Table 11 CLASS dimensions by domain
From: Failing to notice? Uneven teachers’ attention to boys and girls in the classroom
Domain | Domain/dimension | Description |
|---|---|---|
Emotional support | Positive climate | Reflects overall emotional tone of classroom and connection between teachers and students |
Negative climate | Reflects overall level of expressed negativity in classroom between teachers and students (e.g., anger, aggression, irritability) | |
Teacher sensitivity | Encompasses teachers’ responsivity to students’ needs and awareness of students’ level of academic and emotional functioning | |
Classroom management | Behavior management | Encompasses teachers’ ability to use effective methods to prevent and redirect misbehavior by presenting clear behavioral expectations and minimizing time spent on behavioral issues |
Productivity | Considers how well teachers manage instructional time and routines so that students have maximum number of opportunity to learn | |
Instructional learning formats | Reflects degree to which teachers maximize students’ engagement and ability to learn by providing interesting activities, instruction, centers, and materials | |
Instructional support | Concept development | Reflects degree to which instructional discussions and activities promote students’ higher-order thinking skills versus focus on rote and fact-based learning |
Quality of feedback | Considers teachers’ provision of feedback focused on expanding learning and understanding (formative evaluation), not correctness or the end product (summative evaluation) | |
Language modeling | Reflects the quality and amount of teachers’ use of language-stimulation and language-facilitation techniques during individual, small-group, and large-group interactions with children. |