Classroom management competence
This tool is a European project titled "Building up Chinese Teachers' Key Competences through a Global Competence-Based Framework". This project is co-funded by the European Commission. This questionnaire is anonymous and you will need 5 minutes to answer it. You will be re-addressed to a rubric after answering the questionnaire so as to know your current competence level. The results could be used for research purposes, but the anonymity will be always guaranteed since the data will be analysed globally. You accept that your results can be used to this end by answering this questionnaire.
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With regard to social, time and space organisation to promote learning, interaction and communication, I consider that my current level is:
I make decisions related to social, time and space organisation in a systematic, justified and collective way so as to improve learning processes.
I make decisions related to social, time and space organisation individually with the aim to improve learning processes.
I think that the management of the classroom is important so as to achieve good learning outcomes.
I make global decisions related to social, time and space organisation of the classroom.
With regard to the adjustment of my own teaching practice to the class context according to learning situations so as to create opportunities for incidental learning and intrinsic motivation, I think that my current competence level is:
I am aware of the fact that the teaching practice must be adjusted to the context of the students with which it is developed.
I adjust my own teaching practice to the situation, taking advantage of those situations that arise from the context of the classroom, so as to create learning proposals.
Learning situations allow me to create opportunities for incidental learning and intrinsic motivation in a systematic way.
I am able to adjust my own planned teaching practice to the context of the class in which I develop it.
With regard to the management of group dynamics that promote implication and the solution of conflicts in a constructive way, I consider that my current competence level is:
I know some group dynamics that can have an influence on the good functioning of a group.
I encourage my students to participate and apply group dynamics to promote social cohesion and to attain the learning outcomes.
I apply some group dynamics to promote social cohesion amongst my students.
I use group dynamics to attain the learning outcomes, promoting my students’ participation, paying attention to their characteristics and relationships.
With regard to the evaluation of the possibilities of didactic and organisational systems, that are different from the traditional classroom, I think that my current competence level is:
I assess in a systematic and scientific way, along with my colleagues, the new organisational and didactic systems proposals before applying them.
I often try new classroom managament proposals that are different from the traditional classroom in an intuitive way.
Before applying a change in the classroom management, I search information about different didactic and organisational systems.
I am aware of the fact that there are different ways to contemplate teaching, whose characteristics are different from the dynamics of the traditional classroom.
With regard to establishing trust relationships with students, as well as to managing group dynamics that promote implication and the solution of conflicts, I perceive that my current competence level is:
I try to establish trust relationships with each one of my students and I solve conflicts that arise during the school journey.
I plan and assess sessions about social cohesion and the solution of conflicts so as to establish trust relationships with my students.
I try to establish trust relationships with each student and, therefore, I plan individual and group tutorial sessions so as to work on the group’s dynamic and solve conflicts.
I believe that establishing trust relationships with the student has a positive impact on the his/her teaching-learning process.
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