CLASSROOM ENVIRONMENT
FIRST THINGS FIRST: SEPTEMBER (Domain 2a and 2d)
While I recognize in my logical brain that all four of Danielson’s domains contribute to great teaching, it is within the second domain, that of creating a successful Classroom Environment, that I feel my focus pulled most naturally. It is within this piece of the framework for teaching that I work to create what greets the students every time they step through the doors into my classroom. It is my opportunity to make a first impression that tells them they will be valued here, and they will learn here.
This first impression will begin outside of the confines of my classroom, and I hope that I greet my students in the hallway beyond that first week of school. Stepping out of my four walls into the fray of the busy middle and high school hallway tells my students that I can meet them where they are, literally and figuratively. I like to spend more than one day, preferably a whole week or month if the schedule allows, establishing our classroom community. I do this by playing name games and doing team building exercises, so that we all know each other. A student interest inventory has always been important to me, and I feel it’s impossible for me to teach a student well if I do not know what his or her passions are outside of my classroom, what their family and home are like, who their friends are and what drives their interest (or lack thereof.) To address their individual learning needs, I will need to have more than a surface understanding of who each student is. I feel that this is a mutual situation, and for me to expect my students’ respect, they must know more about me. Respect will be a number one priority in my classroom, and I will always model it as well as hope for it in return.
By knowing my students’ interests, I hope to be able to craft my instruction to have whatever will “hook” them and excite them about learning. I want my students to be excited about what we are learning, and by fostering their curiosity and encouraging their exploration of a subject, I hope that they will feel my classroom is a safe place to develop and express their points of view. Feeling respected and knowing they are allowed to disagree can empower middle schoolers to develop an interest in a new topic. When I begin a unit, I sometimes take an informal poll of students’ predictions or guesses about a topic. I ask them to explain their thinking, and often find myself saying, “Yes, I can see that.” Even if that’s not where the lesson is leading, I like to acknowledge alternate possibilities and encourage them to reflect and think critically. Displaying exemplary student work will give them ownership of assignments and allow them to take pride in a job well done.
I like to focus on this process of "setting the stage" at the beginning of each year, so that students will be clear on my expectations. By keeping the daily schedule on the board and following a daily structure in which students know exactly what to do when they enter my room (e.g., a “Write Now” activity of reading and analyzing a short informational text) they will be on their way to success. Students will have to take a pass to use the bathroom, which will only be tolerated at the very beginning and very end of the class, and only for emergencies. Students will know how to keep their homework assignments in a planner, how to track assignments in PowerSchool and know what their grade is at any given point, how and where to turn papers and homework in, and how to keep their work organized. Investing them in the upkeep and organization of their work, and keeping them aware of what assignments are outstanding or upcoming, gives them ownership ad makes them responsible for their eventual grade in a way that is never out of their reach.
Managing student behavior is a challenge, and one that I hope to meet with a positive spin. I hope to maintain a focus on praise and not criticism, and not let myself or my students get bogged down by negative cycles of behavior. I realize that this might be a lofty goal, but I feel strongly that laying the groundwork and building a solid foundation will allow me to grow a strong system of learning in which all stakeholders can succeed. I do not want to write down names of badly behaving students, nor do I want to call home repeatedly. I’d like to establish open communication with parents, but I’d like to give a bad student a warning that I will call home in a week if things don’t turn around. I hope that by giving praise and focusing on the positive, I can do that. If a reward system is warranted, I will not be the first teacher to cave into it, nor the last.
Organizing the physical space of my classroom is the piece of this domain that is a challenge to me. I feel prepared to succeed in a classroom that has lots of color, light, plants, and, when appropriate, music. Inspirational and historical posters as well as student work will grace the walls. Regarding desks and chairs, at the beginning of the year they will be arranged to facilitate getting to know each other and learn names. After that, they will be grouped to allow an ever-changing and heterogeneous arrangement of students that fosters collaboration and teamwork, as well as mentorship peer-to-peer review. I like to mix things up and keep students on their toes, and my hope that is I can navigate their topsy-turvy friendships throughout the year while allowing them to work together in a variety of ways. Organizing the students in efficient pairs and threes and fours will allow for a variety of classroom learning experiences.
Every element of this domain is crucial to successful teaching, but to me, if I manage to create a classroom environment of respect and rapport, it will be the brick on which everything else is built. Students need to know they are safe, valued, appreciated and respected. They should feel able to express themselves, explore new things, take risks and guesses, and learn from and with each other. This first step will allow for the subsequent steps, and altogether these elements of my ideal classroom environment will enhance my ability to teach well, and my students’ ability to learn.
