What is component 2D? Component 2D of Domain 2 focuses on students' behavior in the classroom. A successful classroom needs to be organized and productive. The main goal teachers should strive for is having their students deeply engaged in learning. Having the classroom environment productive and "businesslike" will help keep students on track and less distracted. Students need to know what is permitted in the classroom and what is not. When correcting student behavior students should still feel respected. Praised behavior should not be an end result. For example, praising a student for completing a math problem shouldn't mean the student is done learning and can finish. Praising students should be an indicator for them to do something more challenging and on a higher level.
Why is it needed? Being able to manage student behavior in a classroom is key in having a healthy classroom for both the teacher and students. In the classroom, students be feeling safe and concentrating on their learning. If a teacher has a chaotic classroom and does not know the proper way to manage behaviors some one could get hurt. Students may not grow in their knowledge base and could struggle in the rest of their school experiences because of the disorganization and unproductive year. To fix this problem teachers must tell the students classroom rules, what is expected of them and know when it is appropriate to punish or discipline.
What are the elements? Expectations. The teacher is clear of what is expected in the classroom. Student conduct is established and enforces. Have a set of rules posted and have them put their thoughts included. It is easy to focus on the negative behavior but promote positive behaviors. Monitoring of student behavior. Know what is going on in the classroom at all times. Teachers need to be able to get to a spot in the classroom easily and quickly if needed whether that is just answering questions, helping students or fixing behaviors. Response to student misbehavior. It is more than likely teachers will find one or more of their students will violate the expectation set forth for the classroom behavior. How the teacher responds is essential and an important skill to learn and master. Teachers try to understand the situation and why the student is acting in such a way. Teachers should ask themselves question such as, why are they doing this, are they trying to impress friends, are they having family problems at home, etc. The misbehavior should be addressed early if possible and taken care of appropriately.
Artifacts to be used in the classroom! Have classroom rules and expectations addressed at the beginning of the year and make sure to enforce them. Having rules and not enforcing them leads to chaos and confused students. It is important for students to know there will be consequences if rules are violated. Use the "sandwich technique" address something positive, negative and then end with a positive. Have a sticker chart and if students get so many they can pick out a treasure item. In my preschool I worked in over the summer, we counted the students if they were not following the rules. We also had a green, yellow and red chart. All the students started on green and if counted to 3 once the child would move there name down to yellow and would lose time outside based on the child's age. If counted to 3 again and their name is on yellow they sit in time out again and their parent is notified. In a elementary classroom, I would use a timer or countdown method expecting when I get to zero everyone will be done with what was said to do. During the summer, I found praising the students who were ready for instruction ("Katy, thank you for listening" or "Katy's ready to go") made the students who were not ready get ready faster.
Talking to a 3rd grade teacher and this is the new method she is trying out this year... She has a 4 charts - Excellent, Good Day, Warning and Note Home - with paper clips of the students names. Every one starts on a good day. Some students are given tickets (talking, sitting in their seat) and the tickets stay at their desk and when they loose all their tickets they move down to a Warning but will move to Note Home automatically if talked to again. If they do not get talked to, they have a Good Day and if they are going above and beyond (helping someone in the classroom, etc.) an Excellent. At the end of the day, she writes their day in the assignment notebooks and if they had warning - why they got a warning and a yellow straight face. If they get on Note Home students are given a piece of paper that says, "Let's talk about my day", "I made a bad choice ____", "I can make a better choice by ______" and the students fill in the blanks. The teacher also writes her own note. If the student has a Good Day or Excellent she writes a smiley face and for Excellent a smile and stars. She is planning to have a reward if students have Good/Excellent Days but not sure what yet.
Sources: The Framework for Teaching Evaluation Instrument. (2017). Static.pdesas.org. Retrieved 21 September 2017, from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf Stoplight Behavior. (2017). I.pinimg.com. Retrieved 23 September 2017, from https://i.pinimg.com/236x/70/a3/a8/70a3a83c8acb75b3d7fb6ec06f90647a--behavior-management-chart-behaviour-chart.jpg Other images labeled for reuse