Charlotte DanielsonA Framework for Teaching

Domain 2

Framework Focus

Domain 1

Planning and Preparation

What a teacher knows and does in preparation for engaging students in learning.

Domain 2The Classroom Environment

What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.

✓Domain 4

Professional Responsibilities Professional responsibilities and behavior in and out of the classroom.

Domain 3Instruction

What a teacher does to cognitively engage students in the content.

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The Framework for Teaching Charlotte Danielson

Constructivist Approach

• “…all human beings-adults as well as children-it is the learner who does the learning.”

• “People remember an experience based on what their pre-existing knowledge and cognitive structures allow them to absorb-regardless of a teacher’s intentions or the quality of an explanation.”

• “…the activities…must be “minds on”.

• The Framework for Teaching is based upon this approach.

http://www.thirteen.org/edonline/concept2class/constructivism/

Remember this saying…

• “People will forget what you said. People will forget what you did, but people will never forget how you made them feel”.

• -Maya Angelou

• “When students remember their teachers in years later, it is often for the teacher’s skill in Domain 2.”

Domain 2The Classroom Environment

-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

• Domain 2 is all about the various ways that teachers create a classroom environment that promotes learning. It is “demonstrated principally through a teacher’s interaction with students.” Domain 2…”set(s) the stage for all learning.”

2a: Creating an Environment of Respect and Rapport

• Teacher interaction with the students• Student interaction with other students• “Students feel respected by the teacher and

their peers, they believe that the teacher cares about them and their learning.”

• “Students themselves will ensure standards of civility”.

What response would you give?

• If a student offers an idea, or a response to a teacher’s question that is so far off base as to promote laughter from the other students?

http://www.youtube.com/watch?v=44GzGk75vb0

Classroom Icebreakers

http://712educators.about.com/cs/icebreakers/a/icebreakers.htm

Ideas for Working Cooperatively

2b: Establishing a Culture for Learning

• “A “culture for learning” refers to the atmosphere in the classroom and reflects the importance of the work undertaken by both students and teachers”.

• Classroom characteristics include:• “high energy”• It’s “cool” to be smart, and good ideas are valued• It’s safe to take risks• Students “believe that their teacher has a high

regard for their abilities”.

2b: Establishing a Culture for Learning

• If we truly believe…• All children can and will learn• Parents want and deserve the best education

for their children; deserving our full support in the co-education of their children

• We are all learners – teachers and students alike

Honor Roll Assembly?

• Student recognition for academic achievement

Teacher Channel

https://www.teachingchannel.org/videos/establish-classroom-culture

What is a “Positive Classroom Climate”?

• Classroom climate refers to the prevailing mood, attitudes, standards, and tone that you and your students feel when they are in your classroom.

• A negative classroom climate can feel hostile, chaotic, and out of control.

• A positive classroom climate feels safe, respectful, welcoming, and supportive of student learning.

To create a positive climate for your classroom, focus on the following three “pieces” of the

classroom climate “pie:”

Develop Classroom Rules

• Develop and reinforce classroom rules and norms that clearly support safe and respectful behavior. Having classroom rules helps you create a predictable, safe learning environment for your students. Rules give your students clear boundaries and opportunities to practice self-regulation and make good choices. When students feel safe and respected both emotionally and physically, they are able to focus better on learning.

Promote Positive Peer Relationships

• You want to create an environment where your students support and are kind to one another. Some ways you can do this are:

• Notice and reinforce casual positive interactions between students on a daily basis.• Deliberately plan relationship-building activities and games that encourage positive

interactions. These can be long-term projects, or short and simple games designed for students to get to know each other better.

• Pay attention to the social dynamics of your classroom. Do some students have trouble making friends? Do some students have trouble getting along with others? Who has a lot of friends? Who has few friends? Interviewing your students one-on-one can help you identify students that have stronger or weaker social connections. This can inform your seating arrangements, guide your grouping and pairing decisions, and assist you in helping students form new networks of friends.

• Have class meetings. Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them. You and your students can get to know each other better and build relationships through open discussions on subjects like: Following Rules, How to Get Help, Including Others, Solving Problems, etc. This helps create a positive classroom climate built on trust and respect.

