Salli A.

Stentzel
Danielson’s Framework for Teaching
Domain 2: The Classroom Environment

The classroom environment can be seen as one of the most decisive factors that affects student
learning. Students need to feel like they can be safe, meet and exceed goals, tackle challenges
that may arise, and be unafraid to ask questions. They need a positive and supportive
environment from not only their teachers but also their fellow students. Over the course of my
studies and during my research on the classroom environment, I’ve developed specific strategies
of what my classroom would look like. In creating an environment such as this, students will
find their learning to be more engaging and fun!

Domain 2a: Creating an Environment of Respect and Rapport

 At the beginning of the school year, I will establish essential procedures in the classroom.
While a majority will be unique to the classroom itself, the others will adhere to school-
wide rules.
 It is important to learn about my students; their likes and dislikes, their family and
heritage customs, and what I can do to help them. Morning meetings will be time set
aside for not only getting to know my students, but for them to get to know each other as
well.
 “Actions speak louder than words.” It is important that my actions match my words. I
will make sure that students understand my actions are in the best interest of the
individual students as well as the class in general.
 Students will not be afraid to speak in class. They will know that even if they say
something wrong, they will not be ridiculed by myself or their fellow classmates.

Domain 2b: Establishing a Culture for Learning

 I will set the tone at the beginning of the year that I value the abilities of each student in
my classroom. I will encourage students to work to the best of their ability, knowing that
both the student and I will set high expectations. Students will; however, be unafraid to
fail. They will know that it is ok to make mistakes as long as they learn from them. One
of my mottos within the classroom will be, “If at first you don’t succeed, try...try again.”
 I will celebrate educational successes. This does not just mean if the students do well on
a test. Celebrating incremental scores or effort will allow my students to gain more
confidence in their abilities and allow them to be more accountable for their own
learning.
Domain 2c: Managing Classroom Procedures
 Routines will be established early so there will be expectations to follow when it is
specific times on the schedule. Consistency in these routines is not only good for the
students but also for me. There will be little downtime or loss of instruction time due to
transitions from one subject to the next. This would include lunch, recess, and specials
such as music, art, and physical education.
 To get students’ attention, I will either countdown from five to zero or I will say the
phrase, “Ready Hands, Ready Mouths” to get the students prepared for our next topic.
Students will, at this time, be expected to put things away properly and to clear off their
desks.
 Each week I will assign jobs within the classroom. These will be rotated by using a
popsicle stick system. I believe it is important to not use numbers, but instead, use their
names. I never want the students to feel they are only a number. Once a student has a
job, their popsicle stick is placed in a separate cup until all students in the class had been
assigned a job.
 Students will follow a ‘must do’ and ‘can do’ system. If there is extra time after
completion of the ‘must do’ work, a list of ‘can do’ items will be displayed so the
students have a choice of what they can do until time is up.

Domain 2d: Managing Student Behavior

 I will make it known while establishing class procedures at the beginning of the school
year that my students’ behaviors is something I take very seriously. Clear expectations of
conduct will be posted at the front of the classroom. I am responsible for student learning
and I find it very important that all students are in an environment where they can learn
without the fear of being bullied by another student. These actions will not be tolerated.
 I believe it is important to address negative student behavior in subtle ways. I will first
address it as a whole class announcement. For example, I would say, “During our lesson
instruction everyone should be sitting in their seats and eyes should be on me.” Not
pointing out specific students is the first line of my established protocol.
 When I see unacceptable behavior, another thing I would do is quietly stand beside or
behind the student and gently tap on their desk. This is to get the student’s attention, so
he/she knows they are displaying behaviors that are unacceptable. This is an opportunity
for the student to self-correct their conduct.
 If problems with a specific student persist, I will begin to record such incidents on an A-
B-C modeled worksheet.
Domain 2e: Organizing Physical Space
 Student safety is a key component to classroom management. The expectations that are
set at the beginning of the year for safety would include, but not limited to, the following:
o there is no running within the classroom,
o all four legs of the chair must remain on the ground at all times,
o when leaving their seats, students must push in their chairs, and
o students must pick up items that have been dropped on the floor.
 Student desks will be placed in such a fashion that is conducive for learning. It is my
goal to have a flexible seating arrangement. Flexible seating has grown in popularity and
research shows it can increase student engagement, creativity, and collaboration
(Bergeson, 2017). As long as the student is engaged in learning, they are able to pick
where they sit in the morning and stay there all day. I will ask that students sit with
different students so that all students get to work with others for different tasks. Students
will know that I reserve the right to move them if I don’t believe they are engaged or
working productively. Since I prefer a flexible seating arrangement for higher elementary
grades (3rd through 5th grades), their paperwork and workbooks/textbooks will be stored
in baskets that will be placed in their cubicles daily at the end of each school day. Some
of the items that I would like to include in my flexible seating arrangement include:
o exercise balls (bouncy chairs),
o rocking chairs,
o two-person couch,
o coffee tables with pillows to sit on, and
o carpet squares that are easily moved.
 All learners in my classroom, including special needs and ELL students, will have access
to learning tools and special seating.
 Note: there will be student desks if the need should arise where a student or students are
unable to follow procedures for flexible seating.

References

Bergeson, S. (2017). Flexible Seating Influencing Student Engagement (Unpublished master's

thesis). Northwestern College.