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The Classroom Climate Questionnaire (CCQ) is a comprehensive online survey that can be used by teachers to improve student outcomes through.
Table of contents

Early Childhood Education. Graduation Information. Instructional Materials. Learning Support and Programs. Special Student Populations. Subject Areas. Financial Accountability. Financial Compliance. State Funding. Texas Permanent School Fund. Data Submission. Educator Data. Financial Reports. Legislative Information.

Ohio University

Program Evaluations. School Data. School Performance. Student Data. Educator Evaluation and Support System.

Class Climate: Survey Creator Viewing Survey Results intolanhufe.tk4

Educator Initiatives. Preparation and Continuing Education.

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Salary and Service Record. Charter Schools. District Initiatives. General Information. Safe and Healthy Schools. School Boards. Safe and Supportive School Climate. Contact Information.

Teacher uses effective discipline strategies that are defined by logical consequences and refrain from punishments or shaming. Teacher uses some form of positive or assertive discipline but accepts the notion that punishment and shaming are necessary sometimes.

Information

Classroom is a positive place, and teacher maintains a positive affect, and follow-through with consequences in a calm and non-personal manner. Classroom is a place where teachers get easily angered by students and there is a sense of antagonism between the class and the teacher. Maximum use of student-generated ideas and input. Teacher makes the rules and students should follow them. Teacher considers discipline within the lens of basic student needs that must be met for a functional class. Teacher has some sensitivity to student needs, but the primary goal of classroom management is control.

Teacher-student interactions could be typically described as supportive and respectful. Teacher-student interactions could be typically described as fair but teacher-dominated. Teacher-student interactions are mostly teacher-dominated and reactive. When disciplining students, teacher typically focuses on the problematic behavior, not the student as a person. When disciplining students, teacher is typically assertive yet often reactive, and gives an overall inconsistent message. When disciplining students, teacher is typically personal and often antagonistic. Management strategies consistently promote increased student self-direction over time.

Management strategies promote acceptable levels of classroom control over time, but are mostly teacher-centered. Management strategies result in mixed results: some classes seem to improve over time, while others seem to decline.

Teacher successfully creates a sense of community. Teachers successfully create a working society in their classes. Students feel a sense of community and the classroom is defined by a positive feeling among class members. Students generally like the teacher but the class is just another place to learn some content. Students feel little or no sense of affiliation with the teacher or the other students in the class. Various cultures and sub-groups blend, interrelate and feel like valid members of the classroom community.

Various sub-groups avoid each other and do not share the same sense of legitimacy. Various sub-groups are hostile to one another. Students readily accept the purpose of zero tolerance for "put downs. Students think put downs are just part of the common use of language. Most students feel a responsibility to promote the collective success of all the students in the class. Most students feel a sense of personal responsibility for their own learning. Popular students feel obliged but not entitled to act as leaders. Popular kids treat the other popular kids in the class well.

Popular kids use their social capital to oppress the less popular students. It is readily apparent that an effort is made by the teacher to promote positive interactions among students, and there is evidence that it is making a real difference. The teacher has made a sincere effort to promote positive interactions among students, and it has made some difference.

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Most students in the class take on leadership roles willingly and regularly. Leaders in the class come from a small clique of students. Students avoid leadership for fear of being labeled as "goody goodies" or teacher's pets.


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Students in the class believe their gifts are validated and recognized in a meaningful and systematic way. Students in the class believe there is some validation of uniqueness and individual recognition, but it is not a clear priority. The class structure promotes the recognition of the smarter and more talented students.

Most students expect to be given ownership over classroom decisions that affect them. Most students are upset when classroom rights are withdrawn, but typically take little action.

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Most students assume that they have few or no rights in the class. Assessment targets are clear and attainable for learners. Most high-achieving students can find a way to meet the teacher's target. Students see grades as relating to personal or accidental purposes. Student-controlled behavior investment, process, effort, etc is rewarded and even assessed when possible.

Student-controlled behavior is verbally rewarded. Only quantifiable academic and athletic outcomes are rewarded. Teacher has some mode of making sense of, and being responsive to, varying learning styles. Teacher is aware of learning styles as a concept, and makes some attempt in that area. Instruction is dynamic, involving, learner-centered, and challenging.

Instruction is mostly based on relevant ideas but often seems to be busy-work. Students learn to work cooperatively and as members of teams. Some teachers buy into the idea of cooperative learning.