2b: Establishing a Culture of Respect and Rapport

A “culture for learning” refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. The classroom is characterized by high cognitive energy, by a sense that what is happening there is important, and by a shared belief that it is essential, and rewarding, to get it right. There are high expectations for all students; the classroom is a place where the teacher and students value learning and hard work.

Teachers who are successful in creating a culture for learning know that students are, by their nature, intellectually curious, and that one of the many challenges of teaching is to direct the students’ natural energy toward the content of the curriculum. They also know that students derive great satisfaction, and a sense of genuine power, from mastering challenging content in the same way they experience pride in mastering, for example, a difficult physical skill.

Part of a culture of hard work involves precision in thought and language; teachers whose classrooms display such a culture insist that students use language to express their thoughts clearly. An emphasis on precision reflects the importance placed, by both teacher and students, on the quality of thinking; this emphasis conveys that the classroom is a business-like place where important work is being undertaken. The classroom atmosphere may be vibrant, even joyful, but it is not frivolous

Danielson, C. 2013

Artifact 2b-1

Literacy Summative Evaluation

This is an Evaluation from my Literacy Practicum. I highlighted a specific observation that my instructor had made regarding domain 2. I was given the opportunity in this class to teach students via zoom about Literacy. At the beginning of this lesson, I made it a point to establish having a good attitude and being respectful as part of my expectations. I made it a priority to point out to one of my students that I had clearly outlined my expectations and that I was talking. By doing this I was being firm on the attitude and respect I expected in my classroom and maintaining a place where those expectations would be established for their benefit as well. My goal in this was to make sure that my classroom environment was a respect and joyful place for all of my students where they can grow and enjoy learning together.

Artifact 2b-2

Reading Lesson Plan 10/5 3.0.docx

Reading Lesson Plan

This was a reading lesson that I had the privilege to teach to my students this semester. At the beginning of my lesson instead of telling my students the expectations, I was able to facilitate a discussion about them. I made the point to share with my students that I respect each of them very much and will do my best to make sure that I don't talk while they are talking because I care about them. I then discussed that I would hope that they would do the same for me as well as the classroom. I believe that as educators it is our responsibility to make sure that we clearly teach students why we ask and have them engage in the activities that they do. Doing this will ensure that students truly understand why they are being asked to engage in certain behaviors.

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