✍️ Teacher worksheets

The CLASS interaction self-check

Reflect on the interactions the CLASS® tool actually measures — emotional support, classroom organization, instructional support — and leave with one goal for the week. A self-reflection tool, not an official score sheet.

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Use this before an observation, after one, or on any quiet Friday. It follows the three CLASS domains and their nine pre-K dimensions. It is a self-reflection tool for staff training — not an official CLASS® score sheet, and no one should treat your answers as a score.

Part 1 — Emotional support

How do I show children that I enjoy being with them?

How do I know when a child needs help, reassurance, or additional support?

What do I do when a child is upset?

One thing I can improve about honoring children's perspectives:

Positive climate I can check myself against: smile and make eye contact · use children's names · show genuine enthusiasm · join children's play · celebrate efforts · use positive language.
Regard for children's perspectives: offer choices · follow children's interests · let children initiate activities · encourage their ideas · give leadership opportunities · allow appropriate independence.

Part 2 — Classroom organization

How do I prevent challenging behavior before it occurs?

Where do we lose instructional time — and how can I reduce waiting?

Are materials prepared before the activity begins? What would make that automatic?

How do I make activities interesting and engaging?

Behavior strategies I use: clear expectations · visual reminders · consistent routines · positive guidance · redirection · choices · proximity · individual support.
Engagement moves: move around the classroom · ask questions · demonstrate · model · encourage participation · provide hands-on experiences · adapt for individual children.

Part 3 — Instructional support

Instead of "What color is this?" try "What do you notice about these colors?" Instead of "Good job!" try "You figured out how to make the tower stand by putting the wider blocks on the bottom — what would happen if we added another block?" And when a child says "The dog is running," extend it: "Yes, the dog is running quickly across the grass. Where do you think the dog is going?"

Write two open-ended questions you could ask children this week:

Write one example of feedback that extends a child's thinking:

How do I intentionally model and extend children's language during the day?

Part 4 — Interaction challenge

A child says "I can't do it!" — what would you say?

Two children are arguing over the same toy — what would you do?

A child gives an unexpected answer during circle time — how would you respond?

Children appear bored during a teacher-directed activity — what could you change?

A child asks a question you don't know the answer to — what could you say?

Part 5 — Self-check and one goal

Rate yourself 1–4 on each dimension (1 = needs significant improvement, 2 = developing, 3 = consistent, 4 = strong and intentional): positive climate · teacher sensitivity · regard for children's perspectives · behavior management · productivity · instructional learning formats · concept development · quality of feedback · language modeling.

One interaction strength I already have:

One area I want to improve:

One strategy I will implement this week:

How will I know it worked?

Rehearse this skill

Positive Guidance & Daily Routines Classroom Management Simulator Dialogic Reading

Why it works

🧠 Lev Vygotsky — Sociocultural Theory 💛 CASEL & Daniel Goleman — Emotional Intelligence & SEL