Domain 2
2a: Creating an environment of respect and rapport
Quantum Training 8 keys and Tennents- In our classroom I begin the year by instilling the 8 keys to success, from Quantum Learning, as well as the foundation of the 5 tennents. This vocabulary is used constantly in our classroom to remind the students of our foundations.
Trade Books- I frequently use trade books to help refresh the foundation of the Quatum learning keys and tennents. At the beginning of the year I introduce
Celebrating Differences- In every possible chance we, as a class, try to celebrate our differences. I use the montra that "different is good" and the students learn from that example and embrace it as well.
2a: Creating an environment of respect and rapport
Quantum Training 8 keys and Tennents- In our classroom I begin the year by instilling the 8 keys to success, from Quantum Learning, as well as the foundation of the 5 tennents. This vocabulary is used constantly in our classroom to remind the students of our foundations.
Trade Books- I frequently use trade books to help refresh the foundation of the Quatum learning keys and tennents. At the beginning of the year I introduce
Celebrating Differences- In every possible chance we, as a class, try to celebrate our differences. I use the montra that "different is good" and the students learn from that example and embrace it as well.
2b: Establishing a Culture for Learning.
Students work displayed throughout the room- To show the students that their work is valued, and is important, I frequntly display their work. Sometimes it is in the hallways, above cubbies, on a bulletin board, as well as around our room. Below there are a few samples from the ceiling and hanging on windows from projects that the students independently created.
Objectives displayed on board for daily reference- Using student language, I post what our objectives for the day are. I refer to the objectives, and occassionally use these objectives as a self assessment too.
Anchor charts- These are a staple in our classroom. I like to have these blank illustrations prepared and then as we develop our own understanding, we (as a class) add our own cues to these charts. The charts are frequenly moved, added to, and referenced to. I use these in many different curricular areas, but I have attached samples that are currently hanging.
Vocabulary binder- These are created in our room on a weekly basis. We use the Wordly Wise words. Attached I have the template is used at the beginning, that I created based on Marzano's vocabulary theory. This incorportates the word, a student created definition, a visual peg to help integrate context as well as prior knowledge, a caption to the visual cue, as well as parts of speech and synonym/antonyms and for any ELL students a section for a native language connection. There are 15 words added each week. The students also requested that I hang the previous words, and we have a running game that they attempt to use ALL words in their day to day speech. For each word successfully used in context, the student earns s "feather."
Students work displayed throughout the room- To show the students that their work is valued, and is important, I frequntly display their work. Sometimes it is in the hallways, above cubbies, on a bulletin board, as well as around our room. Below there are a few samples from the ceiling and hanging on windows from projects that the students independently created.
Objectives displayed on board for daily reference- Using student language, I post what our objectives for the day are. I refer to the objectives, and occassionally use these objectives as a self assessment too.
Anchor charts- These are a staple in our classroom. I like to have these blank illustrations prepared and then as we develop our own understanding, we (as a class) add our own cues to these charts. The charts are frequenly moved, added to, and referenced to. I use these in many different curricular areas, but I have attached samples that are currently hanging.
Vocabulary binder- These are created in our room on a weekly basis. We use the Wordly Wise words. Attached I have the template is used at the beginning, that I created based on Marzano's vocabulary theory. This incorportates the word, a student created definition, a visual peg to help integrate context as well as prior knowledge, a caption to the visual cue, as well as parts of speech and synonym/antonyms and for any ELL students a section for a native language connection. There are 15 words added each week. The students also requested that I hang the previous words, and we have a running game that they attempt to use ALL words in their day to day speech. For each word successfully used in context, the student earns s "feather."
![]()
|
2c: Managing classroom procedures
Bathroom sign out system- On the window next to the classroom door, students sign out for any reasons that they may need to leave the room. (ie- bathroom, band, drink of water, services of any kind.) This way the teacher always knows who is where in case of a drill or any emergency.
Assignment book check at the end of the day- Each student uses their assignment notebook as an exit ticket for the day. I have (3) students who must also have all work to prove their level of completion before I will sign. This is a modification made by the parents and myself. I use this as a tool of accountability as well as communication.
Student Jobs- Students take responsibility for various daily/weekly tasks that we have in our classroom.
Bathroom sign out system- On the window next to the classroom door, students sign out for any reasons that they may need to leave the room. (ie- bathroom, band, drink of water, services of any kind.) This way the teacher always knows who is where in case of a drill or any emergency.
Assignment book check at the end of the day- Each student uses their assignment notebook as an exit ticket for the day. I have (3) students who must also have all work to prove their level of completion before I will sign. This is a modification made by the parents and myself. I use this as a tool of accountability as well as communication.
Student Jobs- Students take responsibility for various daily/weekly tasks that we have in our classroom.
2d: Managing student behavior
Clip system- Used on a weekly basis with reports home.
Teacher/student
expectations- Created as a class at beginning of year and then reinforced at end of 2nd semester.
SOAR-ing poster
with student generated expectations- Students interpretation of what this means to them.
2e: Organizing physical space
Student desks are put into groups and are frequently moved to suit the needs for curriculum as well as student needs. There are also assigned areas for various tasks around the room, ie- library, math games, small group table, mail center. These specific areas are anchors in our room, but all areas of the classroom are utilized in a variety of ways. The purpose is for the kids to use every available inch of the room. There are not areas that are ever off limits to the students. At times, they may need to justify why they want to be in a specific area, but this room is THEIR classroom. (Please click on photo image to see captions of what areas are used for.)
Student desks are put into groups and are frequently moved to suit the needs for curriculum as well as student needs. There are also assigned areas for various tasks around the room, ie- library, math games, small group table, mail center. These specific areas are anchors in our room, but all areas of the classroom are utilized in a variety of ways. The purpose is for the kids to use every available inch of the room. There are not areas that are ever off limits to the students. At times, they may need to justify why they want to be in a specific area, but this room is THEIR classroom. (Please click on photo image to see captions of what areas are used for.)