“Issue” Box

Idea Day

http://www.rockawave.com/news/2013-02-01/Community/Idea_Day_At_PS_207__What_A_Great_Idea.html

Idea Day

Spirit Week

Around the United States Door Decorating Contest

Wisconsin

Nurture positive relationships with all students

• You need to let your students know that you not only care about their progress in the classroom, you also care about them as human beings. Some ways you can do this are:

• Greet your students by name every time they walk in the door. This lets them know that you notice and care that they are there.

• Use warm, inclusive behaviors with your face, body and words each day. Smile! Ask, “How are you feeling?” Look at your students. Notice and reinforce their positive behaviors with encouraging words.

• Ask your students personal questions that will help you get to know them and what’s happening in their lives outside of school. “How was your soccer game last night?” “Is your grandma feeling better?”

• Notice changes in students’ physical and emotional behaviors. Changes may indicate a student is in need of additional emotional support. Provide or find support for that student as needed.

• Spend and keep track of individual time with each one of your students over a set duration (such as each month).

ABC News: What makes a great Teacher?

http://www.youtube.com/watch?v=7bIQ4-3XSxU

2c: Managing Classroom Procedures

• Students themselves…”will take the initiative in implementing, or even improving, the routines and procedures.”

• “materials and supplies are well managed.”• Routines are established for every operation in

the classroom (i.e., paper distribution)• School emergency procedures

2c: Managing Classroom Procedures

http://www.communication4all.co.uk/http/ClassroomBasics.htm

Sparklebox

http://www.sparklebox.co.uk/

The Teacher’s Corner

http://www.theteacherscorner.net/teacher-resources/teachhelp.php

2d: Managing Student Behavior

• Students themselves…”will ensure compliance with the standards of conduct.”

• “As any parent knows, children are not born being nice to one another.”

2d: Managing Student Behavior

• What are administrators looking for?• Grouping strategies• Classroom rules and procedures posted and in age-appropriate language• Student-developed behavior rubrics• Student surveys• Student voice and engagement• Student attendance• Classroom observations• Teacher/student tone of voice when interacting• Discipline referrals• Parent feedback• Students’ overt level of confidence• Feedback to students• Students’ ability to explain classroom procedures• Ratio of positive to negative comments by teacher or students• Students’ treatment of classroom’s physical environment and learning materials• Students feedback to peers regarding their performance or work products• Teacher’s involvement with school-based teams related to behavior interventions• Student incentive program• Use of school-wide systems to support positive behaviors• Students’ ability to verbalize the consequences for misbehavior

NYC DOE Discipline Code

http://schools.nyc.gov/nr/rdonlyres/f7da5e8d-c065-44ff-a16f-55f491c0b9e7/0/disccode20122013final.pdf

Conduct Card

NYC DOE Policy on Social Media

http://schools.nyc.gov/NR/rdonlyres/BCF47CED-604B-4FDD-B752-DC2D81504478/0/DOESocialMediaGuidelines20120430.pdf

Teacher Roles

• “Teachers who excel in Domain 2…never forget their proper role as adults, so they don’t try to be pals.”

• “Students regard them as a special sort of friend, a protector, a challenger, someone who will permit no harm.”

2e: Organizing Physical Space

• Students themselves…”may make suggestions for how the room arrangement could better support their learning.”

• Classroom must be safe – no dangling wires• This will be interesting for those who travel

from class-to-class with a rolling cart.

Physical Environment Includes:

• Desk Arrangements• Student Placement• Classroom Decoration• Music in the classroom

Pinterest

• Classroom Layout and Design• Classroom-set-up-desk-arrangements• Classroom set up ideas• Classroom Arrangements• Classroom arrangement ideas• Classroom organization and arrangement

ideas• Classroom decorating ideas

Scholastic Classroom Set-up

http://teacher.scholastic.com/tools/class_setup/

Student Placement

• Place easily distracted students away from each other, doorways, windows and areas of high traffic.

• Preferably, place to one side of the classroom, close to the front.

• An inclusive classroom should place students in areas of the class best suited to their needs.

The Classroom Architect

http://classroom.4teachers.org/

Classroom Decoration

• Students like to see their work displayed.• Class-made posters help students develop a

sense of belonging.• Make the environment inviting