Classroom / Lab Management for CTE Session 2 Framework for
Teaching Domain 2
Slide 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
Slide 3
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
Slide 4
Lets 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
Slide 5
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
Slide 6
Lets 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
Slide 7
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
Slide 8
This activity will get you up and moving around. Only sign each
persons paper once. Ok if you dont have all squares signed. Find
Someone Who.
Slide 9
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
Slide 10
Task: Independently, on your whiteboards describe the
difference between procedures and routines
Slide 11
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.
Slide 12
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.
Slide 13
Procedures answer the questions of what to do when: 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 teachers attention Papers need to be
turned in Returning scored papers Transitioning from one activity
to another Your additional ideas
Slide 14
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
Slide 15
Effective teachers implement a classroom management plan with
procedures that prevent problems from occurring in the first
place.
Slide 16
Directly TEACH Procedures Using these steps Choose those
procedures that are most critical for your classroom/lab operation
to focus upon (no magic number everyones 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
Slide 17
If students know what to do, they will not do what they are not
supposed to do.
Slide 18
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.
Slide 19
Mrs. Fergusons example
Slide 20
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! Closure
Slide 21
Effective Group-work requires very clearly communicated
expectations and procedures
Slide 22
Grouping Students Expectations (Structure) Dont 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 theyll be held accountable for learning
and producing In most cases each student should be graded
separately Lets take a look at a shell for a grading rubric
Slide 23
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
Slide 24
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!
Slide 25
Task to be completed Longevity of the groupings Ability levels
Special needs of students Should friends be in the same
group??
Slide 26
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
Slide 27
Closure Create a rubric for a project you do on the worksheet
provided (Ok to work in pairs if you dont have an idea) Traits
(teacher lists in this column everything to be graded specific to
the assignment) Weak ( ) (need for revision outweighs strengths)
Developing ( ) (strengths and need for revision are about equal)
Strong ( ) (strength outweighs the weaknesses; some revision is
needed) Excellent ( ) ( shows knowledge and/or skill in the trait;
many strengths present) Points Earned Contribution to Groups
Effectiveness Student contributed consistently by sharing ideas and
workload. Was polite and respectful to group members..
Slide 28
Time for a break!
Slide 29
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
Slide 30
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
Slide 31
Time Management OVER PLAN! Its 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
Slide 32
Teachers should limit themselves to no more than 15 minutes at
a time at the board, showing a PowerPoint, or lecturing Golden rule
of 15 minutes 32
Slide 33
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
Slide 34
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
Slide 35
Bellwork aka warm ups or bell ringers A daily routine that can
incorporate activating students prior knowledge and serve as the
lessons introduction Having a bellwork routine allows teachers time
to take roll silently as the students respond to the bellwork
prompt 35
Slide 36
Good Bellwork Questions Direct the students to link past
experiences or something they already know directly to the current
learning Review concepts from prior lessons Or 36
Slide 37
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
Slide 38
If students suspect that your bellwork is only a means to keep
them quiet, they wont take it seriously.
Slide 39
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
Slide 40
Bellwork Log 40
Slide 41
When students are meaningfully engaged in their learning, your
job will be much easier and more enjoyable
Slide 42
Student Engagement Its not optional The article included in
tonights handouts comes from this very good book. Check out the
website www.schlechtycenter.org
Slide 43
Engagement Strategic Compliance Ritual Compliance Retreatism
Rebellion Profile Elements
Slide 44
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)
Slide 45
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 youve read your section silently
Slide 46
Engagement: 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 Strategic
Compliance Ritual Compliance Retreatism Rebellion Profile
Elements
Slide 47
Engagement The student sees the activity as personally
meaningful. The students 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 students emphasis is on optimum
performance and on getting it right.
Slide 48
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
Slide 49
Strategic 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 students mind with outcomes
and results that are of value (e.g., a good grade or points.)
Strategic Compliance Engagement Ritual Compliance Retreatism
Rebellion Profile Elements
Slide 50
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. Ritual Compliance
Engagement Strategic Compliance Retreatism Rebellion Profile
Elements
Slide 51
Retreatism: 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. Retreatism Engagement Strategic Compliance
Ritual Compliance Rebellion Profile Elements
Slide 52
Rebellion: 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. Engagement
Strategic Compliance Ritual Compliance Retreatism Rebellion Profile
Elements
Slide 53
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
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?
Slide 56
Students need to trust that the work assigned is meaningful .
even when the meaning isnt 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
Slide 57
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.
Slide 58
3 Ws Closure W hat was this section about? W hy is the concept
important to teachers? Now W hat? What are you going to do with the
information?
Slide 59
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 schools discipline
procedures. (Ask at the front office if you need to If your school
doesnt have its own, we will look at the district guidelines for
student behavior.)
