Domain 2 The Classroom Environment

1. Domain 2The Classroom Environment Wall Township Public Schools New Teacher Orientation 2013-2014

2. Objective The learner will use the components of Domain 2 in Charlotte Danielson’s Framework for Teaching to apply instructional techniques that will promote a positive, efficient learning environment and foster a culture of productivity in the classroom.

3. The Components of Domain 2 1. Creating an Environment of Respect and Rapport RELATIONSHIPS 2. Establish a Culture for Learning RIGOR AND RELEVANCE 3. Managing Classroom Procedures ROUTINES 4. Managing Student Behavior RULES AND RESPECT 5. Organizing Physical Space

4. Creating an Environment of Respect and Rapport • Teacher interaction with students • Check-in with your students as they enter the classroom. • Learn and use all of your students’ names. • Make an effort to speak to every student every day. • Make a connection, build a rapport, remember your role. • Sarcasm is not an effective form of communication. • Be polite! Expect your students to be polite. • Student interaction with students • Encourage positive kind interactions among students. • Expect your students to be polite to one another. • Eye-rolling, snickering and sarcasm among students should not be tolerated.

5. Establishing a Culture for Learning • Importance of Content • Show enthusiasm for what you are teaching. • Highlight the relevance of the content. • Help students to make connections to why they are learning the content. • Expectations for Learning and Behavior • Ensure that your students know that although academic expectations are high, they are capable of reaching them. • Send the message that while the work in the classroom is challenging, students are able to achieve if they work hard. • Student Pride in Work • Effort and persistence is expected and recognized. • All students are expected to participate in all activities.

6. Managing Classroom Procedures • Management of Instructional Groups • Teach students how to work independently in groups with little supervision from the teacher. • Provide students with procedures that are specific, concrete, sequential, and observable when working in groups. • Management of Transitions • Ensure that students “know the drill” to minimize loss of instructional time due to transitions. • Provide students with procedures that allow students to move from one activity to another seamlessly.

7. Managing Classroom Procedures (cont.) • Management of Supplies • Have all necessary supplies on hand for every activity, every time. • Establish clear routines for distribution and collection of materials. • Performance of Non-Instructional Duties • Become a master of multi-tasking. • Non-instructional duties should never take away from instructional time. • Empower students to take a role in these duties with minimal supervision.

8. Managing Student Behavior • Expectations • Establish clear expectations for behavior. • Consistently reinforce with established consequences. • Keep rules to minimum. • Monitoring Behavior • Circulate. • Use proximity. • Be aware. Be preventative. Be consistent. • Response to Misbehavior • Positive Framing to address and correct misbehavior • Emotional Constancy – QTIP – Earn their trust by remaining in control. • Avoid acrimony between teacher and student.

9. Have a plan! What will it look like in your classroom? Use the Classroom Procedures Worksheet to complete the activity. Work with your group members to jot down a plan to implement each procedure/policy. Be prepared to share with the group.

10. Closure Exit Pass List 1-3 ideas that you learned from today’s presentation and explain how you will implement them in your classroom within the first few days of school.