Classroom / Lab Management for CTE
Session 2
Framework for Teaching Domain 2
Creating a
Structured and
Welcoming
Environment
If a new student walked into your classroom before
anyone else arrived and looked around, what
would he possibly think to expect from your
class?
(From what he saw, what impression would he get
about you and/or your class?)
Write your response on your whiteboard
2
Physical Components of
Classroom Environment

With your table
group, write a
list of 5-10
things a
teacher can do
to insure that
the PHYSICAL
classroom
environment is
as positive and
efficient as
possible.
3
Let’s compare lists! An effective
physical classroom environment is…








Attractive

Functional

Safe

Welcoming (upbeat)

Decorated with age and
curriculum appropriate

things
Easy to maneuver through 
rows
Free from clutter or trash 
Free from non-essential
furnishings
Well lit
Comfortable temperature
Pleasant smelling
Set up so all students can
see the board
Well organized supply
areas
Systematic (for things like
retrieval of missed work)
Organized (seating chart)
4
Essential Components of
Classroom Climate
With your table
group, write a list
of 5-10 things a
teacher can do to
insure that the
classroom climate
positively defines
relationships
among students
with each other
and the teacher.
5
Let’s compare lists!
A positive classroom climate or
environment is…
Respectful
 Non-threatening
 Warm and friendly
 Welcoming (upbeat)
 Systematic (for
things like retrieval
of missed work)
 Organized (seating

chart)
 Supporting of
learning and
collaboration
 One in which
students are willing
to take risks
6
The topic of classroom environment
and climate will be inherent to most
everything we do in this class!
Closure activity:
From our conversation, and the lists generated,
what does your table think the three most
essential elements are to creating an
environment that is conducive to learning?
List them on a slate and be prepared to share!
7
Find Someone Who….
This activity will get you up and
moving around.
Only sign each person’s paper
once.
Ok if you don’t have all squares
signed.
Objective
Topic: Procedures and Routines
Do: Explain how well taught procedures
lead to efficient classroom routines
Determine procedures that would be
effective in your classroom
Level of Thinking: Applying
Task:
Independently,
on your
whiteboards
describe the
difference
between
procedures
and routines
Procedure
Definition: What the teacher wants done
in the classroom for the class to operate
in an orderly manner.
Procedures promote structure and allow
students to develop respectful and
trustful relationships with their teacher
and peers. They enable teachers to
effectively manage activities.
Procedures:
Slate activity:
With your table group, brainstorm at
least five different things that you
could have procedures related to
that would help your class to run
smoothly.
Procedures answer the questions
of what to do when:











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The teacher wants the class quiet
The bell rings (beginning or end of hour)
It is time to clean up
Working with groups
Students are done with work early
Students have questions
Students come back from being absent
Students need to get the teacher’s attention
Papers need to be turned in
Returning scored papers
Transitioning from one activity to another
Your additional ideas
Take a look at the Classroom
Procedures Worksheet

Take a highlighter and
highlight any procedures
that you would benefit
from having in your class

When you have time on
your own, think through
what your directions will
be for the students to
follow
Effective teachers implement a
classroom management plan
with procedures that prevent
problems from occurring in the first
place.
Directly TEACH Procedures

Using these steps
 Choose those procedures that are most
critical for your classroom/lab operation to
focus upon (no magic number – everyone’s
situation is different)
 Explain what needs to be done clearly
 Rehearse until they become routines
 Reinforce and re-teach until they become
efficient student habits
If students know what to do, they
will not do what they are not
supposed to do.
Routine

Definition: What students do
automatically without being prompted or
supervised
Well defined and rehearsed procedures
become routines.
If reinforced consistently, routines should
be established in about three weeks.
Mrs. Ferguson’s example
Closure
On the back of your Find Someone Who sheet
Write down four routines that you would like
to implement in your classroom.
If you feel like your routines are already
satisfactorily in place, write instead four
routines that your students follow regularly
that help your class run smoothly!
Effective Group-work requires very
clearly communicated expectations and
procedures
Grouping Students
Expectations (Structure) –
Don’t “wing it”!
Start with pairs working together, then go to
3-4
 Be sure students know expected behavior
 Provide a rubric for grading prior to student
work to they will know what they’ll be held
accountable for learning and producing
 In most cases each student should be
graded separately
 Let’s take a look at a “shell” for a grading
rubric

To ensure success..




