Classroom and
Lab Management for CTE
Session 1:
Domain 2 – The Classroom Environment
Professionalism
Establishing A Culture for Learning
Creating an Environment of Respect and Rapport
Organizing Physical Space

• Answer the prompts on the first handout in your binder
• Be prepared to share with your table when asked to do so!
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Hopefully everyone has found their way to the room by now
Please introduce yourself to the group with your name, your school, and your area of expertise. We will do a more in-depth get-acquainted activity later.
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The
Framework for Teaching’s
Domain 2 is all about
Classroom
Management!
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Without Effective
Classroom
Management,
The Domain 3,
Instruction, cannot be effectively addressed!
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An important procedure to establish is what you will do when you need to regain the students’ attention after giving them time to discuss or process information.
Ours will be me raising my hand, and you following suit when you see mine up!
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“Norms” for a training session are the equivalent of “Classroom Expectations” that a teacher would have for his/her students
Defined: Rules that govern individual behaviors within a group
There is more “buy in” to the expectations if participants have had the opportunity to contribute to their development
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Let’s establish our norms!
Take a look at the handout for directions
Next week I will provide copies of our agreed-upon norms to each of you!
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Topic: Classroom Expectations
Do: Define and develop a short list of classroom expectations for your use
Levels of Thinking: Analyzing, Applying
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When you first introduce slate use to students, be sure that you give very specific expectations for their use – I will model this once as if you were high school kids, but after that will expect you to proceed as adults.
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Independently write a definition for the concept of classroom expectations without using the word expect!
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Have High Expectations for Students
Expectations should be posted for all to see, and referred to as necessary by the teacher
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Once Expectations are Established…
THEY MUST BE REINFORCED
CONSISTENTLY!

Identify four
“non-negotiable” expectations that you have for your students

Classroom Expectations
Think/Pair/Share
• Making you list on the slate was the “think” part of this activity
• Choose a partner to “pair” up with to compare lists
• Be prepared to “share” ideas with the group

Expectation lists should be short!
(3-6 would be a good guideline)
Possible inclusions:
(I bet you thought of most of these!)
• Come prepared to class
• Participate fully
• Do your best
• Be present (physically and intellectually)
• Be respectful of self, others, and property
• Be honest
• Silence and put electronics away if not being used for class purposes
• Follow all safety procedures at all times
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Each group gets a large piece of paper
Each member has a different colored marker
Create a Venn diagram with one circle for each member, being sure to have overlapping areas
(put your name in your circle)
Record interesting facts about yourselves in the appropriate spots, being SURE to include common interests and facts
Decide among your group who will introduce each other with one unique or shared fact about that person!
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Why bother with Icebreakers and Teambuilders?
• They create a connected and comfortable learning environment in your classroom
The teacher must:
– Be sure all students are listening to steps
– Clearly describe the directions for the activity
– Expect participation from all students
– Convey the goal of the activity to the students
(i.e. It is important that you get to know one another because you will be working together a lot this year, etc…)
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Before we start back up, let’s talk about how the ADE credit works…
Now back to the topics for tonight’s session…
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#10
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#9
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#8
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#7
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#6
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#5
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#4
(confusion leads to chaos)
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#3
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#2
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#1

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The Heart of Classroom Management is the TEACHER!!!
Objective:
Topic: Professionalism
Do: Examine contributing factors to professionalism in teachers
L.O.T.: Analyzing
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With your group…
On the paper provided, write words that represent or relate to the term “professional” as it applies to a teacher using each of the letters of the word
We will share ideas in a few minutes…
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With your group, brainstorm the following on a piece of paper:
Create a list of at least 10 indications of professionalism that a teacher should exhibit.
(What do professional teachers do?)
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Let’s compare lists!
A professional teacher should…
• Dress the part
• Be well groomed
• Respect students, parents,
& coworkers
• Be fair and consistent
• Be prepared
• Stay organized
• Retain composure
• Go to meetings
• Be on time
• Be attentive to detail
• Keep accurate records
• Be a team player
• Participate fully in PLCs
• Speak positively
• Know his/her students
• Maintain a professional distance
• Listen carefully
• Keep confidences
• Follow all district guidelines
• Speak grammatically correct without swearing
• Have a sense of humor
• Be honest
• Keep up with grading
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• Excessive sarcasm
– Exhibiting a sense of humor is important, but jokes should never be at the expense of a student!
– It’s not funny unless everyone is laughing!
• Criticizing students in front of peers
• Yelling or saying “shut up”
• Gossiping or complaining with peers
• Taking “sick days” for non-essential reasons
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On the half sheet provided, write:
3 Examples of what you think are the most important attributes of a professional teacher
2 Things you see most often that you consider unprofessional behavior on the part of teachers
1 Thing that you see at your school that exemplifies professionalism
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Topic: Positive Student-Teacher Relationships
Do: Examine the impact of developing appropriate, positive student-teacher relationships.
Level of Thinking: Evaluating

