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2a. Creating an Environment of Respect and Rapport
An essential skill of teaching is that of managing relationships with students and ensuring that relationships among students are positive and supportive. Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interactions they encourage and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel valued, safe, and comfortable taking intellectual risks. They do not fear put-downs or ridicule from either the teacher or other students. “Respect” shown to the teacher by students should be distinguished from students complying with standards of conduct and behavior.
The elements of component 2a:
- Teacher interactions with students, including both words and actions
- Student interactions with other students, including both words and actions
Document Description:
- This is a poster that is on the wall of one of my mentor teachers. She uses this poster as a reminder of the standards in her classroom. It helps the students remember that they need to be treated with respect and that they need to treat others with respect. These are concepts and principles that she implements in her classroom to make sure that each student is in a loving and learning environment.
Document Description:
- This is a poster that another teacher had in her classroom. She was the teacher in the DACC room where each of the students had some form of learning disability. They often had low self-esteem and got frustrated easily when they could not grasp a concept. She has implement that they need to treat themselves with respect by changing how they think about themselves.
2b. Establishing a Culture for Learning
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 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. 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.
The elements of component 2b:
- Importance of the content and of learning
- Expectations for learning and achievement
- Student pride in work
Document Description:
- This is directly from the Temple View Elementary School website. The school has decided to make all of this information public and transparent for the parents and students of the school. They focus on the necessity of understanding the content and learning. They want the students to be able to say, "I Can" at the end of the unit. They have clear expectations for learning and achievement and help students know exactly why they are learning what they are.
Document Description:
- This is a lesson plan that I wrote for one of my practicum classes. One of the biggest part of writing a lesson plan is deciding what the objective of the lesson is. We need to make sure that we have an objective set and that the students know what that objective is. Students will work better when they know for what they are working.
2c. Managing Classroom Procedures
A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachers establish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time. Hallmarks of a well-managed classroom are that instructional groups are used effectively, non-instructional tasks are completed efficiently, and transitions between activities and management of materials and supplies are skillfully done in order to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching students to employ them, may be inferred from the sense that the class “runs itself.”
The elements of component 2c:
- Management of instructional groups
- Management of transitions
- Management of materials and supplies
- Performance of classroom routines
Document Description:
- This is a lesson plan that I co-wrote in my very first practicum experience. In this lesson plan it was required that we specify what we were going to do for our classroom management. We planned out what we were going to set as our behavior expectations, our transition expectations, what we were going to do for groups, fast finishers and how we were going to manage our materials as well.
Document Description:
- These are two books that I read in one of my practicum classes. The book entitled "The classroom Management Book" dealt with learning different procedures and routines to help us with our future classroom management skills. The second book, "Setting Limits in the Classroom" dealt with the setting limits and learning how to deal with behavior issues, how to interact with students to get them to respect you and follow the procedures and rules that you have set. Each book speaks about the desire that students have to have limits and boundaries. They need to know how far they can go and it is important that we as educators allow them to know what is expected and what is not acceptable.
2d. Managing Student Behavior
In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
The elements of component 2d:
- Expectations
- Monitoring behavior
- Response to misbehavior
Document Description:
- This is a worksheet that is found in Classroom Dojo, a program that teachers can use to help collaborate with parents and also make sure that the students are getting the necessary reflection out of their actions. This particular document is a reflection that the students fill out each week. It can be filled out manually or it can be typed out if that is an option for the class. This allows students to reflect on their behavior and set goals for themselves. This also allows for teachers to monitor how students think they are doing in the classroom.
DailyClassDojoReflection.pdfDocument Description:
- This is a tool that one of my mentor teachers had in their classroom. It is a sound monitor. The teacher was able to set the green light to a certain level of sound. If the classroom was at an appropriate level, the light would be at green. If they began to get too loud the yacker tracker would move to yellow and say, "It's getting too loud," if the students did not quiet down then it would move to the red light and give a final warning. The teacher would then use the red light indicator to know what they needed to do next with their behavior.
2e. Organizing the Physical Space
In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
The elements of component 2e:
- Safety and accessibility
- Arrangement of furniture and use of physical resources
Document Description:
- This is a website that was used in one of my classes. This website allows you to virtually create a classroom to see what it would look like and how you would like to set up your actual classroom. This is a great tool to use to be able to plan for your future classroom.
Document Description:
- Every classroom that I have ever been in always has a poster like this picture on their wall. Each plan is different and applicable to their own school, but each has the same concept. Every school has an emergency plan in order to keep their students safe no matter what the emergency is. They practice the plan, they know what they need to do and they are able to apply in in a real emergency.
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