The only person I can control is myself.
But in recent work with the Danielson Framework for Teaching, I find that this inability to control students is not just a realization that is supposed to dawn on us midway through our careers. It's good teaching from Day 1. And I could kick myself, because my first teaching position (as a high school choral director in Iowa) used the Danielson model. We had switched from Madeline (raise your hand if you can still say "anticipatory set") to Charlotte in the waning days of the 20th century, but there wasn't much PD around the switch. Some things never change ...
Let's think about Domain 2, called "The Classroom Environment".
The questions and reflections that follow are my own, borne out of years of study and practice using the Danielson model, first as a teacher, and now as an administrator. The explanations are grossly simplified for the purpose of this blog post.
Component 2a - Creating an Environment of Respect and Rapport
This is all about the quality of the interactions. Interactions between teacher and students, as well as between students themselves. It's all about relationships. "No significant learning can occur without a significant relationship" (Comer).
Question for 2a: To what extent do the interactions in my room impact the learning that happens?
Interactions that exist for classroom compliance are level 2.
Interactions that are respectful are level 3.
Interactions that are caring are level 4.
Component 2b - Establishing a Culture for Learning
This is all about the space a teacher creates for cognitive energy. A wise friend once told me "The one who does the thinking does the learning." A busy cognitive environment means students are visibly demonstrating their thinking. It's brainy chaos.
Question for 2b: Who owns the learning in my classroom?
If learning equates to task completion, that is level 2.
If learning equates to genuine mental effort, that is level 3.
If learning equates to ownership of learning (where students take charge), that is level 4.
The next two components both use the word "manage".
Managers (factory managers or service managers) have:
• a plan and a vision ahead of time about how something is supposed to run,
• the ability to recognize quickly when something is out of alignment,
• a predisposition towards action when something is not running correctly,
• an understanding that a smooth running operation is NOT their ultimate goal, but rather
• an understanding that a great product or great service is their ultimate goal.
Component 2c - Managing Instructional Procedures
The procedures in a classroom are endless. A colleague of mine was incredible at developing procedures. The year I had 90 eighth graders in choir, guess what I did? I went to her for feedback. We teach procedures so that they fade and disappear into the background, allowing learning to take center stage.
Question for 2c: To what extent do the procedures in my room help (or hinder) the learning?
Inconsistent procedures are level 2.
Smooth procedures that lead to learning are level 3.
Student-led procedures are the hallmark of level 4, so that you only notice the learning.
Component 2d - Managing Student Behavior
This component is about having a standard of behavior in your room and effective responses. That means we are clear and consistent in what we look for in student behavior and that students respond when we intervene.
Question for 2d: Do I have a standard of behavior and do students respond effectively?
If the teacher has a standard, but the results are inconsistent, it is level 2.
If the teacher has a standard, and the results are consistent, it is level 3.
If the students monitor and reinforce each other, especially in group work, it is level 4.
As a teacher, I can't control student interactions (2a).
But I can set the tone for them and respond when they don't meet my expectations.
As a teacher, I can't make students think (2b).
But I can create a space for them to engage cognitively.
As a teacher, I can't make students organized and productive (2c).
But I can establish procedures that maximize learning time.
As a teacher, I can't make students behave (2d).
But I can create a standard of behavior and respond when I see it neglected.
So I may not be able to control students, but I can control the amount of learning that is possible in a classroom and create the conditions for learning.
