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Domain 2 The Classroom Environment Danielson Domains - Coggle Diagram

- - - - Teacher shows high regard for students' abilities.
      - Teacher has high expectations of student effort.
      - Students spend effort to complete the work at high quality.
      - The teacher communicates the importance of the content and the conviction that with hard work all students can master the material.
      - Teacher insists on precise use of language.
    - - Teacher has high expectations for some students.
      - Students have a little commitment to their work; many are looking for an easy path.
      - Teacher's primary concern appears to be completing the task at hand.
      - The teachers outlook for work is neutral. Not showing a high level of commitment or need to do the work
      - Teacher urges, but doesn't insist, that students use precise language.
    - - Teachers convey to some of the students of the work is too challenging for them.
      - Students have little or no pride in their work.
      - Students use language incorrectly and teachers do not correct them.
      - Teacher shows that there is little or no purpose for the work or the reasons for doing the work are external factors.
    - - Students show through their questions and comments a desire to understand the content.
      - Students help classmates and understanding the content.
      - Students take initiative in improving the quality of their work.
      - Teacher shows the satisfaction of gaining a deep understanding of the complex content.
      - Students correct one another in their use of language.
      - Teacher shows passion for the subject.
- - - - Transition between large and small group activities are smooth.
      - routines for distribution and collection of materials works efficiently.
      - Routines function smoothly.
      - Students are productively engaged during small group or independent work.
    - - Procedures for transitioning have been established, but their operation is not smooth.
      - There are established routines for distribution and collection of materials, but students are confused on how to carry them out.
      - Classroom routines function uneasily.
      - Students not working directly with teacher are only partially engaged.
    - - Transitions are disorganized, creating loss of instructional time.
      - No apparent procedures for distributing and collecting materials.
      - A considerable amount of time is spent off taps because of unclear procedures.
      - Students not working with the teacher are not productively engaged.
    - - With little prompting by teacher, students ensure that their time is used productively.
      - Students take initiative in distributing and collecting materials efficiently.
      - Students ensure that transitions and other routines are accomplished smoothly.
- - - - interactions are respectful
      - The teacher successfully responds to this respectful behavior among students.
      - teacher has general connections w/ students
      - students participate willingly but may be hesitant to offer ideas in front of the class
      - Students have respect for teacher.
    - - Classroom interactions are uneven, with occasional disrespect and insensitivity
      - teacher attempts to respond to disrespectful behavior among students, with uneven results.
      - teacher tries to make connections, but attempts are not entirely successful
    - - teacher shows not care or familiarity with students
      - disrespectful interaction among students w/ no teacher intervention
      - Student body language indicates feelings of
        
        hurt
        
        discomfort
        
        insecurity
      - The teacher is disrespectful and insensitive to students'
        
        developmental levels
        
        cultural backgrounds
        
        Ages
    - - Teacher knows and cares about students. Lives beyond the classroom.
      - No disrespectful behavior among students.
      - Students respectfully correct one another.
      - Students participate without fear of put downs or ridicule.
      - Teachers respect and encourage students' efforts.
- - - - Teacher silently and subtly monitors student behaviors.
      - Student behavior is entirely appropriate. Any student misbehavior is very minor and swiftly ended.
      - Students respectfully intervene with classmates at appropriate moments to ensure compliance.
    - - Some students disrupt the classroom without teacher awareness or with an ineffective response.
      - No moderating of students' behaviors.
      - Classroom is chaotic with no standards of conduct evident.
    - - Teacher attempts to keep track of students behavior, but with no apparent systems.
      - Attempts to maintain order in the classroom, referring to class rules, but with uneven success.
      - Responses to students misbehavior is inconsistent, harsh, or sometimes lenient.
    - - The teacher frequently monitors student behaviors.
      - Overall, student behavior is generally appropriate.
      - Response to student misbehavior is effective.
      - Standards of conduct appear to be successfully established and implemented.
- - - - Total alignment between the learning activities and physical environment.
      - Modifications are made to the physical environment to accommodate students with special needs.
      - Students take the initiative to adjust the physical environment.
    - - Students can't see or hear
      - Physical hazards in the classroom, endangering safety.
      - Available technology is not being used even when available and would enhance the lessons.
    - - The physical environment is not an impediment to learning, but does not enhance it.
      - Environment is safe and most students can hear and see
      - Makes limited use of available technology and other resources.
    - - Classroom is arranged to support the instructional goals and learning activities.
      - The classroom is safe, and all students are able to see and hear
      - Appropriate use of technology.