Cohort Facilitation Guide

Creating a Culture of Respect and Rapport

5 hr deepening knowledge

This facilitation guide is designed for those leading cohort groups who are taking or have taken Danielson PD modules through Pennsylvania’s PD Center. Please be encouraged to steer your cohort group toward discussion that is most appropriate for your particular environment and needs.

In the table below, you will find guiding or essential questions related to the module content and applications in the left-hand column, and potential discussion points in the right-hand column. The last column of the table shares Pennsylvania-specific resources that might be of use or interest to the cohort group.At the end of this guide, you will findthe alignment(s) between Danielson’s Framework for Teaching and this module as well as correlations to the Framework for Leadership, should any groups wish to explore those connections further.

Guiding Questions / Possible/Guiding Responses
How can beliefs and expectations within a classroom impact student learning? /
  • Teachers are important role models for students to emulate as they develop effective verbal communication skills. Being open with communication regarding beliefs and expectations provides clarity for students and fosters a healthy classroom climate.
  • Persuasive teachers hone their classroom conversational skills and learn to observe student behavior and listen to students’ spoken ideas.
  • Highly developed verbal and nonverbal communication skills enable teachers to respond to the needs of and influence the behavior of students and their families.
  • Students and family members are quick to recognize positive and caring dispositions such as empathy, kindness, appreciation of cultural differences, and the enthusiasm to lend help and support.
  • Numerous studies indicate that the expectations teachers have for students tend to become self-fulfilling prophesies. It is therefore critically important for educators to monitor their interactions with the goal of communicating appropriately high behavioral and academic expectations to all students, not just to high achievers.

How can positive relationships provide essential supports for learning? /
  • When teachers are aware of students’ backgrounds and get to know each student in the classroom, students are quick to recognize and appreciate their teacher’s enthusiasm to support their learning.
  • When students feel good about themselves, they are more likely to engage in positive actions.
  • Students who feel rejected by peers or feel out of place in the school are less likely to show commitment to their studies.

How can establishing a classroom of mutual care, respect, and trust enhance student learning? /
  • The teacher’s tone and body language communicate a caring and interested disposition toward students.
  • Inclusion by peers is necessary, for all students, in order to create the feeling of a safe classroom environment in which they are encouraged to learn.
  • Classrooms that exhibit respect and rapport from the teacher and students are recognized by attributes such as respectful talk, politeness, turn taking, and fairness.

*How do you manage challenging student defensive behaviors? /
  • Utilizing positive behavior management.
  • Adapting and adjusting instruction to meet the needs of students withlearning disabilities.

What PA-specific online resources are available that will enable you to create a culture of respect and rapport? /
  • SAS Respect and Rapport (183 results from search)
  • PDE Document of Guiding Questions (p. 5)
  • PDE Standards for Student Interpersonal Skills
  • PDE Guiding Questions for Principals and Teachers (p. 4)

Primary alignment between Creating a Culture of Respect and Rapport and the Framework for Teaching:

  • 2a: Creating an Environment of Respect and Rapport

Correlations between Creating a Culture of Respect and Rapport and the Framework for Leadership:

  • 1c: Builds a Collaborative and Empowering Work Environment
  • 1e: Celebrates Accomplishment and Acknowledges Failure
  • 2a: Leverages Human and Financial Resources
  • 2b: Ensures School Safety
  • 2d: Establishes and Implements Expectations for Students and Staff
  • 2e: Communicates Effectively and Strategically
  • 2f: Manages Conflict Constructively
  • 2g: Ensures a High Quality, High Performing Staff
  • 3c: Implements High Quality Instruction
  • 3d: Sets High Expectations for All Students
  • 3e: Maximizes Instructional Time
  • 4a: Maximizes Parent and Community Involvement and Outreach
  • 4b: Shows Professionalism
  • 4c: Supports Professional Growth

* Modified from Guiding Questions: Conversations Between Principals and Teachers © Pennsylvania Department of Education, 2013.

1