Domain 2 Classroom Environment PDF

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Domain 2 EDCI 407...

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Domain 2: Classroom Environment 2a - Creating an Environment of respect and rapport ● Having a positive relationship with all students ● Create a respectful environment where all students feel valued and are comfortable to speak out ● Teacher interactions set a tone for the classroom ● Student interactions between each other are even more important ● Be polite and fair Do’s: ● Treat students and peers with respect ● Acknowledge ones live beyond school (background, home activities) ● Don’t speak while others are speaking ● Examples: Praise students for their achievements outside of school (sports, hobbies, ect.) ● Compliments after a student presentation Don’ts: ● Ridicule a student for getting something wrong ● Disrespect someone because of their age/culture ● Let students make little comments or roll their eyes during lessons ● Examples: Students refuse to do class work, Teacher doesn’t know student names

2b - Creating a culture for learning ● Teachers describe the educational value of what the students are learning ● Work is challenging, but doable. ● Teaching students on how to motivate themselves Indicators ● High expectations of high quality work ● Recognition of effort ● Persistence ● Expression of ideas Unsatisfactory ● Lack of commitment ● Low expectations ● Teacher says we gotta do it man ● Student shows no pride in their work ● Teacher says that the work is too hard for some

Basic ● Energy for work is neutral ● “Going through the motions” ● Students just completing the work ● Success is the result of natural ability ● Teacher does not encourage quality ● Teacher wants to complete the task with limited commitment Proficient ● Teacher communicates importance of the content ● Demonstrates high regard for student’s abilities ● Classroom interactions support learning ● Students put in effort to complete high quality work ● “Let's work on this together” ● Insists on precise use of language ● Distinguished ● Cognitively busy place with a shared belief in the importance of learning ● Passion for the subject ● Students have desire to understand content ● Students take initiative ● Student interact to better understand concepts ● Teacher conveys satisfaction in their students

2c - Managing Classroom Procedures ● ● ● ● ●

Management of instructional groups Management of transitions Management of materials Performance of class routines Supervision of Volunteers and Paraprofessionals

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Smooth functioning of routines Little or no loss of instruction time Students playing an important role in carrying out the routines Students knowing what to do and where to move

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Show passion for the subject Establish a classroom routine Listen to your students’ suggestions to make transitions and class go smoother Encourage Group Work Establish a method of collecting and distributing materials effectively

Indicators

Dos

Don’ts ● Avoid establishing a procedure for collecting materials or a routine in the class ● Only give students individual work ● Get off topic or off task ● Let guests be off task and have nothing to do Examples: ● There are long lines for materials and supplies ● A considerable amount of time is spent off task

2d - Managing Student Behavior ● Monitor student behavior ○ Eyes in the back of head ● Respond to student misbehavior ○ Try to figure out why they are not behaving Indicators ○ Clear standards of conduct, possibly posted, and possibly referred to during a lesson ■ Teacher needs to have a misbehavior plan in place ■ Students need to know the consequences when they act out ○ Teacher needs to reinforce positive behavior ○ Absence of acrimony (ill feeling) between teacher and student concerning behavior ○ Beware of student conduct ● Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct. Good example: When the teacher walks over to a group of students or gives a student a certain look and they know to stop talking amongst themselves or fidgeting and pay attention.

2e - Organizing Physical Space ● The classroom should be physically safe and accessible to students with special needs ● The set up should allow activities and appropriate interaction for learning opportunities ● Technology should be available and used Do’s: ● Allow students to manipulate their own environment to help their learning ● Accommodate the environment for students with special needs

● Use technology and other resources in the classroom and make those resources available to students Ex. Students ask if they can move the seats to have a small group discussion Ex. Students suggest a whiteboard activity Don’ts: ● Have physical hazards ● Many students are unable to see/use the resources ● Technology is available but ever used ● Ex. Desks are set up in rows that only allow a lecture setting and are never changed ● Ex. Exposed, hazardous wires...