Drexel University

EDUC 540-900
Dr. Sarah Reynolds-Ulrich
Domain 2 The Classroom Environment (APA 6th)
James Gammon
February 2, 2016

Abstract
Based on what the author has learned this paper will discuss Classroom Environment to
include; a. creating an environment of respect and rapport, b. establishment a culture for
learning, c. managing classroom procedures, d. managing student behavior and e. organizing
physical space. Many if not all of the points of view are those of the author and are subject to
scrutiny.
As I complete my student teaching I reflect on the readings specifically the Danielsons
Framework and have learned to focus my lessons for improvement, hopefully on all levels, this
paper again will discuss Classroom Environment, the 2nd domain in Danielsons framework.

Contents
Abstract ......................................................................................................................................................... 2
The Classroom Environment ........................................................................................................................ 4
a.

Creating an Environment of Respect and Rapport ............................................................................ 4

b.

Establishment a Culture for Learning ............................................................................................... 5

c.

Managing Classroom Procedures...................................................................................................... 6

Figure 1 ................................................................................................................................................. 6
Classroom Routines .............................................................................................................................. 7
Four basic rules ..................................................................................................................................... 8
Consequences ........................................................................................................................................ 8

d.

Managing Student Behavior.............................................................................................................. 9

Reinforcement of Positive Behavior ..................................................................................................... 9

e.

Organizing Physical Space................................................................................................................ 9

References ................................................................................................................................................... 10

The Classroom Environment

a. Creating an Environment of Respect and Rapport
My classroom is not diverse; all of the students are Native American and most are Cheyenne.
They do however; have very different interests and needs. I want my class to flow well and be a
thoughtful and engaging environment. I do this by setting the tone with my students, as
suggested by Danielson (pg. 33), letting them know I am interested and care about them as
students. I start by respecting and learning about their culture. Sometimes I greet them in
Cheyenne or let them teach me a word or two. Teachers create an environment of respect and
rapport in the classrooms by the ways they interact with students and by the interactions they
encourage and cultivate among students (Danielson, 2013, p. 33). I greet my students every day
at the door with a friendly firm greeting. Often I simply say Good Morning or Good
Afternoon, whichever the case may be. It might be the only positive thing that they have
encountered on that particular day.
Certainly I have days were students severely overreact to situations. Even in the 7th and 8th
grades the students where I teach could possibly have been up all night dealing with family
issues. Some are out all night couch camping because their grandmother raising them threw
them out of the house. Other times no adults come home and they had to take care of their
younger brothers and sisters; or cousins. I keep them feeling safe by remaining calm, very calm.
Classroom management shouldnt be about controlling the students, but controlling the
environment in which they learn in, politeness and encouragement (Danielson, 2013, p. 33)
goes a long way. I dont just want to teach my students I care about them and I want them to
succeed; thats why I chose to become a teacher and why I chose to come to the reservation. I
also adjust to the needs of my students, in the best way possible; keeping the idea of classroom

management as the vanguard. Towbin wrote in her article When students who didnt have the
skills to engage meaningfully in instruction at least made an effort, the most I had to do was
provide extra help or slightly modify the assignment (Towbin, 2010, p. 42). Well said and I do
this as a practice modify the lessons and the assessment as best I am able. These are a few things
I have done to create an environment of respect and rapport.

b. Establishment a Culture for Learning

Learning is a culture and it begins with students necessitating an understanding of their
environment. An establishment of learning culture begins with order, Rappaport and Minahan
write in their article To help teachers remember the steps involved in deciphering behavior and
developing an effective plan, weve created the acronym FAIR: F is for understanding the
function of the behavior, A is for accommodations, I is for interaction strategies, and R is for
responses (Rappaport & Minahan, 2012, p. 19). My students have major behavioral issues. I
have had students come in to take a test and rip it up throw it on the floor and walk out of the
room. On this particularly day it was because she didnt have a pencil and the one I gave her
was too small, or so she felt it was. While there is a consequence for discipline here, I realized
that and let the student walk down the hallway; I informed the front office and continued with
my class. Later, I let that student retake the test with a letter grade reduction and two days
detention. I did find out later that things were going on at home that were affecting her on that
particular day. I was however, satisfied with my punishment and my relationship with the
student remained intacted. By maintained my composure in the classroom the other students
tended to react in a more positive way around me. Of course I still have drama in my classroom
from time to time but keeping everything simple and sticking with the established enforced

rules is the course I say on. Doing this daily and letting my students know I expect them to
produce high quality work establishes a culture of learning.
I need to do more to praise my students however, I do have student of the month for both the 7th
and 8th grade. I feel it is not enough and I look for inspiration and suggestions. I want the
students to know the work is challenging and beneficial. By praising them will give them
confidence in their abilities. Teaching well developed lessons that are tied to the assessments
that they, in turn successful complete will also boost their mathematical sureness. I want them to
see tangible results in their work so they can have the self-assurance to successfully work
through the most difficult mathematical problems. These elements create a culture of learning in
my classroom.

