Domain 2: Components

1. Create an environment of respect and rapport
2. Establish a culture for learning
3. Manage classroom procedures
4. Manage student behavior
5. Organize physical space

     | MN Standard 2 | MN Standard 5 |

MN Standard 2: A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development. The teacher must:

1. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use specific instructional strategies that promote student learning;
2. understand that a student’s physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions;
3. understand the developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;
4. use a student’s strengths as a basis for growth, and a student’s errors as opportunities for learning;
5. assess both individual and group performance and design developmentally appropriate instruction that meets the student’s current needs in the cognitive, social, emotional, moral, and physical domains;
6. link new ideas to familiar ideas; make connections to a student’s experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks; and
7. use a student’s thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking.

Personal Reflections on Minnesota Standard 2

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MN Standard 5: A teacher must be able to use an understanding of individual and group motivation and behavior to create mathematical learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must:

1. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;
2. understand how social groups function and influence people, and how people influence groups;
3. know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;
4. know how to help people work productively and cooperatively with each other in complex social settings;
5. understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;
6. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;
7. understand how participation supports commitment;
8. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;
9. establish peer relationships to promote learning;
10. recognize the relationship of intrinsic motivation to student lifelong growth and learning;
11. use different motivational strategies that are likely to encourage continuous development of individual learner abilities;
12. design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;
13. engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;
14. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;
15. maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals;
16. develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;
17. analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; and
18. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

Personal Reflections on Minnesota Standard 5

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