Standard - 2 - Creating and Maintaining Effective Environments for Student Learning

Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

2.1 - Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 

As teachers develop, they may ask, “How do I…” or “Why do I…” 

• model and promote fairness, equity, and respect in a classroom atmosphere that values all individuals and cultures?
• help all students accept and respect diversity in terms of cultural, religious, linguistic, and economic backgrounds; learning differences and ability; gender and gender identity; family structure and sexual orientation; and other aspects of humankind?
• engage students in shared problem-solving and conflict resolution?
• provide learning opportunities that encourage student-to-student communication with empathy and understanding?
• develop students’ leadership skills and provide opportunities to apply them?
• create a classroom culture where students feel a sense of responsibility to and for one another?
• help students to appreciate their own identities and to view themselves as valued contributors to society?
• develop activities that support positive interactions among students and that help students get to know each other?

2.2 - Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 

As teachers develop, they may ask, “How do I…” or “Why do I…”

• arrange and adapt classroom seating to accommodate individual and group learning needs?
• establish a stimulating, curriculum-rich learning environment that supports content learning and academic vocabulary development?
• ensure that students develop an appreciation of diversity?
• provide students access to resources, technologies, and comfortable workspaces?
• create an environment that promotes optimal learning for each student?
• construct an equitable learning environment for all students?
  
  

2.3 - Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

As teachers develop, they may ask, “How do I…” or “Why do I…” 

• arrange the learning environment to facilitate positive and productive classroom interactions?
• encourage, support, and recognize the achievements and contributions of all students?
• encourage students to take risks and to express thoughtful and respectful opinions related to the topic or subject of discussion?
• foster the development of each student's self-esteem?
• create a safe, accessible learning environment for all students?

2.4 - Creating a rigorous learning environment with high expectations and appropriate support for all students

As teachers develop, they may ask, “How do I…” or “How might I…” 

• establish a productive, achievement-oriented climate in my classroom?
• set high expectations for all my students?
• motivate all students to initiate their own learning and strive for challenging learning goals?
• provide all students opportunities to examine and evaluate their own work and to learn from the work of their peers?
• ensure access to challenging and diverse academic content for all students?

2.5 - Developing, communicating, and maintaining high standards for individual and group behavior

As teachers develop, they may ask, “How do I…” or “Why do I…”

• facilitate student participation in classroom decision-making?
• foster and support appropriate student behavior?
• collaborate with students, families, and communities to establish, maintain, and
• communicate standards for student behavior?
• understand the underlying causes of student behavior, including developmental and individual needs, and utilize that knowledge in support of positive classroom conduct?
• work proactively to prevent and respond quickly to minimize behavioral issues?
• understand and respond to inappropriate behaviors in an efficient, fair, and equitable way?
• help all students learn to take responsibility for their own behavior and actions?

2.6 - Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

As teachers develop, they may ask, “How do I…” or “Why do I…”

• involve all students in the development of classroom procedures and routines?
• help students transition smoothly and efficiently from one instructional activity to the next?
• apply knowledge of students’ physical, social, cognitive, and emotional development to ensure that adequate time and support are provided for students to complete learning activities?
• develop daily schedules, timelines, classroom routines, and norms that maximize learning?
• connect district, site, and classroom procedures to promote a climate of fairness and respect for all students?
• adapt routines, procedures, and norms to ensure the success of students with special needs?

2.7 - Using instructional time to optimize learning

As teachers develop, they may ask, “How do I…” or “Why do I...”

• organize instruction to optimize learning time?
• pace instruction to accomplish learning goals?
• re-direct students’ off-task behavior to make the most of instructional time?
• adjust instructional time so that all students remain engaged and challenged?
• structure time for both independent and collaborative learning opportunities?
• balance instructional, preparation, administrative, and managerial time?