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Danielson Domain 2 focuses on the creation of a safe, respectful, and academically purposeful classroom environment where students feel valued, supported, and motivated to learn. This domain emphasizes the importance of strong relationships, clear expectations, and well-established routines that allow learning to occur efficiently and without disruption.
Within Domain 2, effective teaching is evident when a classroom culture promotes mutual respect between teacher and students, fosters positive peer interactions, and upholds high expectations for both behavior and academic effort. Clear procedures and consistent behavioral expectations empower students to take ownership of their actions and contribute positively to the learning community.
A well-organized physical space further supports instruction by encouraging collaboration, accessibility, and student independence. When these elements are in place, students are able to focus their energy on meaningful learning rather than classroom management.
Overall, Danielson Domain 2 highlights how intentional classroom structures, positive relationships, and a strong culture for learning create the foundation for student success and sustained academic growth.
The following content displays classroom environment artifacts
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2a – Creating an Environment of Respect and Rapport
2a – Creating an Environment of Respect and Rapport
I intentionally foster a classroom culture rooted in mutual respect, trust, and positive relationships. Students are encouraged to treat one another with kindness, listen actively, and value diverse perspectives. Through consistent modeling of respectful language and restorative practices, the classroom remains a safe and welcoming space where students feel comfortable taking academic risks, and understand the systems, order, and structures within the classroom.
2A Artifact Vid - 2026.mp4Classroom Norms / Reflection
Student-centered norms and reflection tools that promote respectful behavior, accountability, and a positive classroom culture.
2A Artifact Vid ll- 2026.mp4Community Building / Parent Communication
Ongoing communication tools and activities designed to strengthen relationships among students, families, and the classroom community.
2b – Establishing a Culture for Learning
2b – Establishing a Culture for Learning
High expectations for learning are clearly communicated and consistently reinforced. Students understand that effort, perseverance, and quality work are valued and celebrated. Instruction emphasizes growth, pride in achievement, and a shared responsibility for learning, helping students develop confidence and ownership of their academic progress.
Exemplar with Modeled Annotations
High-quality examples with teacher modeling to clarify expectations and support students in understanding success criteria. (Created with students)
Check Rubric - Updated.pdfStudent Friendly Rubric
Students understand Cleary how their work is rated without a complicated system.
4th Grade Social Studies – Google Slide Task Rubric.pdfStudent Friendly Slide Rubrics
Students understand cleary the difference in thier work rating in particulary a slide project. They understand that slides are different forms of task and require a different rating system.
2c – Managing Classroom Procedures
2c – Managing Classroom Procedures
Clear routines and procedures are established to maximize instructional time and promote student independence. Transitions, material management, and group work structures are taught, practiced, and reinforced so that the classroom operates smoothly. As a result, students move efficiently through the day with minimal disruption.
Daily Learning Schedule
A clearly structured daily agenda that outlines instructional blocks, routines, and transitions to maximize learning time and student independence.
Stations Schedule.pdfSmall Group Rotation Plan
A structured plan showing how students rotate through targeted instructional groups to support differentiation and maximize engagement.
2d – Managing Student Behavior
2d – Managing Student Behavior
Behavioral expectations are clearly defined, consistently applied, and aligned with schoolwide policies. Positive reinforcement, proactive strategies, and restorative responses are used to support appropriate behavior and self-regulation. Students are encouraged to reflect on their actions and take responsibility for maintaining a positive learning environment.
2a Restorative Parent CommunicationConsistent Consequences Documentation
Documentation demonstrating fair, consistent, and transparent application of behavioral expectations and consequences.
Reward Goal Wall
A visual display highlighting collective and individual goals that motivate positive behavior and academic effort.
Incentive Point Tracker
A structured system used to track and reinforce positive behavior, engagement, and goal attainment. (class dojo point tracker)
Behavior Mod. Letter - E. Peigne 2025_26 (1).pdfIndividual Behavior Plan
Personalized behavior supports designed to meet individual student needs and promote self-regulation.
2e – Organizing Physical Space
2e – Organizing Physical Space
The physical classroom environment is intentionally organized to support instruction, collaboration, and accessibility. Seating arrangements, learning areas, and instructional materials are designed to meet diverse student needs while promoting engagement and independence. The space reflects a balance of structure and flexibility to enhance learning.
Flexible Seating Area
An intentionally designed seating arrangement that supports student choice, comfort, and engagement.
Classroom Layout Map I
A visual representation of classroom organization showing instructional zones and movement flow.
Classroom Layout Map II
A visual representation of classroom organization showing instructional zones and movement flow.
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