Designed to measure the quality of pedagogy and practice, this essential tool will help early years educators, teachers and school leadership successfully develop their children’s positive dispositions, self-regulation, perseverance, engagement, ability to learn and citizenship. This unique Creating a Culture for Learning in the Classroom measurement scale is versatile and can be used in a number of ways. Educators can use it for self-evaluation for their own practice, so that they can build on what they already do and improve where they need to. Leadership teams and mentors can use it to audit quality, supporting positive discussions and the setting of development targets. Finally, inspectors and researchers will find it essential to capture the quality of support and teaching for creating a culture for learning. The scale itself is informed by the evidence base of effective practice linked to improved children’s outcomes. It focuses on supporting positive, respectful relationships and building cultures for learning. It includes both the ‘how’ and ‘what’ to develop when supporting children’s self-regulation and personal, social, emotional and academic achievements. The scale is particularly useful when supporting children from disadvantaged backgrounds and those with additional learning needs, and may also resolve attendance issues.
Titles also available from the same author team, all published by Routledge:
The Improving Maths Pedagogy and Practice (IMPP) Scale
The Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS-EC)
The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale
The Movement Environment Rating Scale (MOVERS)
The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale
Table of Contents:
1. Introducing the ‘Creating a Culture for Learning in Classrooms’ (CCLiC) Scale
i Why use the CCLiC scale?
ii Who is the CCLiC scale for?
iii The purpose of the CCLiC scale
iv. Why is creating a culture for learning important?
v How do we know the CCLiC scale works?
vi What is included in the CCLiC scale?
vii How to use the CCLiC scale
viii Why is the scale called ‘Creating a Culture for Learning in the Classroom’?
vii How was the CCLiC scale developed?
2. Underlying Principles of the CCLiC scale
i Understanding children’s ‘behaviour for learning’
ii What does and does not work in the classroom
iii The child-responsive approach in the CCLiC scale
iv Pedagogies and practices to create a culture for learning?
3. Intentional thinking, language and actions and proactive teaching
i. Understanding Self-regulation/executive functions
ii. Teaching self-regulation/executive functions and brain-based approaches
iii. Infusing play and fun into the classroom – Brain breaks and/or energisers
iv. Pretend play and game play
v. Proactive teaching: Morning Meetings (and responsive meetings)
vi. Interactive Modelling
vii The Importance of communication and language
viii. Using language to model behaviours – the ‘think aloud’ strategy
ix Using the language of thinking
x. The physical classroom environment
xi. The instructional environment
xii. The importance of assessment for learning, or formative assessment
xiii Effective use of Questions
xiv. Effective use of feedback
xv Why use the term ‘mistaken behaviour’
xvi Understanding mistaken behaviour
Levels of Mistaken Behaviour
Interpreting mistaken behaviour according to its motivations
Mistaken behaviours and their interaction with the teachers’ responses
xvii. Developing a behaviour for learning support plan for children with strong unmet needs
Behaviour hypotheses or purpose of the behaviour
Prevention strategies
Replacement skills
Responses to mistaken behaviour
4. Research Background to the CCliC Scale
5. Content of the CCLiC scale
i. How the scale is structured
6. Using the CCLiC scale as an observer
i How to use the scale as an observer
ii Timing
iii Contextual Information on the Centre
iv Conducting the Observation
7. How to use the CCLiC scale as a self-assessment tool
i Getting started
ii Your reflections and responses to the scale
iii Being as objective as possible
iv Reflecting on an item and the profile of quality it shows
8. Scoring the CCLiC scale
i The Score Sheet, Joint Observation Sheet, and Profile
9. THE CCLIC SCALE
SECTION 1: The positive and caring classroom: supporting self-regulation and PSED
Item 1: Building trust and relationships with and between children
Item 2: Supporting behavioural self-regulation and promoting children caring for themselves and others
Item 3: Supporting emotional self-regulation through fostering children’s social and emotional well-being
Item 4: Supporting cognitive self-regulation: giving choice and autonomy
Item 5: Understanding and responding to mistaken behaviour (sometimes called challenging behaviour)
Item 6: Fostering staff self-care, building resilience and self-regulation
SECTION 2: Effective practices and routines in the classroom
Item 7: Developing and supporting children to follow expectations, rules and routines
Item 8: Supporting transitions in class
Item 9: Engaging whole group/circle time activities
Item 10: Promoting collaborative small group work
Item 11: Supporting transitions into and between class/school and other major life transitions
SECTION 3: Effective teaching and learning processes
Item 12: Supporting high quality interactions through encouragement, questioning and feedback
Item 13: Creating a culture for learning using play and playful activities
Item 14: Using assessment for learning/formative assessment
Item 15: Engaging all children in learning
Item 16: Supporting collaboration and planning for teaching
Item 17: Supporting the improvement process
Item 18: Building collaborative reflective practice
CCLiC score sheet (contextual information)
CLICC Score sheet
Joint observation / inter-rater reliability for the CLICC Scale
The CLICC Scale Profile
10. Glossary of terms
Appendix A: The progression of play from birth to five years
Appendix B: Children’s dramatic and socio-dramatic play development
Appendix C: Morning meetings – some examples of practice
Appendix D: Examples of language to use in the classroom to guide children’s behaviour and support learning
Appendix E: Behaviour for learning support plan
Appendix F: Child Self-Regulation and Behaviour Questionnaire (CSBQ) results in TEEMUP evaluation
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