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Rubrics: Component 2c: Managing Classroom Procedures
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 Smallgroup work is well organized, and students are productively engaged in learning while unsupervised by the teacher.

 The students know their roles in the small group, and students are productively engaged in learning while unsupervised by the teacher.

 Smallgroup work is well organized with clearly identified time, posted protocols, and an assignment that requires active participation and active listening. Students are productively engaged in...

 Smallgroup work is well organized, with tasks given for each member of the group. The tasks rotate so that every student performs every task at least once.

 Smallgroup work is well organized. The teacher is able to check student understanding by asking each child in a triad to participate in the large group sharing.

 Smallgroup work is well organized. The teacher takes the time to have students reflect and review their roles in the group at their tables, then checks for understanding using cold calls.

 Students continue to be productively engaged in learning once the teacher walks away from the group.

 Students are productively engaged in learning while unsupervised by the teacher, interacting with each other and listening to each other's ideas.

 Smallgroup work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Notice that both students were working on the problem.

 Teacher has a model to draw students' attention to prepare for the next transition. "Hands in the air" ensures that all students have stopped work. Directions for the next step are...

 Transitions are seamless, with students assuming responsibility in ensuring their efficient operation after release from the teacher.

 Transitions occur smoothly, with little loss of instructional time, as students connect with each other without having to be put into groups.

 Transitions occur smoothly, with little loss of instructional time due to clear directions.

 Transitions occur smoothly, with teacher giving instructions for next steps before moving the students into small groups onto the next task.

 Transitions occur smoothly, with little loss of instructional time, as teacher explicitly guides students to cap their markers and moves them to the rug in small groups.

 Transition occurs smoothly as teacher guides students step by step to clean up one activity and to prepare for the next, before moving them to the rug in small groups.

 The teacher guides students quietly back to small groups, creating a quick and smooth transition, with little loss of instructional time.

 Teacher has established procedures to move students. Transitions occur smoothly, with little loss of instructional time.

 Teacher has established procedures to bring students back to order to and to move them. Transitions occur smoothly, with little loss of instructional time.

 The transition is seamless, with students assuming responsibility in ensuring its efficiency.

 The transition occurs smoothly, with little loss of instructional time.