2e - Organizing Physical Space - What's going on in Mr. Solarz' Class?

2e - Organizing Physical Space

3/24/2019

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Examples from Charlotte Danielson:

Evidence from 2017-2018 and 2018-2019 School Years:

The classroom environment is safe and learning is accessible to all students, including those with special needs:

We have flexible seating in our classroom. Students are allowed to sit anywhere in the classroom while working with partners. Some choose to sit at tables, some prefer the floor. Others want pillows or standing desks or ball chairs or comfy chairs or their own desk!

These two standing desks are a bit tall for these two friends, but they're making it work! :)

Some have their own idea of what's best for them!

I just LOVE my trapezoid tables, because they're great for working with small groups of students or as a place for kiddos to spread out!

The teacher makes effective use of the physical resources, including computer technology:

My students use laptops for approximately half of each school day. I put the schedule up for the day (on a monitor) and the students know based on the color of the text which laptop cart we have reserved. They immediately go and get a laptop from the proper cart before the lesson begins.

Students are expected to put their laptops back in the correct slots and plug their computers back in when we're finished with them for the day. One students is assigned the task of ensuring that everyone does it, but all students help remind each other.

We meet with our KinderPals at least once per month, and each time we visit, we bring laptops so we can read them a story online and participate in various activities. Our kids teach the younger kids how to use the technology effectively as part of the experience.

The LCD projector is one of my favorite tech tools to use in the classroom. I've found that I can show my work better when writing on paper at a table and projecting it with a document camera (than using the whiteboard). I also show videos, project directions for lessons, and show how to use tech tools on our projector.

The teacher ensures that the physical arrangement is appropriate to the learning activities:

Whenever we have debates or skits that require a back and forth between opposing sides, we move the trapezoid tables to opposite ends of the center of the classroom. Students who are not in the skit sit on the outside and can see the entire event.

Students move trapezoid tables together when working in groups of 5-8 kiddos. It creates a conference table style setting.

Whenever we do Mystery Skype, students move the tables and computer so that we can all see the other class on our projector. Students have assigned spots to sit according to their role. These roles change over time.

I can work with my students at the center tables by having them sit on the outside and I sit in the middle.

Students contribute to the use or adaptation of the physical environment to advance learning:

Students have the power (and are expected to) re-arrange the furniture for each type of activity we have. Our "rituals" are memorized by each student, and when these lessons come up on our schedule, they know exactly what needs to be done.

Sometimes, students move tables and chairs to the back of the room so we have a space to sit on the floor for classroom meetings.

Sometimes, students move tables to set up space for science experiments.

Everyday, students move their magnet when they first walk into the classroom from "Absent" to whatever lunch they're having. When they return from lunch recess, they move their magnet back.

Additional Notes:

Students open and close the door, as needed, to allow for air flow or to eliminate noise from the hallway.
Students turn fans on and off, as needed.
Students turn the classroom lights on and off, as needed.
Students erase the board or use the board to explain things to the whole class or partners.
Students use our classroom maps to find answers to questions or explain ideas.
Students know where equipment and supplies are stored and regularly go into cabinets to refill Kleenex, get a loaner set of headphones, or refill our Band-Aids.

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Domain 2: The Classroom Environment

Teachers create a learning environment through positive interpersonal interactions, efficient routines and procedures, clear and consistent standards of conduct, and a safe physical environment that supports the learning purposes. In addition, the environment encourages students to take pride in their work and to assume responsibility for their learning. Students respond to the warmth and caring of teachers, their high expectations for achievement, and their commitment to students. Students feel safe with these teachers and know that they can count on the teachers to be fair and, when necessary, compassionate. Students are also sensitive to the subtle messages they receive from teachers as to their capabilities. The components of Domain 2 are not associated with the learning of any particular content; instead, they set the stage for all learning. The teacher establishes a comfortable and respectful classroom environment, which cultivates a culture for learning and creates a safe place for risk-taking. The atmosphere is businesslike, with non instructional routines and procedures handled efficiently; student behavior is cooperative and non disruptive; and the physical environment conducive to learning.