Teach students to be respectful of the
ideas of others
The task must be interesting and
challenging
Each student has a meaningful role (keep
groups small enough to insure that this is
true)
Grading criteria is clearly communicated
and understood
 Teacher
constantly monitors
and provides feedback
Time for a Think/Pair/Share
Independently answer create a mental
answer for this question – Why is it
preferable for teacher-selected rather
than student-selected groups?
 Pair up to discuss
 Share with the entire
group!

Considerations when grouping
students
•
•
•
•
•
Task to be completed
Longevity of the groupings
Ability levels
Special needs of students
Should friends be in the same
group??
Forming Groups
Teacher selection usually works best
 Combine ability levels
 Occasionally try random selection for
one-time groupings:

 Birthday months
 Numbering off
 Similarity groups (color of shirt, favorite ice
cream, etc.)
 Index cards/popsicle sticks w/names drawn
Closure – Create a rubric for a project
you do on the worksheet provided
(Ok to work in pairs if you don’t have an idea)
Traits
(teacher lists in this column everything
to be graded specific to the assignment)
Weak ( )
Developing ( )
Strong ( )
Excellent ( )
(need for revision
outweighs strengths)
(strengths and need
for revision are about
equal)
(strength outweighs
the weaknesses;
some revision is
needed)
(shows knowledge
Contribution to Group’s
Effectiveness
and/or skill in the
trait; many
strengths present)
Points
Earned
.
Student contributed consistently by
sharing ideas and workload. Was polite
and respectful to group members
.
Time for a break!
Objective:
Topic: Engaging Students to
Maximize Use of Instructional
Time
Do: Describe ways to engage
students and use class time
to its greatest advantage
L.O.T.: Understanding
29
Greet your students at the door!
Invite them to sit
 Give any
expectations for
what you want
them to get
started on while
you are taking
roll, etc.

30
Time Management
OVER PLAN!
It’s better to have more to do and not
enough time to do it than to have
students with extra time on their hands!
Kids get into trouble when they are not
constructively engaged
31
Golden rule of 15 minutes
Teachers should limit
themselves to no more
than 15 minutes at a
time at the board,
showing a PowerPoint,
or lecturing
32
Bell to Bell Instruction
Focuses on maximizing all available
instructional time!
 Does NOT mean that the teacher
lectures from “bell to bell”
 Lessons should be chunked into
different activities involving as much
student action as is appropriate for the
objective!

33
Bellwork is a Great Way to Start
Class!
The FIRST
FIVE
MINUTES OF
CLASS TIME
IS CRITICAL!!
Use it to your best
advantage with an
engaging bellwork
assignment
34
Bellwork
aka “warm ups”
or “bell ringers”

A daily routine that
can incorporate activating
students’ prior knowledge
and serve as the lesson’s introduction

Having a bellwork routine allows teachers time
to take roll silently as the students respond to
the bellwork prompt
35
Good Bellwork Questions
Direct the students to
link past experiences or
something they already
know directly to the
current learning
Or…
Review
concepts from
prior lessons
36
Bellwork tasks are only important if
they add to your content, engage the
students and are valued by both the
student and the teacher.
37
If students suspect that your
bellwork is only a means to keep
them quiet, they won’t take it
seriously.
Directly Teach Students the
Bellwork Routine
Have the task/question on the board or screen
prior to students entering the room.
 Have a designated place for bellwork logs (if
using) to be picked up at the beginning of the
week, or hand them out on Mondays. (Still have

the central location for those absent Monday to get a log
when they return to school.)
Teach students to come into class, get their
assignment logs out immediately, and work
quietly.
 Stamp for participation or pick up and grade
logs on Fridays.

