During the last quarter of 2024, I spent time organizing and implementing measures within my teaching practice to build a positive environment. These measures required me to identify a small group of five students to use as touchstones for the creation of a classroom environment chart. This chart allowed me to target certain actions that would help set student goals, create focused growth, increase the development of positive classroom environments, reinforce progress, and fully reflect on the journey.
Scaffolding Learning with the Danielson Framework
Charlotte Danielson’s unique combination of academic expertise, hands-on teaching experience, and dedication to enhancing education has allowed her to develop a framework that is not only grounded in theory but also highly practical and relevant for educators like me.
The Charlotte Danielson Framework for Teaching is divided into four domains, with Domain 2 focusing on the classroom environment. I used this to guide my journey and organize my self-identified ranking. Here’s a general overview of descriptors:
I rank myself Distinguished in component 2a: This component emphasizes fostering respectful, supportive interactions between teachers and students. It highlights the importance of creating a positive classroom culture where all individuals feel valued, respected, and safe to express their ideas and opinions.
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Reasons for ranking: As a kindergarten teacher, I work closely with emergent learners, designing adaptable learning plans that cater to a diverse classroom. My approach ensures that lessons can be easily differentiated and incorporates culturally responsive curriculum delivery. Throughout my journey, I have often navigated and resolved differences between family and school cultures with thoughtful adjustments to classroom procedures and expectations.
One notable example involves creating assessment techniques that support students from matriarchal family structures, where blue-collar parents, guardians, or stakeholders may have limited time to help prepare the young learner. By recognizing these unique dynamics, I provide additional preparation and equitable opportunities for these students to succeed, fostering an inclusive and supportive learning environment.
I rank myself Distinguished in component 2c: This descriptor focuses on the organization and efficiency of classroom routines and procedures, such as managing transitions, distributing materials, and ensuring smooth operation during group activities. The goal is to minimize downtime and maximize instructional time through clear, consistent procedures.
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Reasons for ranking: Preparation is the cornerstone of effective teaching and learning, especially when working with emergent learners. Organization goes hand-in-hand with preparation, making it equally essential for success. I’ve found that taking the time to plan thoroughly leads to smoother and more impactful lesson delivery and assessments.
A great example of this is during weekly Reading Mastery lesson assessments. By employing backward design—where lessons are intentionally structured with the assessment goals in mind—I ensure that each step builds toward skill mastery. This approach enhances efficiency, minimizes downtime, and creates a seamless learning experience for my students.
I rank myself Independent in component 2d: This component pertains to establishing and maintaining clear expectations for student behavior. It includes proactive classroom management strategies, consistent reinforcement of expectations, and fair, respectful interventions when issues arise. The emphasis is on creating a classroom environment conducive to learning.
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Reasons for ranking: In our kindergarten classroom, observing students during assessments offers valuable opportunities to reinforce classroom expectations and support individual behavioral growth. Throughout the day, I intentionally nurture our classroom culture by integrating social-emotional learning skills that my young learners are familiar with. By addressing these skills in a caring and progressive way, I help students develop emotional regulation and appropriate behavioral management, fostering their growth in a supportive and structured environment.
Moving Forward
Take a moment to watch this video, where I share practical ideas and strategies for applying the insights I’ve gained to enhance the classroom environment for emergent learners. This video illustrates how thoughtful planning, culturally responsive practices, and intentional design can create a positive and supportive space that fosters growth, engagement, and success for every student.
Final Thoughts
My journey as a kindergarten teacher during the last quarter of 2024 has been both reflective and transformative. By leveraging the principles of the Danielson Framework, I’ve deepened my understanding of how to build a positive classroom environment that prioritizes respect, organization, and clear expectations. This journey has reinforced the importance of preparation, culturally responsive teaching, and fostering a supportive atmosphere for emergent learners.
Each strategy I’ve implemented, from differentiated learning plans to behavior management techniques, has helped me grow as an educator while empowering my students to thrive academically, socially, and emotionally. As I look ahead, I am committed to continuing this path of growth, ensuring that my classroom remains a space where every child feels valued, supported, and ready to achieve their fullest potential.
References
Kraft, M. A., & Dougherty, S. M. (2013). The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment. Journal of Research on Educational Effectiveness, 6(3), 199–222. https://doi.org/10.1080/19345747.2012.743636
