Unit 1: Classroom Environment

1.1 Danielson Domain Connection

Domain 2 The Classroom Environment

• 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
• 4a Reflecting on teaching

1.2 Objective

The learner will be able to analyze their own classroom by evaluating its current condition. The learner will be able to identify one strategy that they can incorporate into their existing classroom management plan.

1.3 Guiding Questions

1. What is the nature of the interactions between teacher and students? Among students?
2. How does the teacher convey expectations?
3. To what extent are the rituals and procedures effective?
4. How do the routines and procedures impact the use of instructional time?
5. Do the students exhibit excitement and enthusiasm for the standard, topic or skill?
6. Does the environment reflect current content or skills through displays or artifacts?

1.4 Topic Information

The learning environment has to do with both the tone and operation of the classroom.

The learners are influenced by what they...

• HEAR: flowing water can be relaxing, voice control, routine sounds, music
• SEE: blue and greens have a calming and alert effect, natural light, encourage the use of color in mind mapping activities, post visuals on the wall, post affirmation posters in the 1st person
• SMELL: Mental alertness enhancers are cinnamon, peppermint, lemon
• TASTE: Offer healthy food choices (if needed) and opportunities to drink plenty of water
• BREATHE: Plants can enhance the air-quality of your classroom but also to remember to open windows for some fresh air!

Managing the Environment

• Provide students with their own space
• Designate common group areas and display spaces
• Managing papers and materials (in/out folders, bin with week's assignments, assign student manager, color-code, hold students responsible)
• Practice rituals and routines (entering and exiting) as well as movement transitions
• Have a well-established management plan that you review at the end of each year! (Usually handed in to administrators at the beginning of new school year)

Time Killer	Time Saver
Repeating directions	Ask 3(students) then as me!
Passing out papers	arrange papers in alphabetical order and seat students accordingly, color-code baskets, create student helpers
Collecting papers	designate specific container, identify student helper, ask students to place in bin on the way out

1.5 Activity

Focusing on classroom management in this activity, identify your classroom management plan. What are positive and negative consequences you offer students? Have you established how your students enter and exit the classroom? Do your students understand and follow expectations that you have each day? For every negative call home, do you make a positive call too?

Watch the following video on the Top 10 Proven Classroom Management Tips for Teachers: https://www.youtube.com/watch?v=0XUTdaQIdKI

1.6 Reflection

1. Obtain your behavior and/or classroom management plan. Are there areas that need to be modified or enhanced?
2. What is one strategy that you do well already?
3. What is one strategy that you can try? Reflect upon its effectiveness.

Things to REMEMBER:

Differentiated classrooms have multidimensional environments because...
students simultaneously engage in various activities, the noise level is higher with constructive busy noise, students move from one area to another and there are numerous conversations taking place! (Chapman & King, 2008, p 31).

Extra Resources

The Key to Classroom Management http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx

Classroom Management Tips and Strategies for Middle School https://www.youtube.com/watch?v=vvlR7o81x2Q

Unit 2: Assessment Strategies Or back to main page Jennifer Legzdin