39
Bellwork Log
40
When students
are
meaningfully
engaged in
their learning,
your job will be
much easier
and more
enjoyable
Student Engagement –
It’s not optional
The article included in
tonight’s handouts comes
from this very good book.
Check out the website
www.schlechtycenter.org
Profile Elements
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
There are five ways that students respond or adapt to
school-related tasks and activities:
•
•
Engagement
(High Attention and Commitment)
Strategic Compliance
(High Attention and Low Commitment)
•
•
•
Ritual Compliance
(Low Attention and Low Commitment)
Retreatism
(No Attention and No Commitment)
Rebellion
(Diverted Attention)
Activity Each of you will be assigned one of the
profile elements (two people will work on
the Design Considerations portion)
 Read the section of the article related to
your element
 Be prepared to describe it to the group
with the aide of slides that you will be
given once you’ve read your section
silently

Profile Elements
Engagement:
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
High Commitment
High Attention
The task, activity, or work
students are assigned or
encouraged to undertake
has inherent meaning or
value to the student.
Engagement
• The student sees the activity as personally
•
•
•
meaningful.
The student’s level of interest is sufficiently high
that he persists in the face of difficulty.
The student finds the task sufficiently challenging
that she believes she will accomplish something of
worth by doing it.
The student’s emphasis is on optimum performance
and on “getting it right.”
Students who are engaged:
•
•
•
Learn at high levels and have a
profound grasp of what they learn
Retain what they learn
Can transfer what they learn to new
contexts
Profile Elements
Strategic
Compliance
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
Low Commitment
High Attention
The task, activity, or
work has little or no
inherent meaning or
value to the student, but
it is associated in the
student’s mind with
outcomes and results
that are of value (e.g., a
good grade or “points”.)
Profile Elements
Ritual Compliance:
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
Low Commitment
Low Attention
Students are willing to
expend whatever effort is
needed to avoid negative
consequences, though
they see little meaning in
the tasks assigned or the
consequences of doing
those tasks.
Profile Elements
Retreatism:
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
No Commitment
No Attention
The student is disengaged
from the task, expends no
energy in attempting to
comply with the demands
of the task, but does not
act in a way that disrupts
others and does not try to
substitute other activities
for the assigned task.
Profile Elements
Rebellion:
Rebellion
Retreatism
Engagement
Strategic
Compliance
Ritual
Compliance
No Commitment
No Attention
The student refuses to do
the task assigned, acts in
a way that disrupts others
and/or attempts to
substitute tasks and
activities that he or she is
committed to in lieu of
those assigned by the
teacher.
Design Qualities
Lessons must be well planned with the
following factors considered:
•
•
•
•
•
•
•
Relevant, interesting and authentic
Allows for problem-solving
Students know what is expected of them
Students are encouraged to take risks
Collaboration is encouraged
Students are acknowledged for good work
Students are allowed choice in topics
and/or ways of completing the assignment
Engaged Classroom Profile
Engagement
Strategic
Compliance
Ritual
Compliance
Retreatism
Rebellion
Creating the Engaged Classroom
takes work!
There must be positive rapport and a
feeling of trust and respect between the
teacher his/her students
Table group discussion –
What can teachers do to foster an
environment of trust and respect in their
classrooms?
Students need to trust that the
work assigned is meaningful

…. even when the meaning isn’t
immediately evident to them
When they trust their teacher students
know that some routine tasks are
necessary in the learning process
 If there is no trust, many students will be
unwilling to work on tasks that they do
not find interesting

Create a risk-taking environment

Encourage students to:
 take chances, even if they may be wrong
 ask questions when they are uncertain

Begin by having an explicit conversation
about the climate you want in your
classroom. If you want people to
participate verbally even when they are
uncertain, you should say so.
3 W’s Closure
What was this section about?
Why is the concept important to
teachers?

Now What? What are you going to do
with the information?
Important Homework
for our final session!
Please bring:
A) Copies of whatever
beginning of the year handouts
you give your students to bring
home to share with their
parents that provides
information about your class!
B) A copy of your school’s discipline procedures. (Ask
at the front office if you need to – If your school doesn’t
have its own, we will look at the district guidelines for
student behavior.)
See you next week!