Domain 2: Classroom Environment

It's always been my desire to teach in a classroom where students are eager to learn, share their thoughts, and listen to each other.  That doesn't happen on its own, and especially not without a lot of work on the teacher's part!  Most of the work involved is subtle and fleeting, but I'll do my best to describe it.

Domain 2a:  Creating an environment of respect and rapport

Sample student feedback.

One of the teacher's foremost responsibilities is to be a model of behavior for their students.  I try to live up to an ideal of being polite yet friendly, and I find students respond positively to this.  A teacher can laugh at a student's jokes, but should never act belittling toward a student's earnest misunderstanding or lack of knowledge.  When a student gives an incorrect answer to a question, I try to avoid a simple "No," but instead try to validate their answer as being close to the correct one, interesting, or otherwise worthy of acknowledgement as a game attempt.  I also try to greet as many students with a smile and a "Good morning" as I can.  I think students appreciate the effort, as they've tended to describe being nice, polite and patient among my strengths.

Domain 2b:  Establishing a culture for learning

Evaluation is a type of high-order thinking.

As often as possible, I like to challenge students to test the limits of their skills while impressing on them the importance of these skills and the fact that they're relevant to students' lives.  Before having students conduct a flash debate on the Spanish-American War, I talked about the 2003 Iraq War, which began shortly after I turned 18, mentioned the ways it impacted and could have impacted my life, and stressed the importance of making major decisions by evaluating the evidence available to you and participating in democracy as a voice as well as a voter.  In a later activity discussing gas warfare, I began by explaining the distinction between primary and secondary sources and how a historian conducts research, which will become important to them as they move up through the grades.  I think students take learning seriously when they have a sense of the stakes involved and don't see what they're doing in the classroom as pointless busywork.  The other technique I like to use is allowing students to choose a partner while doing classwork, especially the kind that involves reading and interpreting a source.  This makes them eager to spend time working with a friend, which, as long as they keep in mind the importance of doing their work and not goofing off together, helps both students do better while making the time pass more enjoyably.

Domain 2c:  Managing classroom procedures
Most procedures were established by my mentor teacher and thus students in my class have a good idea of how to handle any given procedure.  The markerboard at the front of the room lists all classroom activities, so they have an idea of what'll be happening as we proceed through the period.  When they arrive, there's a song playing (always chosen to pique interest in the the subject of the day).  If homework or classwork that they have the option of finishing as homework is due, they know to take it out and either hand it forward (if classwork) or keep it on their desks while I check it (if homework).  Whenever I need to hand out new papers quickly, I can count on the front student in any file of desks to take one from the stack of papers I hand them and pass the rest back.

Observation feedback:
Managing behavior.

Domain 2d:  Managing student behavior
This is where the rubber really hits the road.  A teacher must monitor the class moment to moment and decide in each case how to handle any behavior that has the potential to be disruptive either to a student or to their classmates.  Many students have a penchant for chatting during lectures or discussions, or allowing themselves to be distracted.  When this happens, I begin trying to catch their attention with eye contact.  If this doesn't work quickly, I move on to reminding the class to focus.  Generally the class as a whole will, but if outliers continue chatting, only then do I call anyone specifically.  I like to frame the importance of staying on-task as a matter of regard for their classmates; the quicker we all focus, the more of the lesson we can get through.

When it comes to deliberately disruptive behavior, especially if it's aimed at myself, I know the student most likely is trying to get attention and that even negative attention is likely to become positive reinforcement for the unwanted behavior.  I try to use two modes of reaction depending on the level of the behavior.  If it's something that doesn't pose a risk of significantly disrupting the lesson, such as a student quietly asking highly off-topic questions or making fun of me, I don't let myself be baited, but continue working to keep the class focused.  There's no satisfaction in trying to get a rise out of someone and failing.  On the other hand, if behavior is interfering with the class, I prefer to handle it in as cool and businesslike a way as possible.

Domain 2e:  Organizing physical space
I have learned a great deal about the functionality of a classroom's physical organization during my student teaching.  The room I work in contains just enough desks for the maximum number of students who use it on a given day.  The desks are arranged mostly into two blocks, angled toward the Promethean board so that students can face it without craning their necks, with a few desks in the middle facing forward.  There is enough space between files of desks to allow students to reach their desks and the teacher to circulate.  Desks can be rearranged into pairs or small groups in a matter of minutes.  Given the needs of the class, I can find little if anything to improve about it, and will call on the lessons I've learned here when arranging my own future classrooms.