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1
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2
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3
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4
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Students are fully
engaged and participating in all activities. Students
are making personal connections with the material.
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Students lose focus
easily and often. Students get distracted and lose engagement.
Students don't understand how to make personal connections.
Students don't seem interested in the class.
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Students lose focus
easily but not often. Students get distracted but come
back to focus when needed by the teacher. Students put
some little effort to make personal connections. Students
are semi-interested in the class.
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Students lose focus
only when they require personal reflection. Students
understand what's going on in the activity. Students
seem interested in parts of the class.
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Students are completely
focused and bounce back into focus immediately after
focus has been lost. Students easily make personal connections
to the activities and they understand what the activity
is. Students find interest in the class.
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Students will put
in effort to understand the LMA framework component
of effort. Student Will make effort to express the feeling
of the movement, the tone, and the texture of the movement.
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Student doesn't care
to understand effort. Students doesn't care to understand
what the activity is. Student doesn't try and make connections
to the movement.
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Student Listens to
what it going on but doesn't quit understand it. Students
in semi-interested in what is going on. Student tries
to make connections but loses focus sometimes.
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Student listens and
tries to understand effort. Student understand what
activity is, but loses focus sometimes. Student makes
some connections to material.
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Student is fully listening
and understand the material. Student is putting all
effort in to understand the connections of effort in
the body. Student understands the lesson and objective.
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Student will put
in effort to understand the LMA framework component
of body. Students will understand flow and speed of
movement.
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Student is not trying
to understand his/her body and body connections. Student
doesn't listen when given instructions about flow or
speed of movement.
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Student understand
that connection needs to be made with their body, but
doesn't understand how or doesn't want to. Student listens
sometimes but gets distracted during instructions. Student
tries to maintain speed and flow when asked.
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Student is trying his/her
best to understand the body and make connections. Students
listens to all instructions given by the teacher. Student
tries speed and flow. Students understands what's going
on in the classroom.
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Students understand
what their body means to them. Students listens to all
instructions given. Student takes time to understand
what flow and speed means in his/her body.
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Student listens
when spoken to. Student raises hand for questions. Student
keeps hands and feet to his/herself unless other instructions
were given to do otherwise.
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Student talks when
teacher is talking. Student doesn't raise hand when
he/she has a question. Student likes to put their hands
and feet on other students and cause conflict.
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Student listens sometimes,
but talks when teacher is talking occasionally. Student
raises hand when he/she has a question, but sometimes
blurts it out. Student forgets to keep hands and feet
to self sometimes.
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Student listens to
what instructions are given and tries their best not
to interrupts the teacher while they are talking. Student
always raises his/her hand when they have a question.
Student rarely invade other students personal space
unless given permission.
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Student listens to
what instructions are given and never interrupts the
teacher while they are talking. Student always raises
his/her hand when they have a question. Student never
invades other students personal space unless given permission.
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Total---->
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