Creating a Culture for Learning in the Classroom (CCLiC) Scale

An International Self-Reflection and Quality Improvement Tool for Educators Working in Primary and Elementary Schools
1. Auflage 2026
ISBN: 978-1-032-91223-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 144 Seiten, Format (B × H): 297 mm x 210 mm, Gewicht: 453 g

Designed to measure the quality of pedagogy and practice, this essential tool will help early years educators, teachers and school leadership successfully develop their children’s positive dispositions, self-regulation, perseverance, engagement, ability to learn and citizenship. This unique Creating a Culture for Learning in the Classroom measurement scale is versatile and can be used in a number of ways. Educators can use it for self-evaluation for their own practice, so that they can build on what they already do and improve where they need to. Leadership teams and mentors can use it to audit quality, supporting positive discussions and the setting of development targets. Finally, inspectors and researchers will find it essential to capture the quality of support and teaching for creating a culture for learning. The scale itself is informed by the evidence base of effective practice linked to improved children’s outcomes. It focuses on supporting positive, respectful relationships and building cultures for learning. It includes both the ‘how’ and ‘what’ to develop when supporting children’s self-regulation and personal, social, emotional and academic achievements. The scale is particularly useful when supporting children from disadvantaged backgrounds and those with additional learning needs, and may also resolve attendance issues.

Titles also available from the same author team, all published by Routledge: The Improving Maths Pedagogy and Practice (IMPP) Scale

The Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS-EC)

The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale

The Movement Environment Rating Scale (MOVERS)

The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale

Zielgruppe

Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Kingston, Denise

Siraj, Iram

Barrett, Judy

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Introducing the ‘Creating a Culture for Learning in Classrooms’ (CCLiC) Scale

i Why use the CCLiC scale?

ii Who is the CCLiC scale for?

iii The purpose of the CCLiC scale

iv. Why is creating a culture for learning important?

v How do we know the CCLiC scale works?

vi What is included in the CCLiC scale?

vii How to use the CCLiC scale

viii Why is the scale called ‘Creating a Culture for Learning in the Classroom’?

vii How was the CCLiC scale developed?

2. Underlying Principles of the CCLiC scale

i Understanding children’s ‘behaviour for learning’

ii What does and does not work in the classroom

iii The child-responsive approach in the CCLiC scale

iv Pedagogies and practices to create a culture for learning?

3. Intentional thinking, language and actions and proactive teaching

i. Understanding Self-regulation/executive functions

ii. Teaching self-regulation/executive functions and brain-based approaches

iii. Infusing play and fun into the classroom – Brain breaks and/or energisers

iv. Pretend play and game play

v. Proactive teaching: Morning Meetings (and responsive meetings)

vi. Interactive Modelling

vii The Importance of communication and language

viii. Using language to model behaviours – the ‘think aloud’ strategy

ix Using the language of thinking

x. The physical classroom environment

xi. The instructional environment

xii. The importance of assessment for learning, or formative assessment

xiii Effective use of Questions

xiv. Effective use of feedback

xv Why use the term ‘mistaken behaviour’

xvi Understanding mistaken behaviour

Levels of Mistaken Behaviour

Interpreting mistaken behaviour according to its motivations

Mistaken behaviours and their interaction with the teachers’ responses

xvii. Developing a behaviour for learning support plan for children with strong unmet needs

Behaviour hypotheses or purpose of the behaviour

Prevention strategies

Replacement skills

Responses to mistaken behaviour

4. Research Background to the CCliC Scale

5. Content of the CCLiC scale

i. How the scale is structured

6.  Using the CCLiC scale as an observer

i How to use the scale as an observer

ii Timing

iii Contextual Information on the Centre

iv Conducting the Observation

7. How to use the CCLiC scale as a self-assessment tool

i Getting started

ii Your reflections and responses to the scale

iii Being as objective as possible

iv Reflecting on an item and the profile of quality it shows

8. Scoring the CCLiC scale

i The Score Sheet, Joint Observation Sheet, and Profile

9. THE CCLIC SCALE

SECTION 1: The positive and caring classroom: supporting self-regulation and PSED

Item 1: Building trust and relationships with and between children

Item 2: Supporting behavioural self-regulation and promoting children caring for themselves and others

Item 3: Supporting emotional self-regulation through fostering children’s social and emotional well-being

Item 4: Supporting cognitive self-regulation: giving choice and autonomy

Item 5: Understanding and responding to mistaken behaviour (sometimes called challenging behaviour)

Item 6: Fostering staff self-care, building resilience and self-regulation

SECTION 2: Effective practices and routines in the classroom

Item 7: Developing and supporting children to follow expectations, rules and routines

Item 8: Supporting transitions in class

Item 9: Engaging whole group/circle time activities

Item 10: Promoting collaborative small group work

Item 11: Supporting transitions into and between class/school and other major life transitions

SECTION 3: Effective teaching and learning processes

Item 12: Supporting high quality interactions through encouragement, questioning and feedback

Item 13: Creating a culture for learning using play and playful activities

Item 14: Using assessment for learning/formative assessment

Item 15: Engaging all children in learning

Item 16: Supporting collaboration and planning for teaching

Item 17: Supporting the improvement process

Item 18: Building collaborative reflective practice

CCLiC score sheet (contextual information)

CLICC Score sheet

Joint observation / inter-rater reliability for the CLICC Scale

The CLICC Scale Profile

10. Glossary of terms

Appendix A: The progression of play from birth to five years

Appendix B: Children’s dramatic and socio-dramatic play development

Appendix C: Morning meetings – some examples of practice

Appendix D: Examples of language to use in the classroom to guide children’s behaviour and support learning

Appendix E: Behaviour for learning support plan

Appendix F: Child Self-Regulation and Behaviour Questionnaire (CSBQ) results in TEEMUP evaluation

REFERENCES

Über Autor(innen)

Denise Kingston is an Honorary Research Fellow at the University of Sussex and an educational psychologist, trainer and consultant.

Iram Siraj is Emeritus Professor of Child Development and Education at the University of Oxford and Research Professor at the University of Maynooth, Ireland.

Judy Barrett (PGCE) is a former primary school teacher.