2A MANAGING LEARNING ENVIRONMENT PROCEDURES
The teacher has clearly defined procedures for managing learning time, transitions between learning events, and routine procedures that maximize learning time.
ELEMENTS AND INDICATORS OF PERFORMANCE
Management of Instructional Groups
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
This tool helps teachers consider ways to make their classrooms a safer place for their students, a component of Domain 2, Classroom Environment. Download the Tool
ELEMENTS AND INDICATORS OF PERFORMANCE
Management of Instructional Groups
- Student grouping is well organized and constructed to maximize learning.
- Students interact well with one another.
- The teacher assists students in developing the skills to effectively work in a group setting.
- The teacher sets and models student group behavior expectations.
- The teacher orchestrates all aspects of the grouping process.
- The teacher relinquishes control as students become more effective in assuming responsibility for his or her work within the group.
- Transitions are seamless and result in little loss of instructional time.
- The teacher plans and monitors changes in activities and/or grouping.
- The teacher anticipates the time needed to shift focus from one activity to another.
- Students are partners in ensuring that no time for learning is lost.
- The teacher has clear and overt signals for students indicating when the students are to be in a location and ready to work.
- Students assume routine classroom duties and activities.
- Classroom procedures allow for students to hand out and/or collect the materials.
- Supplies and materials are set up in an area of the classroom where the “supply managers” can find them for distribution.
- Supplies and resources are at the group location before the students arrive.
- Students understand how to receive and hand in work.
- The teacher prepares resources ahead of time to facilitate the smooth operation of the classroom.
- Students are engaged in learning tasks directly related to the lesson while their teacher is performing necessary non instructional duties.
- The teacher establishes and monitors ways to have non instructional activities conducted while learning continues.
INFORMATION
ARTIFACTS
- Procedure Charts
- Group Expectations Charts
- Student Self-Assessments
OBSERVABLE EVIDENCE
- Greet Students (Smile)
- Engagement
- Checks for Understanding
- Wait time
- Room Arrangement
- SLANT/CHAMPS
- Reciprocal Teaching
- Classroom rules are posted and students are aware and follow them.
- Teacher makes effective use of class time (bell to bell teaching)
- Small groups work efficiently and students take initiative within those groups/groups are monitored by teacher
- Teacher has clear plan for non-instructional tasks – passing out papers, taking attendance, bathroom passes, etc.
- Teacher makes effective use of aides/para-professionals
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
This tool helps teachers consider ways to make their classrooms a safer place for their students, a component of Domain 2, Classroom Environment. Download the Tool