Danielson’s Framework for Teaching: An Overview

1. Danielson’s Framework for Teaching: An Overview DOMAIN 2 EDU 325 Practicum I

2. DOMAIN 2 – The Classroom Environment • Relates to the social and emotional components of learning. • Focuses on the human interactions in the classroom and addresses issues like fairness and rapport. • It also looks at the physical setting in which teaching and learning take place. • Recognizes that RESPECT should be the foundation of all interactions with students.

3. Domain 2has 5 components • 2a: Creating an environment of respect and rapport • 2b: Establishing a culture for learning • 2c: Managing classroom procedures • 2d: Managing student behavior • 2e: Organizing physical space

4. Component 2a: Creating an environment of respect and rapport • Teaching depends on the quality of relationships in the instructional setting. • An essential teaching skill is managing relationships with and among students and keeping them positive and supportive. • Getting to know students allows the teacher to interact with them as individuals. • Effective teachers are culturally competent and treat all students with dignity and respect.

5. Strategies for establishing rapport • Teacher maintains eye contact while listening and conversing with students. • Teacher has a sense of humor. • Teacher demonstrates traits of genuine concern, warmth, and sincerity toward students. • Teacher acknowledges the traditions and cultures of students from differing backgrounds. • Teacher greets students as they enter school or classroom. • Teacher maintains appropriate proximity to students.

6. Elements of 2a • Teacher interaction with students • Student interactions with other students

7. Demonstrating proficiency • Teacher interactions with students demonstrate caring and respect. • Interactions demonstrate respect for the students’ cultures. • Students demonstrate respect for the teacher. • Student interactions with one another are polite and respectful.

8. Component 2b: Establishing a culture for learning • “A culture for learning” reflects the importance of the work to both students and teacher. • It describes the tone of the class – it is cool to be smart. • Both teachers and students take pride in their work. • It includes high expectations for all students. • It provides a safe environment for taking risks. • Should be school-wide, but if it isn’t, you are still responsible for your classroom.

9. Strategies for establishing culture • Teacher models fairness by calling on all students and making sure each student gets a turn. • Teacher ensures access to learning for all students, makes modifications, and arranges for equality in seating and grouping. • Teacher implements school and classroom rules fairly and consistently. • Teacher values diversity as demonstrated by positive comments to all students and use of appropriate posters, bulletin boards and materials. • Teacher listens to students and responds appropriately and equitably. • Teacher treats students with respect and encourages them to respect each other.

10. Strategies for high expectations • Teacher gives students encouraging comments, remarks, and gestures to help students meet higher standards of performance. • Teacher demonstrates enthusiasm for subject or process being explored by students. • Teacher reminds students of their past successes and helps them set interesting and challenging goals for future endeavors. • Teacher demonstrates confidence in the abilities of students and lets them know that they will perform well.

11. Elements of 2b • Importance of the content • Expectations for learning and achievement • Student pride in work

12. Demonstrating proficiency • Teacher demonstrates enthusiasm for the content. • Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for student achievement. • Students value the content and demonstrate pride in their work.

13. Component 2c: Managing classroom procedures • Teachers must develop procedures for the smooth operation of the classroom and efficient use of time. • Teachers must manage non-instructional duties without losing valuable instructional time. • Resources and materials must be ready at hand and disseminated efficiently. • Instructional groups must be well-planned. • Transition times must be organized. • Emergency procedures must be clear.

14. Elements of 2c • Management of instructional groups • Management of transitions • Management of materials and supplies • Performance of non-instructional duties • Supervision of volunteers and paraprofessionals

15. Demonstrating proficiency • Small-group work is well organized and productive. • Students remain engaged in learning with little supervision. • Teacher manages transitions smoothly with little loss of instructional time. • Routines are established for handling materials and supplies efficiently. • Non-instructional duties are handled efficiently without losing significant instructional time.

