Domain 2-The Classroom Environment RETURN TO DANIELSON FRAMEWORK HOMEPAGE
2A—Creating and Environment of Respect and Rapport
As music teachers, most of us care deeply about our students. This indicator is about demonstrating this through word and action in the classroom. It also requires teachers to model and acknowledge positive inter-student actions. When issues do arise, the teacher intervenes and positive change occurs; the example in the 2013 Evaluation Instrument states that the proficient teacher says, “ ‘Don’t talk that way to your classmates’ and the insults stop” (p. 37).
2B—Establishing a Culture for Learning
Personally I think this is another indicator that music teachers excel at. We are always picking new repertoire that will challenge our students and help them grow. It is our responsibility to encourage them along the way and remind them that they are capable of meeting this new challenge. As we encourage them, students understand what is expected and work to reach the desired level of comprehension and performance. We celebrate our accomplishments through concerts/performances and positive concert/performance reflections.
2C—Managing Classroom Procedures
In the music room, especially in music rehearsals, students generally follow a daily routine for getting ready for class. This indicator rates how well the students know and follow the daily routine of the classroom so that instruction and learning can efficiently occur. In an instrumental classroom students might execute the following routine. The student heads to his locker to get his instrument. He then assembles his instrument at his locker (large instruments) or brings his instrument case to his seat for assembly (small instruments). After assembly and finding his assigned seat, the student checks the board for the day’s material and puts his warm-ups, technique exercises, and music in order. The student knows that all of this must be done by two minutes after the bell rings. He finishes early and starts to warm up, but knows that it is time for him to stop playing when the director steps on the podium.
2D—Managing Student Behavior
Teachers must not only have clear expectations for student behavior that define what is permissible and what is not, but also must deal with misbehavior in an appropriate manner. This might mean that the teacher reflects on the reason for the misbehavior and selects a correction that is appropriate. Some of the “Proficient” indicators include an appropriate use of proximity and general awareness of activity in the classroom.
2E—Organizing Physical Space
A classroom must first and foremost be safe. There should not be anything that threatens physical harm. It must be arranged in a manner that is inviting, but also that promotes student learning. This could be as simple as adjusting the seating so that the students in the class or ensemble are closer to the teacher. Teachers must take time to make sure that chairs, stands, and equipment are organized in the room so that learning can occur.
RETURN TO DANIELSON FRAMEWORK HOMEPAGE
As music teachers, most of us care deeply about our students. This indicator is about demonstrating this through word and action in the classroom. It also requires teachers to model and acknowledge positive inter-student actions. When issues do arise, the teacher intervenes and positive change occurs; the example in the 2013 Evaluation Instrument states that the proficient teacher says, “ ‘Don’t talk that way to your classmates’ and the insults stop” (p. 37).
2B—Establishing a Culture for Learning
Personally I think this is another indicator that music teachers excel at. We are always picking new repertoire that will challenge our students and help them grow. It is our responsibility to encourage them along the way and remind them that they are capable of meeting this new challenge. As we encourage them, students understand what is expected and work to reach the desired level of comprehension and performance. We celebrate our accomplishments through concerts/performances and positive concert/performance reflections.
2C—Managing Classroom Procedures
In the music room, especially in music rehearsals, students generally follow a daily routine for getting ready for class. This indicator rates how well the students know and follow the daily routine of the classroom so that instruction and learning can efficiently occur. In an instrumental classroom students might execute the following routine. The student heads to his locker to get his instrument. He then assembles his instrument at his locker (large instruments) or brings his instrument case to his seat for assembly (small instruments). After assembly and finding his assigned seat, the student checks the board for the day’s material and puts his warm-ups, technique exercises, and music in order. The student knows that all of this must be done by two minutes after the bell rings. He finishes early and starts to warm up, but knows that it is time for him to stop playing when the director steps on the podium.
2D—Managing Student Behavior
Teachers must not only have clear expectations for student behavior that define what is permissible and what is not, but also must deal with misbehavior in an appropriate manner. This might mean that the teacher reflects on the reason for the misbehavior and selects a correction that is appropriate. Some of the “Proficient” indicators include an appropriate use of proximity and general awareness of activity in the classroom.
2E—Organizing Physical Space
A classroom must first and foremost be safe. There should not be anything that threatens physical harm. It must be arranged in a manner that is inviting, but also that promotes student learning. This could be as simple as adjusting the seating so that the students in the class or ensemble are closer to the teacher. Teachers must take time to make sure that chairs, stands, and equipment are organized in the room so that learning can occur.
RETURN TO DANIELSON FRAMEWORK HOMEPAGE