While I recognize in my logical brain that all four of Danielson’s domains contribute to great teaching, it is within the second domain, that of creating a successful Classroom Environment, that I feel my focus pulled most naturally. It is within this piece of the framework for teaching that I work to create what greets the students every time they step through the doors into my classroom. It is my opportunity to make a first impression that tells them they will be valued here, and they will learn here.
This first impression will begin outside of the confines of my classroom, and I hope that I greet my students in the hallway beyond that first week of school. Stepping out of my four walls into the fray of the busy middle and high school hallway tells my students that I can meet them where they are, literally and figuratively. I like to spend more than one day, preferably a whole week or month if the schedule allows, establishing our classroom community. I do this by playing name games and doing team building exercises, so that we all know each other. A student interest inventory has always been important to me, and I feel it’s impossible for me to teach a student well if I do not know what his or her passions are outside of my classroom, what their family and home are like, who their friends are and what drives their interest (or lack thereof.) To address their individual learning needs, I will need to have more than a surface understanding of who each student is. I feel that this is a mutual situation, and for me to expect my students’ respect, they must know more about me. Respect will be a number one priority in my classroom, and I will always model it as well as hope for it in return.
By knowing my students’ interests, I hope to be able to craft my instruction to have whatever will “hook” them and excite them about learning. I want my students to be excited about what we are learning, and by fostering their curiosity and encouraging their exploration of a subject, I hope that they will feel my classroom is a safe place to develop and express their points of view. Feeling respected and knowing they are allowed to disagree can empower middle schoolers to develop an interest in a new topic. When I begin a unit, I sometimes take an informal poll of students’ predictions or guesses about a topic. I ask them to explain their thinking, and often find myself saying, “Yes, I can see that.” Even if that’s not where the lesson is leading, I like to acknowledge alternate possibilities and encourage them to reflect and think critically. Displaying exemplary student work will give them ownership of assignments and allow them to take pride in a job well done.
I like to focus on this process of "setting the stage" at the beginning of each year, so that students will be clear on my expectations. By keeping the daily schedule on the board and following a daily structure in which students know exactly what to do when they enter my room (e.g., a “Write Now” activity of reading and analyzing a short informational text) they will be on their way to success. Students will have to take a pass to use the bathroom, which will only be tolerated at the very beginning and very end of the class, and only for emergencies. Students will know how to keep their homework assignments in a planner, how to track assignments in PowerSchool and know what their grade is at any given point, how and where to turn papers and homework in, and how to keep their work organized. Investing them in the upkeep and organization of their work, and keeping them aware of what assignments are outstanding or upcoming, gives them ownership ad makes them responsible for their eventual grade in a way that is never out of their reach.
Managing student behavior is a challenge, and one that I hope to meet with a positive spin. I hope to maintain a focus on praise and not criticism, and not let myself or my students get bogged down by negative cycles of behavior. I realize that this might be a lofty goal, but I feel strongly that laying the groundwork and building a solid foundation will allow me to grow a strong system of learning in which all stakeholders can succeed. I do not want to write down names of badly behaving students, nor do I want to call home repeatedly. I’d like to establish open communication with parents, but I’d like to give a bad student a warning that I will call home in a week if things don’t turn around. I hope that by giving praise and focusing on the positive, I can do that. If a reward system is warranted, I will not be the first teacher to cave into it, nor the last.
Organizing the physical space of my classroom is the piece of this domain that is a challenge to me. I feel prepared to succeed in a classroom that has lots of color, light, plants, and, when appropriate, music. Inspirational and historical posters as well as student work will grace the walls. Regarding desks and chairs, at the beginning of the year they will be arranged to facilitate getting to know each other and learn names. After that, they will be grouped to allow an ever-changing and heterogeneous arrangement of students that fosters collaboration and teamwork, as well as mentorship peer-to-peer review. I like to mix things up and keep students on their toes, and my hope that is I can navigate their topsy-turvy friendships throughout the year while allowing them to work together in a variety of ways. Organizing the students in efficient pairs and threes and fours will allow for a variety of classroom learning experiences.
Every element of this domain is crucial to successful teaching, but to me, if I manage to create a classroom environment of respect and rapport, it will be the brick on which everything else is built. Students need to know they are safe, valued, appreciated and respected. They should feel able to express themselves, explore new things, take risks and guesses, and learn from and with each other. This first step will allow for the subsequent steps, and altogether these elements of my ideal classroom environment will enhance my ability to teach well, and my students’ ability to learn.
CURIOSITY• Model it
• Encourage it • Look for it |
RESPECT• Give it
• Expect it |
HARD WORK• Expect it
• Require it • Grade it |
