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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
Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior
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 open discussions are encouraged. 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.
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 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 are better able to understand, acknowledge, and recognize the similarities and differences between themselves and their students, they report higher level of mutual respect with students. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate 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.
Double Check Classroom Check-Up Overview