Rubric for Healthy Relationships

Rubric for Healthy Relationships

Healthy Relationships
Healthy Relationships

Here is the Rubric for Healthy Relationships

VulnerabilityBeginningEmergingDevelopedWell Developed
Student Learning• In learning tasks or discussions, students do not use the language of growth and learning to address the typical emotional highs and lows of learning. • Unproductive feedback discourages students in the face of mistakes or perceived failures rather than offering constructive strategies to improve and grow.• Students are exposed to the language of growth and learning through discussion and/or feedback and indicate some use of it on their own. • Students begin to reframe perceived failures or setbacks as an opportunity for growth and learning.• Students understand the language of growth and learning and verbalize how it influences their self perceptions as learners and motivates them to meet high expectations. • Students feel safe and validated expressing or honoring their feelings about learning, particularly their frustrations and the joys of overcoming challenges.• Students voluntarily express how they felt as they struggled, made mistakes, and turned setbacks into learning opportunities; students can identify and explain their emotions. • Students demonstrate a positive self-perception as learners with unlimited potential and believe their teachers perceive them similarly.
Read more: Objective Setting: A Philosophical Information to Setting and Attaining Targets
Instructional Design• Lesson plans include questions that ask students only what they learned, not also how they felt as they learned, precluding opportunities for teachers to validate and normalize students’ emotional experiences. • Teacher uses fixed-mindset language (e.g. “You’re smart,” or “This is hard for you”) and/or promotes low student learning expectations.• Using the language of growth and learning in feedback or conversation, the teacher shares personal stories of learning struggles and how she turned setbacks into growth. • At least some learning tasks incorporate students’ emotions and leave space and time for students to overcome challenges and practice bouncing back.• Lesson plans include flexible and tailored SEL strategies to incorporate the language of learning and growth into conversation; the teacher is careful to acknowledge and validate students’ emotional experiences as they are shared. • Teacher integrates multiple and varied opportunities for students to reflect on their learning and progress towards meeting high expectations, e g. through journaling, self-assessment, goal setting, etc.• Teacher allows students’ natural emotions to emerge and is prepared with a broad knowledge of flexible SEL strategies to address and validate them in real time, such that social and emotional learning skills are seamlessly integrated into all learning. • Teacher makes a point to celebrate when students overcome challenges, meet high expectations, take risks, and discover new potential, demonstrating her belief in their potential as whole people.
ConnectionBeginningEmergingDevelopedWell Developed
Student Learning• Student learning artifacts and how students talk about their work show no evidence that they understand how their interests, passions, culture, and/or personal/family lives can be relevant to learning and foster connection with teachers and classmates. • Students are not given opportunities to and/or do not share details of their personal interests and lives.• Students occasionally incorporate their interests, passions, culture, and/or personal/family lives into their learning. • Some students can identify some of their strengths and talents and/or indicate feeling safe asking for help when learning stretches beyond current strengths.• Students can identify some strengths and talents and are encouraged to apply them in their learning, particularly when it aligns with their interests, passions, culture and/or personal/family lives. • When prompted, students demonstrate feeling safe asking for help or sharing struggle, personal or academic, with their teacher.• Students feel safe volunteering their interests, passions, culture, and/or details of their personal/family life with peers for the sake of sharing with, learning from, and connecting with each other. • Students show their trust for their teacher by initiating questions, asking for clarity when need it, and vocalizing personal or academic struggles.
Instructional Design• Learning tasks do not yet regularly involve student interests, passions, culture and/or personal/family lives. • Teacher and student interactions are centered primarily on academic content; there is little evidence of interactions based on students’ interests, passions, culture, and/or personal family lives.• The teacher devotes some time to getting to know each student on a personal level to foster trust; begin to discern students’ strengths and weaknesses; and learn about students’ interests, passions, culture and/or personal/family lives. • Some time is devoted to delivering personalized, scaffolded instruction to connect individually with students and meet their current learning needs.• Teacher habitually asks students what interests them and helps them incorporate this into their learning in a way that leverages their strengths. • Teacher intentionally plans multiple opportunities within a lesson to ask students if they need help or support and scaffolds and/or personalizes instruction as needed.• Lesson plans, learning tasks, and tools empower students to self-direct learning based on their interests, passions, culture, and/or personal/family life and encourage family involvement whenever possible. • Instruction is scaffolded and personalized whenever possible to meet each student where he or she is.
CompassionBeginningEmergingDevelopedWell Developed
Student Learning• Student behavioral issues and high stress/tension are common in the classroom. • Disproportionalities are evident in classroom participation, disciplinary issues, and some or most students appear to hold biases towards each other.• Student behavioral issues (and their punitive responses) and interruptions can sometimes derail learning. • Productive and positive engagement is evident in more than one student demographic group.• Students demonstrate support and/or sympathy for peers, particularly in moments of stress or misbehavior, and attempt to de-escalate stress and tension as it arises. • Students demonstrate a lack of exclusionary behavior, judgmental attitudes, or stereotype-based thinking towards peers and are open to learning from and with every classmate.• Students have a set of productive stress reduction and coping mechanisms they apply on their own as needed, both for themselves and as suggestions to classmates. • Students self-regulate behaviors and contribute to a cohesive, positive, and compassionate classroom where every student has the opportunity to be seen, heard, and understood.
Instructional Design• The teacher opts to punish a misbehaving student (punitive approach) rather than trying to understand and address the root cause with compassion (empathetic approach). • Teacher biases are evident in instructional delivery, expectations of students, learning structures, and/or interactions with students.• The teacher occasionally uses flexible SEL instructional strategies to cope with and mitigate social-emotional, stress-related, or behavioral issues in real time. • The teacher makes an effort to engage students from all backgrounds and identities in classroom discussion and learning tasks.• Teacher applies strategies to prevent behavioral issues from derailing instruction and holds private, appropriate conversations with disruptive students to understand and address the root cause and uses punitive measures infrequently. • Lessons are designed to cultivate empathy, foster understanding and teach the value of compassion in the classroom.• Teacher has cultivated a compassionate learning environment such that students self-mediate disruptions before teacher gets involved. • Teacher embodies and models empathy, and seizes opportunities for growing compassion for classmates and the culture at large.
Rubric for Healthy Relationships

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