16. Component 2d: Managing Student Behavior • Managing student behavior should be a proactive process. • Student conduct improves if students have a role in setting and maintaining standards. • Understanding and defusing classroom conflict begins with understanding intent. • Students may misbehave for several reasons: • Camouflaging lack of preparedness or comprehension • Lack of interest in the lesson or task • Poorly developed social skills

17. Characteristics of a Well-Run Classroom • Expectations are clear to everyone and usually are posted in the classroom. • Standards of behavior are appropriate to the developmental levels of the students and consistent with cultural norms. • Expectations are applied consistently – no favoritism. • The teacher is always aware of what is going on in the classroom – “eyes in the back of the head.”

18. Characteristics of a Well-Run Classroom • The teacher refrains from losing his or her temper (or hides it at least) – “hide your buttons.” • The teacher’s response to misbehavior or inappropriate conduct is directed at the behavior rather than at the student. • Necessary responses to inappropriate conduct occur with minimal disruption to the classroom. • Students are encouraged to monitor their own behavior.

19. Strategies for managing behavior • Teacher has posted rules and consequences of classroom behaviors. These are limited in number and stated positively. Students are given a chance to help formulate rules. • Teacher utilizes cues, prompts, body proximity, and redirection in attempts to prevent inappropriate behaviors. • Teacher is fair and consistent in managing classroom behaviors. • Teacher addresses issues promptly with immediate feedback or consequences. • Teacher has standards of classroom behavior which include a sense of respect for students as people.

20. Elements of 2d • Expectations • Monitoring of student behavior • Response to student misbehavior

21. Demonstrating proficiency • Standards of conduct are clear to all students, and students have helped develop them as possible. • Teacher is alert to student behavior at all times and is preventive whenever possible. • Teacher responds to misbehavior appropriately and successfully while demonstrating respect for the dignity of the students.

22. Component 2e: Organizing Physical Space • The physical environment will vary depending on level and style of learning. • It must be safe – no dangling cords, blocked exits, etc. • It must be accessible for all students – good traffic flow and access to important areas of the room. • It should reflect the activities taking place – lecture, collaboration, etc. • The teacher should have good command of all resources and equipment/technology available.

23. Strategies for managing space • Teacher makes furniture and room arrangement with students' safety as a primary concern (aisle ways clear, easy access to exit door, cords used properly, no leaning stacks of heavy books or boxes, etc.). • Teacher arranges room to facilitate different groupings, activities, and accommodate students with special needs. • Teacher displays students' work and appropriate bulletin boards. • Teacher has a clean, attractive, non-cluttered working environment. • Teacher may have established traffic patterns. • Teacher can visually scan class and see all students at all times while they are in classroom. All students can see the teacher and boards.

24. Elements of 2e • Safety and accessibility • Arrangement of furniture and use of physical resources

25. Demonstrating proficiency • The classroom is safe, and learning is equally accessible to all students. • Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities.

26. Fairness • As we discuss fairness, it is important for us to understand some terminology that could lead teachers into “unfair” practices. • This includes things like playing favorites, asking only some students to respond to questions, making comments about students that are demeaning and/or stereotyping.

27. Let’s Define Some Terms • Discrimination occurs when an individual is singled out for unfair treatment primarily because of his or her group membership. • Prejudice is a feeling or an attitude, discrimination is an action. A person can be prejudiced without discriminating, while another can discriminate without being prejudiced. • Can you think of an example of discrimination that could happen in a classroom?

28. More Terms…. • Ethnocentrism is characterized by the belief that one’s group is superior to all others and the tendency to use the values of one’s group to judge others. Differences in others are frequently interpreted as weaknesses. • This factor has caused Americans to display arrogant and obnoxious behaviors abroad, thereby earning the title “Ugly American.” • What would be an example of ethnocentrism?

29. More Terms…. • Institutional Discrimination differs from individual discrimination in that the former is built into the system and therefore does not require racists or prejudiced people to perpetuate it. • An example?

30. More Terms…. • Prejudice is a prejudgment about the value and worth of others on the basis of their differences. Prejudice is often described as a feeling or an attitude. • An example?

31. Last of the Terms…. • Stereotypes are rigid generalizations that are held about a particular group. All members belonging to that group are then judged by these generalizations. • An example?