c. Managing Classroom Procedures

I like to begin with seating arrangement (Figure 1) by placing the students in an arrangement that
is conducive to learning styles; 1) auditory, 2) visual, and 3) tactile. Keeping in mind not all
students are on the same academic level and they must adapt a classroom seating arrangements
to help meet all those varied abilities.
Figure 1

I use grouping strategies to provide efficient use of time because students can assist each other
its important that little time is lost as students move from one activity to another; students
know the drill and execute it seamlessly (Danielson, 2013, p. 41). For junior high
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mathematics I order consumable text that I have the students tear out every week and place in a
binder. Once we have completed and graded the assignments the students can then keep them
for review and future instruction.
Classroom Routines

1. Entering the classroom

2. Gathering materials
3. Bell Ringers
4. Staying on task
5. Transition
6. Proper behaviors in other parts of the school
Its important to model proper behaviors in and out of the classroom for students. The students
always know exactly what is expected of them with simple and straight forward instructions. I
model the expected behaviors and encourage the students to do the same. In the Article
Cracking the Behavior Code I support this idea mentioning that its important to avoid power
struggles that may escalate the consequences and inadvertently reinforce the negative behavior
(Rappaport & Minahan, 2012, p. 19). I do not argue with students and always maintain an adult
attitude in the classroom. I have had students on several occasions attempt to engage in a
controversial conversation or challenge my authority in the classroom. Going back to what I
mentioned previously I maintain composer and remain calm. I repeat the instruction and give
this situation as little attention as I am able.
I begin my teaching of rules, procedures, and routines by asking students what does it look
like? and what does it sound like? For example when lining up to go to lunch students should
know where their hands should be and what could happen if students choose to push and shove

to get in line. I discuss the need for being respectful, responsible, and safe during all interactions
at school. Going over my rules I keep them basic and minimal.
Four basic rules

1. Listen and follow directions

2. Raise your hand before speaking or leaving your seat.
3. Respect your classmates and your teacher.
4. Keep your hands, feet, and objects to yourself.
I ensure the consequences are known and in place so that there are no misunderstandings. My
consequences do not support the bad behavior.
Consequences

1. 1st consequence: Warning

2. 2nd consequence: time-out (sometimes in another room, with a teacher and a different
grade, (i.e. 7th graders sitting in the back of the room of an 11th grade class))
3. 3rd consequence: call home
I avoid sending students out of the room. Instead I make every attempt to solve the problem
within the classroom. In the Article Cracking the Behavior Code the authors point out what
experts state when analyzing behavior. Is that behavior escape-motivated and why does the
student want to leave the lesson. This behavior is when a student attempts to avoid a task,
demand, situation, or person (Rappaport & Minahan, 2012, p. 20).
My classroom rules and consequences are clearly posted on the wall for all students to see, from
the first day. Its also important to continuously go over the rules and procedures. Students
learn when teachers use repetition therefore I go over rules, routines and procedures at the
beginning of school and then review as often as needed.

d. Managing Student Behavior

To keep students motivated I use lessons that involve their interests and real life situations. We
did a lesson on indirect measurements and I illustrated the measurement to objects the student
would relate to. I over prepare my lessons so that there is no time for mischief and I go from
bell to bell to ensure we have very little down time in the classroom. I keep my assignments
on level with the lesson keeping the class from being disruptive accomplished teachers try to
understand why students are conducting themselves in such a manner (are they unsure of the
content? are they trying to impress their friends?) (Danielson, 2013, p. 45). I make every effort
attempt to understand, but I really feel that good lessons keep students active and deter disruptive
behavior because they are engaged in the lesson.
Reinforcement of Positive Behavior

I reward positive behavior. I have two teams in each with team captains the teams compete for
points based on positive behavior. The team captains are responsible handing out pencils,
finding pencils and addressing general issues.

e. Organizing Physical Space

The physical arrangement of my room reflects both my teaching style and the subject I teach.
Because I am a mathematics teacher I have tables for two each. When the students get into
groups they can push the tables together for groups of four to as many as eight ideal for small or
large group discussions. I can also do a chalk and talk whole group discussion and I have a
podium desk for that purpose. Again because I teach mathematics we do a great deal of selfpaced curriculum. I dont have learning stations, but I do have computers for the students to get
on different math related web-sites. I dont have music in my room because the students dont
respect boundaries. I would appreciate being able to play music as a reward I am working on it.

References
Danielson, C. (2013). The framework for teaching: Evaluation instrument. San Francisco: Teachscape.
Rappaport, N., & Minahan, J. (2012). Cracking the behavior code. Educational Leadership / October, 1825.
Towbin, J. (2010). When student don't play the game. Educational Leadership / February, 42-45.

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