Checklist for the Quality of Classroom and School Climate (CQCSC)

Our school pursues curiosity and willingness to learn as a cognitive student outcome.

Our school pursues dedication to learning as a cognitive student outcome.

Our school pursues a positive, critical attitude as a cognitive student outcome.

Our school pursues taking initiative as a cognitive student outcome.

Our school pursues independent studying as a cognitive student outcome.

Our school pursues concentration as a cognitive student outcome.

Our school pursues a high achievement motivation as a cognitive student outcome.

Our school pursues student responsibility for their own learning, social behavior, fellow students, and the environment.

Our school pursues social functioning, including solidarity, interest in others, cooperation, respect, tolerance, and social skills.

Our school pursues values development, including individual values, societal values, rational value change, courtesy, and friendliness.

Our school pursues the acceptance of one’s own and others’ feelings.

Our school pursues the acceptance of one’s own restrictions.

Our school pursues a feeling of safety.

Our classrooms have student work displayed on classroom walls.

Our classrooms have furniture that is clean, intact, and well adapted to the size of students.

Our classrooms maintain a pleasant temperature.

Our classrooms have no unnecessary materials or student tables.

Our classrooms, learning materials, and teacher’s tables are tidy.

Learning materials in our classrooms are looked after by the teacher.

Our schoolyard is divided for younger and older students.

There is proper supervision before school, during breaks, and after school.

Waste-paper baskets in our school are emptied regularly.

There is no trash in the schoolyard.

The schoolyard is separated from the street.

Playing materials are safe for children, and lawns, sandboxes, etc., are well-kept.

Corridors and the canteen are tidy.

There are individual lockers for students.

The school is sufficiently illuminated.

Student work is displayed on the school walls.

Students assist in the maintenance of the school.

Teachers show a relaxed attitude and do not act superior.

Teachers create a safe atmosphere.

Teachers make students feel free to ask and answer questions.

Teachers encourage students to engage in discussion.

Teachers foster a positive attitude in the class and student-teacher cooperation.

Teachers do not show sympathy or antipathy for individual students.

Teachers involve all students in the learning processes and value student participation positively.

Teachers do not stigmatize students when they answer questions incorrectly.

Teachers handle incorrect answers in a positive way and value student effort.

Students know the classroom rules and sanctions after breaking the rules.

Teachers act according to the rules when students break the rules.

When given assignments, students know what they are expected to do.

Student absence is registered.

Student achievement, progress, and socio-emotional development are registered.

Teachers are not impatient when students do not answer immediately.

Teachers provide a rich learning environment and stimulate learning by discovery.

Teachers stimulate group discussions and guard the participation of all students.

Teachers are not constantly talking.

Teachers show respect for all students.

Teachers create an atmosphere of community.

There are written school agreements about the pedagogical behavior of teachers.

Agreements concern the way teachers interact with students, the way students interact, discipline, interpretation of the rules, punishment, reinforcement, and feedback to students.

The timetable sets some time aside for social-affective outcomes.

Behavioral rules for students are written statements known to students and parents.

There are sanctions when students break the rules and parents are informed about these.

Sanctions are used whenever necessary.

The school is alert to problem behavior of students and has a policy (for bullying, discrimination, truancy, criminal behavior, breaking classroom rules).

Teachers have sufficient knowledge about the social-emotional development of students, behavioral problems, learning problems, and gifted students.

The school is alert to the training of pedagogical skills of students.

The school pays extra attention to minority students.

The school pays attention to pedagogical contents in materials.

The school uses grouping procedures to enhance affective development.

The school evaluates the pedagogical behavior of teachers.

There is a policy on the pedagogical climate in the school.

The social-emotional development of students is registered frequently and systematically.

The principal actively supports the pedagogical behavior of teachers.

The principal pays attention to the communication between teachers.

Parents are informed about the pedagogical policy of the school.

The school pays attention to the home situation of students.

Parents are content about the school and the way the school acts towards the students.

The school has contacts with relevant institutions such as support services, special education, health services, police, and social services.