This document discusses how to incorporate CARE (Compassion, Acceptance, Responsibility, Empathy) into the science classroom throughout the entire school day. It provides examples of CARE tools like using signal for silence, social contracts, Y-charts, and specific teacher language for reminding, redirecting, and reinforcing students. The document also discusses using tab-in/tab-out as a classroom management strategy and modeling content lessons while incorporating CARE. It encourages reflection on lessons and looking at the Characteristics of Highly Effective Teaching and Learning (CHETL).

1. CARE in the
science classroom
Tonya Artman
&
Cortney West

2. Welcome/Introductions
Let’s begin with a one
minute mingle.

3. Purpose
The purpose of this session
is to emphasize how CARE
should be used throughout the
entire day. It is more than just the 20 minute
CARE circle. The following essential CARE
for Kids elements should be used
throughout the entire school day.

4. CHETL
The Characteristics of Highly Effective
Teaching and Learning have been
created by the Kentucky Department
of Education to support the instructional
core. KDE has looked at the research that establishes
what the characteristics are and they have organized the
characteristics around five components:
Learning climate
Classroom assessment and reflection
Instructional rigor and student engagement
Instructional relevance
Knowledge of content

5. CHETL
As we proceed throughout
the session please be aware
of the CHETL posters around
the room. Upon conclusion of
this session we will explore the CHETL
posters in more detail.
More information can
be found at
www.education.ky.gov

6. CARE Tools
Signal for Silence
Social Contract
Y-charts
Teacher Language
Tab-In/Tab-Out

7. Signal for Silence
Teacher hand in the air,
focused attention
Wait for complete silence
Teacher is silent, too…if you want to talk
put your hand down
Remember the goal…you don’t need to
wait for hands to go up if you have the
focused attention

8. Social Contract
Different from rules…
governs how everyone will
get along
Created with students…teacher is a part
of the community
Preferably a team social contract

9. Y-Charts
Used prior to any activities
It is in student language
Remember to reflect at the end

10. Teacher Language
Reminding
Can be proactive (before beginning
something) or reactive (after something has
started and students are not doing it)
Redirecting
This is a directive…not a request
Delivered neutrally, calmly
Redirection of individuals needs to take place privately or one-on-
one
Reinforcing
Non-judgmental (don’t say…”I like the way…” …it is not about you
Be specific in the reinforcement (I noticed you came prepared for
class everyday this week. What was different about this week?
What did you do differently?

11. Tab-In/Tab-Out
Take a break in the classroom and take a
break in a buddy room should be used as
a management tool to manage classroom
behaviors
It is a gift…for it to sound that way, you have to
catch the unfocused behaviors early…before you are frustrated
Students in TAB should reflect…no drawing, writing, reading…it
is a time for reflection on the reason they were asked to TAB and
what they need to do to rejoin the group
Students return when they are ready
You not only have to teach students what to do for TAB, but also
the rest of the class on how to act when someone is given a TAB

12. Work the Plan
Model the content lesson

13. Reflection
What were some things that you noticed
about the lesson?
What specific CARE connections did you
see?
CHETL (Characteristics of Highly Effective
Teaching and Learning)
Gallery Walk
Participants will walk around and put a filled-out post-it next
to the Characteristics of Highly Effective Teaching and
Learning (CHETL) that are represented in the lesson
Turn to a partner
What is one thing you saw in the lesson that you thought went
well?
What is something you don’t currently do that you would be
willing to commit to trying this coming school year?

14. Resources
Character Education
Sean Covey’s website
Kentucky Teacher