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Learning Behaviors

使学生能够获得学习机会并与社区中的其他人进行有效互动的学习行为.

学习行为是一种学习行为,它使学生能够获得学习机会,并与社区中的其他人进行有效的互动. These behaviors are developed in and outside of school.

Additionally, Learning Behaviors help with understanding and managing emotions, establishing and maintaining positive relationships, and making responsible decisions are essential life skills. They complement the curriculum content taught in the elementary grades 并且是在与他人互动的过程中自然了解自己的一部分.

这些行为是根据老师的反馈起草和修改的, administrators, curriculum staff, and parent advisory committees.

Report Card Language and Indicators

提供指标,以提供每个学习行为的更详细信息. These indicators give students, families, 老师们也会意识到学习行为意味着什么,或者它是如何被证明的. 这些指标有助于指导教师考虑和报告学习行为. The indicators are not a checklist. 并不是所有的指标都必须达到对学习行为的期望. 基本成绩单上有五种学习行为:

Demonstrates Interpersonal Skills

  • Shows respect to peers and adults
  • Interacts positively with peers and adults
  • Shares opinions respectfully
  • Contributes positively to the classroom and school community
  • Demonstrates digital citizenship

Demonstrates Responsibility

  • Follows established schoolwide and classroom procedures
  • Follows oral and written directions
  • Exhibits self-control and manages emotions
  • Participates actively in learning
  • Manages time effectively to complete work
  • Organizes and manages materials
  • Accepts responsibility for actions

Demonstrates Perseverance

  • Works through challenges
  • Attempts new strategies when needed
  • Solves problems
  • Asks questions and seeks information
  • Accepts and learns from feedback
  • Demonstrates stamina

Demonstrates Collaboration

  • Works cooperatively in a variety of settings
    (e.g. whole group, small group, online, guided, and unguided)
  • Thinks flexibly
  • Acknowledge others’ ideas
  • Demonstrates ability to reach compromise
  • Shares responsibility
  • Contributes to conversations and group discussions

Demonstrates Initiative

  • Takes appropriate academic risks
  • Begins task without prompting
  • Demonstrates self-advocacy
  • Uses technology to demonstrate learning
  • Selects appropriate tool(s) for the task
  • Seeks to improve work

What are grade/age appropriate examples of learning behaviors?

The five learning behaviors appear in each elementary grade. 然而,根据学生的年级和年龄,每种行为看起来都有点不同.

下面图表中列出的例子提供了不同的学习行为可能在不同的年级表现不同的想法. Elements of learning behaviors are interconnected. Because of that, there may be some overlap.

For example, “等待轮到自己说话”是人际交往技能的一个例子,因为这是龙8国际app与他人建立融洽关系的一种方式. 等着轮到自己而不大声喊出来,也可能是证明自己有责任的一个例子.

Examples presented below are not necessarily exclusive. 还要注意,学习行为是随着时间的推移而发展的,它与包括教学在内的各种因素有关, reinforcement, opportunity to practice, and maturation. Some examples naturally appear in two adjacent grade levels. 这些例子和上面提到的指标一样,并不是清单.

每个例子并不一定要呈现在学生面前才能达到期望.

