Climate: Difference between revisions
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|[[C1|C1: Knows students as individuals]] | |[[C1|C1: Knows students as individuals]] | ||
|[ | |[[C1.1|C1.1: Used students’ names]] | ||
[ | [[C1.2|C1.2: Talked with students informally before or after class]] | ||
[ | [[C1.3|C1.3: Showed knowledge of students’ interests beyond the class]] | ||
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|[[C2|C2: Encourages questions]] | |[[C2|C2: Encourages questions]] | ||
|[ | |[[C2.1|C2.1: Promoted a classroom environment where questions are valued]] | ||
[ | [[C2.2|C2.2: Expressed curiosity about student thought process]] | ||
[ | [[C2.3|C2.3: Emphasized to students that making mistakes is a normal and healthy part of the learning process]] | ||
|- | |- | ||
|[[C3|C3: Expresses belief in students’ capacity and potential]] | |[[C3|C3: Expresses belief in students’ capacity and potential]] | ||
|[ | |[[C3.1|C3.1: Encouraged students to continue to try when stuck]] | ||
[ | [[C3.2|C3.2: Affirmed to students that they are capable to do the work]] | ||
[ | [[C3.3|C3.3: Projected a successful future for students (career, graduation)]] | ||
[ | [[C3.4|C3.4: Promoted a growth mindset in students]] | ||
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|[[C4|C4: Creates an inclusive environment]] | |[[C4|C4: Creates an inclusive environment]] | ||
|[ | |[[C4.1: Presented divergent viewpoints where appropriate]] | ||
[ | [[C4.2|C4.2: Values all students and their contributions]] | ||
[ | [[C4.3|C4.3: Showed respect and sensitivity to diverse learners, including different ways of knowing]] | ||
[ | [[C4.4|C4.4: Adequately addressed student concerns]] | ||
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|[[C5|C5: Recognizes cultural assets]] | |[[C5|C5: Recognizes cultural assets]] | ||
| | |[[C5.1|C5.1: Acknowledged students’ past experiences]] | ||
[[C5.2|C5.2: Valued and celebrated different ways of problem solving]] | |||
[[C5.3|C5.3: Acknowledged and supported student resilience in the face of difficulties]] | |||
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Revision as of 13:10, 27 July 2022
Climate: Supportiveness, Inclusiveness, and the Recognition of Cultural Assets
Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective.
