Audrey Mahaffey

540-900
Writing Piece – Domain 2

Domain 2: Classroom Environment

As a teacher I will create an environment of respect and rapport by creating a partnership

with my students to develop a shared vision of values and rules for the classroom. Students will

be given the ability to make controlled choices about their work in the classroom. According to

Danielson, actively listening to students to show them that you genuinely care about their lives

beyond the classroom shows a teacher is on the distinguished level (2013, p.35). This respect

will be encouraged and cultivated among students as well. Respectful language will be used and

reinforced both between teachers and students and among peers. Peer relationships will be

formed and strengthened through cooperative learning where students will work together toward

a collective goal. Students will be organized in the classroom in order to foster this collaboration.

Classroom routines will be implemented in order to pioneer student-driven discussion where

open-ended questions are asked and imperative listening skills are developed. Through these

discussions students will learn to gain empathy for others. Both students and teachers in my

classroom will be expected to self-reflect often and students will be asked to assess their own

work and actively think about ways to improve. Students will be challenged and expectations

will be high for all students to succeed (PTR Core Practices). Diverse learning opportunities will

be offered and student cultures and backgrounds will be recognized in order to discover student

strengths and interests (PTR Core Practices). When I am able to draw from students own

personal and past experiences, motivation for learning will grow. This type of respectful learning

environment will be enhanced when students feel safe asking questions and interacting with their

peers.
Domain 2a: Creating an Environment of Respect and Rapport

A classroom environment of respect and rapport will be created through the use of

respectful talk, active listening, and encouraging students to take turns. In my classroom,

students will be greeted when they enter, using their name to show them they are valued. It is

essential in creating this environment to show students that I understand and care about their life

outside of the classroom. Showing students this respect and care will encourage them to return

that respect to me and help them understand what is expected of them in how they treat their

peers. If a student is speaking to me, I will demonstrate active listening skills and then ask

questions and elaborating on the discussion. During class discussions, students will be

encouraged to listen when others are speaking and sharing their ideas. I will show fairness to

students in my classroom and encourage all student efforts. If students feel that they are in an

environment where they are valued, they will be more likely to participate, which will lead to

learning success.

Domain 2b: Establishing a Culture for Learning

In order to establish a culture for learning I will set high expectations for all students in

my classroom and encourage them to see the value of their achievements. I will help students to

see the importance of what we are learning by exuding my passion for the subject of science. My

excitement and understanding of the content will help students believe in its value. Students will

be encouraged to make connections to their lives in order to pique their curiosity. This natural

curiosity will help drive their learning of the hard work expected in the classroom and help

students set high goals for themselves. This achievement of high-quality work will help students
to understand the feeling of satisfaction when they reach these goals. In my classroom students

will have the opportunity to reflect and improve their work and the work of their peers by

reviewing their classmate’s work.

Domain 2c: Managing Classroom Procedures

In order to manage the classroom procedures there must be clear and concise

expectations for students. Students enter the class prepared with their materials and begin noting

the tasks for the day that are listed on the board along with any homework assignments. A

bellringer is projected on the board and students need little to no reminders to begin working on

the assignment. This helps maximize instructional time as students are ready for learning as soon

as they enter the room. While students complete the bellringer, I am able to take attendance and

talk to students who may have missed an assignment. Students often complete activities or

assignments in small groups or with a partner. Their groups are pre-determined in order to

maximize the production and utilize each student’s potential in the role they bring to the group.

Domain 2d: Managing Student Behavior

Student behavior is managed by allowing the students to help create the classroom rules.

If students have a say in the way a class is managed, they are more likely to follow and adhere to

those rules that they garnered. The rules are available and posted in the classroom for everyone

to see. Positive behavior supports and praise are used often in order to encourage good behavior.

As discussed in “Transforming Teacher Talk” the teacher will first work to compliment the good

or positive things students do throughout the day, before focusing so heavily on misbehaviors

(Transforming Teacher Talk, 2021). Nonverbal signals and circling the classroom are used to
help re-direct student misbehavior during the lesson to help ensure that the instruction is not

interrupted.

Domain 2e: Organizing Physical Space

The safety of students in my classroom is the first priority. Due to Covid-19 guidelines, it

is ensured that all student desks are 6 feet apart to protect students’ health and safety. Students

are all facing and within proximity to see the whiteboard and have access to other classroom

resources. Students often suggest turning down the lights when using the whiteboard in order to

see more clearly. Items are distinctly labeled throughout the classroom and necessary resources

are readily available for student use.

 References:

Danielson, C. (2013). The Framework for Teaching Evaluation Instrument, 2013 Edition: The

newest rubric enhancing the links to the Common Core State Standards, with clarity of

language for ease of use and scoring (2nd ed.). Charlotte Danielson.

The Philadelphia Teacher Residency (PTR) Core Practices. (Adapted from: High Leverage

Practices, University of Michigan, TeachingWorks).

Transforming Teacher Talk. (2021). ASCD. http://www1.ascd.org/ascd-express/vol4/405-

sullivan.aspx