SEL Environmental Inventories - Rubrics for Evaluation ECSE 6336 – Spring 2009

ASSIGNMENT DESCRIPTION:

Required: Complete the auditory and visual psychosocial environment classroom inventories by spending time in a classroom and checking the items that apply. While it is not required that you inventory your own classroom, it is recommended that you do so if possible to offer you insight into ways you can improve your ability to teach social and/or emotional skills to young children. Once you have checked items that apply, write a one-page reflection for each inventory describing strengths you noticed as well as areas with room for growth. Offer specific examples to justify your analysis of strong and weak components. Each inventory is worth 15 points.

Bonus: For an additional five points per inventory, you may opt to have someone else do the same inventories you did (in the same classroom, preferably your own) and write a one-page reflection for each inventory highlighting the similarities and differences that you found. For differences noted from your own assessment and that of someone else, offer possible reasons for the disparity.

AUDITORY INVENTORY: 1 2 3 Criterion Unsatisfactory Basic Proficient Inventory is Inventory is not N/A Inventory is attached completed attached to reflection or to reflection and is thoroughly and is not neatly completed neatly completed neatly Reflection clearly Strengths and areas Strengths and areas Strengths and areas notes strengths and with room for growth with room for growth with room for growth areas with room for are not addressed are addressed in are addressed clearly growth with clear and/or no justification general but and specific justification for such for such analysis is justification lacks examples of analysis offered specificity indicators are given Grammar and Grammar and Grammar and Grammar and mechanics are at a mechanics are poor mechanics are basic mechanics are desired level of with the written with the written proficient with the graduate student assignment containing assignment written assignment work more than five errors containing between containing less than 3 3-5 errors errors BONUS: Similarities and/or Similarities and Similarities and Similarities and differences are not differences are both differences are both differences are addressed or are addressed clearly addressed clearly addressed clearly addressed incompletely and completely and completely, with with possible possible hypotheses hypothesis noted given for disparities for the disparities noted found in the candidate's assessment and an assessment performed by another person SEL Environmental Inventories Rubric for Evaluation ECSE 6336 – Spring 2009

VISUAL INVENTORY: 1 2 3 Criterion Unsatisfactory Basic Proficient Inventory is Inventory is not N/A Inventory is attached completed attached to reflection or to reflection and is thoroughly and is not neatly completed neatly completed neatly Reflection clearly Strengths and areas Strengths and areas Strengths and areas notes strengths and with room for growth with room for growth with room for growth areas with room for are not addressed are addressed in are addressed clearly growth with clear and/or no justification general but and specific justification for such for such analysis is justification lacks examples of analysis offered specificity indicators are given Grammar and Grammar and Grammar and Grammar and mechanics are at a mechanics are poor mechanics are basic mechanics are desired level of with the written with the written proficient with the graduate student assignment containing assignment written assignment work more than five errors containing between containing less than 3 3-5 errors errors BONUS: Similarities and/or Similarities and Similarities and Similarities and differences are not differences are both differences are both differences are addressed or are addressed clearly addressed clearly addressed clearly addressed incompletely and completely and completely, with with possible possible hypotheses hypothesis noted given for disparities for the disparities noted found in the candidate's assessment and an assessment performed by another person Psychosocial Environment Classroom Inventory

Character-Centered Words: caring, sharing, turn taking, I CAN, helping, friendliness, self- control, kindness, thoughtfulness of others feelings, responsible, persistence, initiative, perseverance, motivation, cooperating, courageous, mistake making, delayed gratification, patience, honesty, resisting temptation, good choices, anger control, problem solving, etc.

Auditory Modality

___ Do you frequently hear the teacher encourage the use of behavior words?

___ Do you frequently hear music designed to encourage the use of behavior words?

___ Do you frequently hear audiotapes designed to encourage the use of behavior words?

___ Do you frequently hear the teacher reinforce children for demonstrating behavior words?

___ Do you frequently hear the teacher ask children about their use of behavior words?

___ Do you frequently hear the teacher connect particular events such as clean up time, transition time, and so forth with behavior words?

___ Do you frequently hear the teacher describe behavior words designed to help children label and understand the behaviors demonstrated by the teacher?

___ Do you frequently hear the teacher ask questions about the feelings and thoughts of children during conflict among children?

___ Do you frequently hear the teacher use conflict resolution mottos, themes, and/or sayings that prompt conflict resolution strategies?

___ Do you frequently hear the teacher encourage children to problem solve through the identification of a problem, identification of solutions, and identification of consequences?

___ Do you hear the teacher having class discussions designed to encourage children to discuss thoughts and feelings of self and others, conflict resolution strategies, problem solving, and showing caring and concern for self and others?

___ Do you frequently hear the teacher using literature books, personal stories, and/or photographs to teach children about the thoughts and feelings of self and others, problem solving skills, conflict resolution, and demonstration of behavior words?

___ Do you frequently hear the teacher read stories designed to help children understand and demonstrate behavior words?

___ Do you frequently hear the teacher play music designed to help children understand and demonstrate behavior words?

___ Do you frequently hear the teacher give personal accounts designed to help children understand and demonstrate behavior words?

___ Do you frequently hear the teacher connecting bulletin boards and/or other uses of wall space with the understanding and demonstration of behavior words?

___ Do you frequently hear the teacher reinforce children’s imitation of behavior words modeled by the teacher? Psychosocial Environment Classroom Inventory

Visual Modality

___ Do you frequently see class agreements stated in such a way that behavior words are emphasized?

___ Do you see the teacher refer to the class agreements for the purpose of encouraging the demonstration of different agreements within different times of the day?

___ Do you frequently see visual cues designed to prompt children’s understanding and demonstration of behavior words?

___ Do you frequently see the teacher refer to the visual cues for the purpose of encouraging the demonstration of the behavior words?

___ Do you frequently see the use of literature books designed to teach a variety of behavior words and/or social emotional skills?

___ Do you frequently see the use of photographs designed to teach a variety of behavior words?

___ Do you frequently see interactive bulletin boards and/or other wall space illustrations used to encourage the understanding and demonstration of behavior words?

___ Do you frequently see the teacher modeling behavior words?

___ Do you frequently see lesson plans that include activities designed to teach children to understand and demonstrate behavior words?

___ Do you frequently see the teacher speaking to children about their understanding and demonstration of behavior words?

___ Do you see language experience charts designed to help children understand and demonstrate behavior words?

___ Do you frequently see children engaged in large and/or small group activities designed to teach understanding and demonstration of behavior words?

___ Do you see children’s artwork displayed that prompts understanding and demonstration of behavior words?

___ Do you see creative activities such as communication charts, behavior word bingo, behavior scavenger hunt, behavior collages, behavior paper links, behavior graphs, and so forth used to prompt and encourage understanding and demonstration of behavior words?