Guide to Tripod’s 7Cs™ Framework
Teachers who care show concern for students’ emotional and academic well-being. They develop supportive, personalized relationships with students, cultivate an emotionally safe environment, and respond consistently to students’ social, emotional, and academic learning needs.
Message to Students:
“Your success and well-being matter to me in a serious way.”
Indicators of an Exemplary Classroom
Teachers effectively demonstrate care through practices like these:
The teacher actively develops positive relationships with all students.
- The teacher is courteous, respectful, and fair with all students.
- The teacher shows sincere interest in students’ lives.
- The teacher pays attention to students as individuals.
Addressing learning needs
The teacher commits to monitoring and responding to students learning needs.
- The teacher maintains an intellectually and emotionally safe environment.
- The teacher consistently provides assistance as needed.
- The teacher fosters a culture that encourages students to seek and accept help.
- What expectations and routines do you establish to create an intellectually and emotionally safe environment?
- What type of language and tone do you use when…
- Offering students encouragement?
- Trying to help students improve their behavior?
- Commenting on students’ work?
- How often do you show interest in students’ extracurricular activities and lives outside school?
- How do you incorporate opportunities for students to share their personal experiences, interests, and concerns?
- How do you respond when students seem sad or upset?
- How do you respond when students want to talk about issues they are facing unrelated to your class?
- How do you customize support based on students’ specific learning needs?
- How do you show sensitivity and express encouragement when a student seems frustrated or ready to give up?
- Check in with students privately if they seem upset and kindly ask if something is bothering them.
- Ask students to write you a “Dear Teacher” letter in which they share suggestions for helping them learn better.
- Greet students personally when they walk into the classroom.
- Test your assumptions about students’ motivations, especially when you perceive that a student is not trying or has intentionally done something wrong. Be careful not to assume that your critical perceptions of students are correct.