting Data to Create a Positive Classroom Climate
| Type of Student Needs and Behavior | Starting Points for Teacher Feedback |
| ¶ Students who need to feel control | § Make certain feedback ends with a choice |
| ¶ Students who seem confused | § As you further explain the step the student is working on, clearly connect to the target § Use examples to make the parts-to-whole relationship evident § Try to ask questions about the personal impact of the issue or task |
| ¶ Students who seem anxious about tasks | § Reduce the surprise by referring back to the rubric or model § Break the steps of a task down into more achievable/quicker chunks |
| ¶ Students who seem embarrassed | § Eliminate any possible public conversation § Allow students to choose from among a variety of acceptable methods to communicate learning |
| ¶ Students who cannot begin a project | § Structure and limit choices and have students describe the one with the most advantages |
| ¶ Students who need frequent praise | § Teach them to self-evaluate using a checklist and have them bring you the list when multiple items have been checked off § Provide language for positive self-talk § Provide specific praise that celebrates a completed goal set by the student |
| ¶ Students who resist change in processes | § Give them a connection to the previous process and a real-world rationale for the changes that occur § Have students suggest a viable method or process that does not compromise the standard or assessment |
| ¶ Students who seem angry about a task | § A private discussion around a students’ work may be necessary to reduce the intensity of the emotion § Have the student ask you questions; this lowers the threat level further |
| ¶ Students who seem bored | § This is an opportunity to refocus and let students start at a different point in the assignment or project until the meaning is more personal to them |
Citation: Handout copied from Data Driven Differentiation in the Standards-Based Classroom.Written by Gayle H. Gregory and Lin Kuzmich.