What is it? Domain 2 component C targets the way in which the tasks of a classroom are run. In order for a teacher to be efficient with the time that is given to us we have to find ways of minimizing the time that basic tasks take to complete. If this is done correctly it can helps the classroom to run in the most efficient way possible. If specific instructions and information are given to the students then a lot of the tasks can be placed on them to handle. This would include the passing out of information, the collecting of information, organizing of specific areas, and so on. Not only does this give the teacher more time to educate, but it also teaches the students about independence and responsibility. This component highlights all the different ways to get a classroom running smoothly and effectively.
Why do we need it? As teachers it is critical that we lead and direct the class in the most efficient way possible. If both student and teacher are on the same page regarding the procedures then the time spent growing the children's knowledge base can be maximized. Learning and growing are the main objectives in education so it is key that time not be wasted on who will be passing out the glue sticks or who will be in which group.
What are the elements? There are four different elements of component 2C. The first is all about management of instructional groups. What this means is that the teacher was able to successfully teach the students all the skills required to complete work with purpose as well as work with others. If done correctly the students should not require much supervision from the teacher when completing tasks in groups. The next element is, at its core, about how the classroom transitions from one type of activity to another. Often times students take part in many different kinds of activities while learning a new lesson. Whether they go from working individually, to with a partner, to many partners, only a small amount of time should be lost in the transitioning. The third elements main idea focuses on management of materials and supplies. The teacher and the students should be on the same page in regards to where classroom supplies are located as well as whose job it is to distribute and collect them. Little class time should be wasted in regards to these steps. The final element centers around performance of non-instructional duties. When the teacher is taking attendance or collecting important papers signed by parents, there should not be much time lost on instruction.
What does implementation look like? Implementation can resemble many things in this case. At the beginning of the year the teacher could establish routines that every student recognizes as important. For example, every student could be taught that their first job when entering the classroom is to check a box next to their names on an attendance sheet. A way of making transitions seamless would be by arranging the desks into groups of four then having each child assigned one job. Every day the jobs would rotate. For example, one day one child is in charge of collecting their group members papers to turn in while another child is in charge of cleaning up and organizing their groups work space. Tasks such as these also help to build up a child's confidence and gives them an opportunity to develop and grow as people by showing them that they all have a purpose.
Sources: Danielson Group » The Framework. (2017). Danielsongroup.org. Retrieved 21 September 2017, from http://www.danielsongroup.org/framework/