Classroom Culture

Current Practice

The Classroom Culture Category of the Pedagogical Practice Domain is a strong component of my current professional/teaching practice. Having a consistent and intentional classroom culture is important to me and so this is an area into which I have put a lot of attention.

Below are brief descriptions of the indicators in this category with specific examples of how they are consistent elements of my teaching practice.

(1) coaches and reinforces peer-to-peer dynamics that are appropriate and constructive

Coaching and reinforcing peer-to-peer dynamics that are appropriate and constructive is a consistent element of my current teaching practice. Some of the ways I do this include:

• Promoting opportunities for students to work in groups for greater than approximately 75 percent of all activities and rotating groups frequently (e.g., see Artifact Ped-2, Video 5 Slowly pouring polymers).
• During group work, ensuring all students are equally participating to the extent possible by having direct conversations during check-ins. I ask questions such as:
  ○ “Are you doing all the work here?”
  ○ “Why don’t use you let [student] take a turn?”
  ○ “Feel free to ask your lab group members to wait for you to catch up.”
  ○ “[Student not speaking up much], what do you think?”
• During class, calling out anyone who interrupts or is disrespectful towards another student.
• Providing students with the opportunity to give each other feedback (with guidance on how to do so; Artifact Ped-17 and Artifact Ped-18).
• Starting the beginning of each trimester reviewing my two major rules for the classroom: Respect and Responsibility and asking students to provide examples (Artifact Ped-19).

Three of my feedback team members commented on my ability to coach and reinforce peer-to-peer dynamics that are appropriate and constructive (Artifact Ped-1):

• “excellent classroom management”
• “Krissy shined most here in this lesson. Not only was she encouraging her groups of 6th graders to give feedback and support each other, she set up this opportunity to continue our 6th/10th grade collaboration making sure every kid (be they 6th or 10th grader) was actively engaged in the process.”
• “- Students who had trouble connecting to the projector were quietly and respectfully waited for by their peers, some of whom made helpful recommendations re: connecting.
  – Students are audibly encouraged on their way up to present and celebrated afterward.
  – A presenter very distinctly mispronounced ‘NASA’ (Nay-saw) and there was zero reaction or snickering by other students–and lots must have noticed.”
  – question and answer after is ENTIRELY run by students (no need for management from Krissy whatsoever) and goes really smoothly”

(2) communicates behavioral expectations that are appropriate to class activities

Communicating behavioral expectations that are appropriate to class activities is a consistent element of my current teaching practice. The four main ways I do this include:

• Starting the beginning of each trimester reviewing my two major rules for the classroom: Respect and Responsibility and asking students to provide examples (mentioned above; Artifact Ped-19). I also have all students raise their hands indicating that they agree to abide by these two major rules.
• Reviewing and having students sign a Lab Safety Contract for Scientific Thinking 1 at the beginning of the school year (Artifact Ped-20).
• Throughout the year, holding students accountable to these two sets of behavioral expectations (Artifact Ped-21).
• Reviewing additional behavioral expectations specific to any new activities students are undertaking (Artifact Ped-2, Video 4: Polymer activity setting the stage; Artifact Ped-22).

Three of my feedback team members commented on my ability to communicate behavioral expectations that are appropriate to class activities (Artifact Ped-1). Terry Macaluso stated that behavior expectations were “evident in the classroom.” Anne Duffy noted: “I am sure that Krissy did that with her kids before heading over as they were all on task and utilizing their time with the 10th graders to the utmost.” Malcolm Yates noted that “Students were instructed both in writing and by Krissy during the introduction to the symposium to take notes on each presentation based on three specific prompts:
– Something you learned
– Something the presenter did well
– Something the presenter could improve
Students are, accordingly, super attentive during their classmate’s talks–including the least engaging.”

