Danielson domain2

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Danielson domain2

  1. 1. Charlotte Danielson A Framework for Teaching Domain 2
  2. 2. Framework Focus Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. ✓ Domain 4 ProfessionalResponsibilities Professional responsibilities andbehavior in andoutoftheclassroom. Domain 3 Instruction Whatateacher doestocognitively engage studentsinthecontent. • The Framework for Teaching Charlotte Danielson
  3. 3. 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/
  4. 4. 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.”
  5. 5. Domain 2 The 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
  6. 6. • 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.”
  7. 7. 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”.
  8. 8. 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?
  9. 9. http://www.youtube.com/watch?v=44GzGk75vb0
  10. 10. Classroom Icebreakers http://712educators.about.com/cs/icebreakers/a/icebreakers.htm
  11. 11. Ideas for Working Cooperatively
  12. 12. 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”.
  13. 13. 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
  14. 14. Honor Roll Assembly? • Student recognition for academic achievement
  15. 15. Teacher Channel https://www.teachingchannel.org/videos/establish-classroom-culture
  16. 16. 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.
  17. 17. To create a positive climate for your classroom, focus on the following three “pieces” of the classroom climate “pie:”
  18. 18. 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.
  19. 19. 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.
  20. 20. PS/MS207Q Generosity Day Thursday, February 14, 2013 $1.00 “Dress in a Red Shirt” Day All proceeds to benefit the “Stars for Hope” after-school program in Howard Beach. This year to celebrate Valentines Day, we will celebrate “Generosity Day” at PS/MS207! All students and staff are asked to celebrate Generosity Day in our school. The idea is to embrace the idea of doing small acts of kindness in a pay-it-forward structure. When someone does something kind for you, put his or her name on a slip provided by your teacher, and put it in the Generosity Day collection bag. Each teacher will draw 1 name from his/her class to choose a book from our recent Scholastic Book donation as a prize. What can you do to celebrate Generosity Day in our school? Some suggestions include: 1. Being extra nice to people 2. Holding the door for others 3. Helping a student, teacher or staff member 4. Any little gesture that can make a difference in the life of another member of our school community.
  21. 21. “Issue” Box
  22. 22. Idea Day http://www.rockawave.com/news/2013-02-01/Community/Idea_Day_At_PS_207__What_A_Great_Idea.html
  23. 23. Idea Day
  24. 24. Spirit Week
  25. 25. Around the United States Door Decorating Contest
  26. 26. Wisconsin
  27. 27. 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).
  28. 28. ABC News: What makes a great Teacher? http://www.youtube.com/watch?v=7bIQ4-3XSxU
  29. 29. 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
  30. 30. 2c: Managing Classroom Procedures http://www.communication4all.co.uk/http/ClassroomBasics.htm
  31. 31. Sparklebox http://www.sparklebox.co.uk/
  32. 32. The Teacher’s Corner http://www.theteacherscorner.net/teacher-resources/teachhelp.php
  33. 33. 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.”
  34. 34. 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
  35. 35. NYC DOE Discipline Code http://schools.nyc.gov/nr/rdonlyres/f7da5e8d-c065-44ff-a16f-55f491c0b9e7/0/disccode20122013final.pdf
  36. 36. Conduct Card
  37. 37. NYC DOE Policy on Social Media http://schools.nyc.gov/NR/rdonlyres/BCF47CED-604B-4FDD-B752-DC2D81504478/0/DOESocialMediaGuidelines20120430.pdf
  38. 38. 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.”
  39. 39. 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.
  40. 40. Physical Environment Includes: • Desk Arrangements • Student Placement • Classroom Decoration • Music in the classroom
  41. 41. 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
  42. 42. Scholastic Classroom Set-up http://teacher.scholastic.com/tools/class_setup/
  43. 43. 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.
  44. 44. The Classroom Architect http://classroom.4teachers.org/
  45. 45. Classroom Decoration • Students like to see their work displayed. • Class-made posters help students develop a sense of belonging. • Make the environment inviting

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