Show Examples

Learning Behavior PreK (3) PreK (4) Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Demonstrates Interpersonal Skills
  • Attends to what the teacher is saying.
  • Student addresses others by name.
  • Engages with peers in cooperative play.
  • Attends to what the teacher and other students are saying.
  • Student addresses others by name.
  • Engages with peers in cooperative play.
  • Student addresses others by name.
  • Attends fully to what the teacher and other students are saying.
  • Student waits for others to finish before talking.
  • Student waits for others to finish talking.
  • Student addresses others by name.
  • Respects personal space of others.
  • Shares and listens to opinions.
  • Respects personal space of others.
  • Respects personal space of others.
  • Accepts differences of opinions.
  • 通过友好地询问来解决冲突,不受干扰,找老师.
  • Respects personal space of others.
  • Accepts differences of opinions.
  • 通过友好地询问来解决冲突,不受干扰,找老师.
  • Respects personal space of others.
  • Accepts differences of opinions.
Demonstrates Responsibility
  • Often follows established rules.
  • Begins to help with cleanup after activities.
  • Follows established routines and procedures.
  • Contributes to classroom cleanup after activities.
  • 开始用建模来演示课堂材料的适当使用.
  • Follows established routines and procedures.
  • Unpacks and cleans up materials when directed.
  • 学生停止一个活动,并过渡到一个不太理想的活动.
  • Follows established routines and procedures.
  • Engages in classroom activities.
  • Remains focused on tasks.
  • Puts materials in designated places.
  • Follows directions to complete a task.
  • Uses personal and school supplies in a respectful manner.
  • Uses time cues or teacher prompts to pace work.
  • Respects shared spaces and materials.
  • Follows directions.
  • Waits for their turn to speak.
  • Uses agenda book.
  • Can find things in their desk or bookbag.
  • 上课前准备(带材料到教室,能找到材料)
  • Reviews work before submitting.
  • Follows established procedures and directions.
  • 上课前准备(带材料到教室,能找到材料)
  • Uses agenda book to record homework.
  • Reviews work before submitting.
  • Follows established procedures and directions.
Demonstrates Perseverance
  • Remains on task for short periods of time. (circle time, washes hands, etc)
  • Responds to prompts.
  • 在短时间内表现良好(循环时间,洗手等)
  • Responds to prompts.
  • Attempts new things.
  • Seeks help when needed.
  • Attempts new things.
  • Accepts mistakes and feedback.
  • Sustains attention and age-appropriate stamina.
  • Maintains composure when making a mistake.
  • Considers another strategy when a first is unsuccessful.
  • Attempts new things.
  • Maintains composure when making a mistake.
  • Considers another strategy when a first is unsuccessful.
  • Reacts calmly to setbacks when working on an activity.
  • Sticks with assignments when working independently.
  • 当第一次或第二次尝试都失败时,尝试不同的策略.
  • Asks clarifying questions.
  • 在有挑战性的学习过程中不放弃.
  • Determines when a clarifying question is needed.
  • Uses resources to help complete a task.
  • 当第一次或第二次尝试都失败时,尝试不同的策略.
  • 当第一次或第二次尝试都失败时,尝试不同的策略.
  • Reacts calmly to setbacks when working on an activity.
  • Determines when a clarifying question is needed.
  • Uses resources to get “unstuck.”
  • Uses feedback from teacher and peers.
Demonstrates Collaboration
  • Begins to use share materials and equipment with other children.
  • Offers basic help.
  • Shares materials and equipment with other children.
  • Offers basic help.
  • Shares instructional materials and equipment with other children.
  • Contributes to class discussions.
  • Begins to recognize that others have different points of view.
  • Contributes to small group discussions.
  • Respectfully disagrees.
  • Takes turns.
  • Listens to others’ ideas.
  • Asks questions about others’ ideas.
  • Shares learning materials.
  • Asks questions about others’ ideas.
  • Shares learning materials.
  • Compromises with others.
  • Listens to others.
  • Plays an active role in a group.
  • Compromises with others.
  • Listens to others.
  • Plays an active role in a group.
Demonstrates Initiative
  • Begins to clean up materials with prompting.
  • Begins to clean up materials with prompting.
  • 一旦习惯或方向建立和加强,就不需要大人的支持或指导.
  • Begins work without additional prompting.
  • Uses words to express emotions and wants.
  • 通过从同行中收集信息显示对特定主题的兴趣, adults, books, and other sources.
  • Shares ideas that are on topic.
  • Begins work without additional prompting.
  • 使用课堂资源完成任务(字墙,数字图表,其他工具).
  • 发现一个问题(“我看不到黑板”)并试图解决它.
  • 在指定时间或之前完成教室的日常工作(交作业,打扫卫生)
  • 在指定时间或之前完成教室的日常工作(交作业,打扫卫生)
  • 发现一个问题(“我看不到董事会”),并试图解决它.
  • Asks clarifying questions when unsure of direction.
  • Starts work in a timely fashion.
  • Attempts to solve challenges appropriately.
  • Asks clarifying questions when unsure of direction.
  • Starts work in a timely fashion.
  • Attempts to solve challenges appropriately.

How are learning behaviors taught/reinforced?

学习行为在整个学年中自然地被教授和加强. They are developed and reinforced at school and at home. At school, 有课程或教学活动来发展学生对行为的理解,并在真实的环境中实践他们. 教师还在日常活动中模仿和加强学习行为. 在教学过程中与学习行为的一些具体联系包括:

How are learning behaviors evaluated?

教师接受了专业学习的培训,以理解和识别作为学习行为证据的行为. 教师在教学过程中观察学生(和学生互动),将学生的学习行为报告在成绩单上. Teachers refer to expectations for a learning behavior. Expectations are based on frequency and quality.

Frequency: How often a behavior occurs

教师考虑的是学生表现学习行为的频率. 频率被认为是大部分时间,一些时间,或不经常,或根本没有. Frequency is relative to grade-level and age appropriateness.

Quality: 行为表现得如何(基于年级/年龄适宜性).

教师考虑的是学习行为表现的好坏. This is relative to grade-level and age appropriateness. For example, 年纪小的学生可能不会像年纪大的学生那样坚持解决一个问题.

How are learning behaviors reported?