(3) develops a mutually respectful relationship with each student instilling, confidence that the teacher is invested in their success

Developing a mutually respectful relationship with each student instilling, confidence that the teacher is invested in their success is a consistent element of my current teaching practice. I truly appreciate individual students for who they are and I encourage them to confidently do the same for themselves. Occasionally I have students who will outright tell me that I do this (Artifact Ped-23), but more often, I just do it and hope it is well received (Artifact Ped-24; Artifact Ped-2, Video 6). One novel strategy I have used to instill confidence in students is to have them sit next to me during conferences rather than across from me so that they feel like we’re on the same side. In the Fall of 2020 I also put a sign above where the students sat which read “I can confirm this student is awesome” for their parents to see (Artifact Ped-25). I also asked one of my students in Environmental Practices 8 who is particularly adept at video making to video me for this Professional Development Plan instilling confidence that he is a talented student. You can hear his voice in some of the clips in Artifact Ped-2.

Three of my feedback team members commented on my ability to develop a mutually respectful relationship with students (Artifact Ped-1):

• “evident throughout the class sessions”
• “You could tell by the way that Krissy interacted with the kids that there was a mutual respect and trust. The kids knew that this collaboration was continuing so that they could present the best materials science information.”
• “One student had specific reasons for wanting to present today (in general, ~half of students will present today with the order of presenters randomly selected and unknown to students until just before their presentation). Krissy listens sympathetically and responds pleasantly but does not grant the request. The student’s total lack of sass/complaining/dejected attitude implied that she had a lot of trust in Krissy’s judgment and fairness.”

(4) demonstrates cultural competence by promoting inclusivity

Demonstrating cultural competency by promoting inclusivity is present in my current teaching practice. Some of the ways I have done this include the following:

• Being a science teacher, I am cognizant of the fact science is still a primarily male-dominated field with the majority of the typically highlighted historical scientific discoveries made by white males. Because of this, I have started to use examples in my teaching (e.g., videos, books) that include women and women and men of varied ethnic backgrounds (Artifact Ped-25).
• I have also done this in advisory when I recently had an opportunity (e.g., Artifact Ped-26).
• Offering students the opportunity to evaluate both sides of (especially contentious) issues we discuss in class and have students formulate their own conclusions (Artifact Ped-27).
• Being inclusive of spiritual beliefs, I went off-script this year in my “What is Science?” direct instruction to point out that “science” is a relatively new field and represents only one way of looking at the world.
• As I discussed earlier in the Differentiated Instruction and Assessment category, I also have been focusing recently on providing opportunities for each student to contribute during each class period and this is inclusive of all types of students, whether they be ethnically diverse, neurally diverse, sensory diverse or other.

While this indicator is definitely present in my current teaching practice, I haven’t actually analyzed whether it’s consistent and whether or not I’m taking advantage of all opportunities to utilize it.

(5) designs and facilitates a classroom culture that promotes student preparedness, engagement, self-advocacy, perseverance, and collaboration

Designing and facilitating a classroom culture that promotes student preparedness, engagement, self-advocacy, perseverance, and collaboration is a strong component of my current teaching practice. Below is a table of these five aspects of classroom culture and a few of the ways I incorporate them into my classes.

Four of my feedback team members commented on my ability to design and facilitate a classroom culture that promotes student preparedness, engagement, self-advocacy, perseverance, and collaboration (Artifact Ped-1):

• “the classroom has a wonderfully warm, supportive, calm, and focused feel”
• “kids very respectful to one another”
• “The collaborative aspect of this class says it all. Read the comments above for more detail.”
• “Students came in clearly knowing they had a presentation and (by my assessment) super prepared to present. Questions from students were generally relevant, thoughtful, and academic an nature.”
• “Before class
  ○ calm music playing
  ○ materials for students to read already on the board
  * projected: Welcome to 2nd annual …symposium
  * written on board: For each presenter (please note on paper)
  Class begins
  ○ music stays on
  ○ ‘mindful minute’ lights off, everything super chill (I accidentally shushed a kid instinctually)
  ○ Krissy starts by reviewing the schedule for the day
  * SUPER clear, it is written on the board, calmly talked through, time for questions
  * Moves into reviewing how the ‘symposium’ is going to work”

Future Practice

Within the Classroom Culture Domain, in the coming years, I plan to primarily focus more on being sure I am promoting inclusivity. I will do this by performing an analysis of how I promote inclusivity in my lesson plans and identify and address specific areas of improvement.