• Purpose: to give teachers student feedback in eight categories:
Captivates- makes learning enjoyable & interesting
Challenges- we learn a lot of important info every day
Clarifies- success seems feasible
Confers- ideas are respected
Consolidates- ideas are connected and integrated
Cares- students feel encouraged and supported
Controls- students are treated with respect and behavior is controlled so time is wasted
Engagement- students feel they belong and fit in the class environment
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Student-Teacher Relationships –
An important key to management
How does the concept of professionalism connect to that of
Student-Teacher relationships?
Discuss with your group and be prepared to share ideas.

Develop “community” within your classroom
• Make sure you know each student’s name as soon as possible!
• Encourage students to learn and use one another’s names as well

Develop “community” within your classroom
• Provide opportunities for students to get to know one another
– Icebreakers
– Teambuilding activities
• Design lessons that insure collaboration
• Choose groups thoughtfully
• DIRECTLY teach the procedures for any strategies used or expectations for student collaboration

• Speak professionally
– Avoid slang
– Do NOT swear
– Be careful about sharing personal information
• Letting students see you as a “real person” is important, but there is a distinction between what details to share, and which to keep to yourself
• Be in charge!
– Don’t give students opportunities to make poor choices

Table Activity – Sharing Personal
Details with Students
Divide one slate into a T-Chart
OK to share DON’T share

Positive Student-Teacher Relationships
Article
We most likely will not have time in class to read this article, but it is being included in your notebook because it is worthwhile. If we do have time, we would use the “jigsaw strategy” to read it.
• We’ll look at the intro together.
• Each person at the table will independently read a different remaining portion of the article.
• Discuss with the other person who read what you did to determine what is most significant to share with those who read other parts.
• In table groups, share most important concepts from each part of the article and take notes on the back page.

With your group discuss answer this question:
How do positive relationships with teachers impact students’ achievement?
Be prepared to share your ideas!

Student
KWL Chart
(Must be done for ADE credit)
What I know about this student
What I know about this student
What do I want to know about this student?
What do I want to know about this student?
How will I learn about this student?
How will I learn about this student?

Importance of Relationships Closure
You will have exactly one minute to write a “paper” addressing these ideas:
• things a teacher can do to show interest in his/her students
• ways students feel included and valued in class
• how student achievement is impacted by positive student-teacher relationships

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
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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.
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Let’s compare lists!
An effective physical classroom
•
•
• Attractive
Functional
• Safe environment is…
Welcoming (upbeat)
• furnishings
• Well lit
Comfortable temperature
• Decorated with age and curriculum appropriate things
• Easy to maneuver through rows
• Free from clutter or trash
• Set up so all students can see the board
• Well organized supply areas
• Systematic (for things like retrieval of missed work)
• Free from non-essential
• Pleasant smelling
• Organized (seating chart)
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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.
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Let’s compare lists!
A positive classroom climate or environment is…
• Respectful • Organized (seating
• Non-threatening chart)
• Warm and friendly
• Supporting of
• Welcoming (upbeat) learning and
• Systematic (for things like retrieval of collaboration
• One in which missed work) students are willing to take risks
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The topic of classroom environment and climate will be inherent to most everything we do in this class!
(So we’re not “done with the topic” tonight, but we’re wrapping the discussion up for now.)
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!
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