Standard II: Teaching All Students / II-B-1. Manning Safe Learning Environment Video

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Teacher: Benadette Manning, Fenway High School

Subject: Algebra 1

Grade Level: Mixed

Lesson Objective: SWBAT solve equations with "Basic Moves"

Running Time: 9:49

Key Look-Fors

II-A-1. Quality of Effort and Work

Proficient	Exemplary
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.	Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.

For TEACHERS this may look like:
Unsatisfactory	Needs Improvement	Proficient	Exemplary
Teacher allows the classroom to be cluttered, uncomfortable, or dangerous, students have limited access to learning activities.	Teacher physically arranges the classroom so that clutter is minimized, pathways are clear, and most students have unobstructed access to learning materials.	Teacher physically arranges the classroom to support the instructional goals and learning activities, and all students have unobstructed access to learning materials.	Teacher physically arranges the classroom in complete alignment with the learning activities such that all students have unobstructed access to learning materials.
Teacher does not use clear procedures for getting students' attention, managing transitions, or the distribution and collection of materials.	Teacher uses established procedures for getting students' attention, managing transitions, or the distribution and collection of materials, but they do not function smoothly.	Teacher uses established effective and smooth procedures for getting students' attention, managing transitions, and distributing/collecting materials.	Teacher uses established routines that gradually transfer responsibility for smooth transitions and procedures to students.
Teacher addresses students in a disrespectful or unfriendly manner and fails to address disrespectful interactions between students.	Teacher attempts to promote respectful interactions between teacher and students, and among students, but with occasional disrespect or insensitivity.	Teacher ensures that interactions with and among students are uniformly respectful.	Teacher ensures that interactions with and among students are kind, supportive, and respectful
Teacher does not monitor student behavior, enforce standards of conduct, or respond effectively to disruptions.	Teacher sometimes attempts to maintain order in the classroom, but often responds inconsistently to similar student misbehaviors sometimes harsh, other times lenient.	Teacher frequently monitors behavior in accordance with established standards of conduct, reinforcing positive behavior and responding consistently and effectively to inappropriate behavior.	Teacher monitors behavior quietly and subtly, reinforcing positive academic effort and responding quickly to any inappropriate behavior.
Teacher creates an intellectual environment where only a few students are encouraged to attempt challenging tasks.	Teacher creates an intellectual environment where only some students are encouraged to attempt challenging tasks.	Teacher creates an intellectual environment where students take academic risks by attempting challenging tasks.	Teacher creates an intellectual environment where students take academic risks by attempting challenging tasks.

For STUDENTS this may look like:
Unsatisfactory	Needs Improvement	Proficient	Exemplary
If asked, students are unable to describe classroom procedures, and instructional time is lost because students do not follow procedures.	If asked, students are unable to fully describe classroom procedures, or students inconsistently follow procedures.	Students generally follow procedures with minimal prompting from the teacher.	Students consistently follow all classroom routines and procedures without prompting from the teacher.
Students are often disruptive or disrespectful to the teacher and/or each other.	Students are occasionally disruptive or disrespectful to the teacher and/or each other.	Students are rarely disruptive and use a respectful tone to address peers and the teacher.	Students consistently behave appropriately and use a respectful tone to address peers and the teacher.
	Students participate only if called on, and are often hesitant to offer their ideas in front of classmates.	The majority of students participate willingly; however, some students appear to be somewhat hesitant to offer their ideas in front of classmates.	Nearly all students participate frequently; there is no indication that students limit participation due to fears of being mocked

Ratings and Rationale

Ratings and Rationale

This clip was rated PROFICIENT on II-B-1. Safe Learning Environment: The teacher uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

This rating was based on the facts that the teacher and students addressed each other respectfully, the teacher responded quickly and calmly to inappropriate behaviors, and the made it safe for students to take risks in sharing ideas of which they were unsure.

This clip is a benchmark because the majority of evidence falls solidly within the rubric definition of proficient practice.

To read the entire rationale, click