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Classroom and
Lab Management for CTE
Part 2
Please write your first name on your name tent!
Spring, 2016
Presenters: Judy Tapia and Ann Tebo
Teambuilding Activity
Analogies / Similes
Analogy – cognitive process of transferring
information or meaning from one subject to
Similes – a figure of speech in which two
essentially unlike things are compared,
often in a phrase constructed with “like” or
For Example…
Teaching (or taking) a
class is like opening
a can of soda – If
you don’t hear the
pop or taste the
carbonation, you will
assume it is flat.
Do Your Own!
O Each table has three props
Come up with ways that teaching is like a:
O Coffee
O Balloon
O Straw
O See if you can come up with “how teaching
is like” at least two of the three items. We
will share in 5 minutes.
“Norms” for a training session are the equivalent
of “Classroom or Lab Expectations” that a
teacher would have for his/her students
Defined: Rules that govern individual behaviors
within a group
In a classroom there is “buy in” to the
expectations if participants have had the
opportunity to contribute to their development
Our Norms…
O Be respectful, and listen, being openO
Stay on topic and on-task
Come prepared to contribute at each
Refrain from off-topic and sidebar
Silence electronics
For ADE Credit
One ADE credit will be available to those provisionally certified
teachers who complete the requirements for the class which
will be to have Ann or Judy in to observe two times
demonstrating concepts covered in this class which will
Developing a culture for learning
Students working effectively in labs and group work
Grading policies
Demonstration of established routines for procedures
Additionally, the Student KWL chart must be completed and
turned in (more details are forthcoming!)
Framework for Teaching
O Domain 1
O B. Demonstrating knowledge of students
O E. Designing coherent instruction
O F. Designing student assessment
O Domain 2
O A. Creating an environment of respect and rapport
O B. Establishing a culture for learning
O C. Managing classroom procedures
O D. Managing student behavior
O E. Organizing physical space
O Domain 3
O A. Communicating with students
O C. Engaging students in learning
O D. Using assessment in instruction
O E. Demonstrating flexibility and responsiveness
Domain 2
The Classroom Environment
Referring to the Danielson Rubric for this
domain focus on the “proficient” column.
Read the description and the critical
In the last row write specific examples of
things that you do or could do to demonstrate
proficiency in each of the components
Be prepared to share!
Sharing Domain 2 Examples
Within your table groups discuss what was
written for evidence of each component
among your group members.
Choose one example to share for each
component, making an effort to get input from
everyone at the table.
Time for a break!
O Topic: Classroom Culture
O Do: Identify characteristics of classroom culture
and analyze how it impacts student learning
O Level Of Thinking: Analyzing
“Classroom Culture
O Partners will get part of the reading
selection “Classroom Culture” to examine
O Collaboratively pairs will identify at least
three main ideas or key vocabulary (defined)
within their section
O One person from each pair will share with
the group and the remainder of the class will
take notes
Examples/ Non Examples
Complete Classroom Culture activity with a
partner using examples and non examples
from your own classrooms for each prompt
KWL Chart
What I know about this
What do I want to
know about this
How will I learn about
this student?
What I know about this
What do I want to
know about this
How will I learn about
this student?
Sort activity
Each table will be getting a set of scenarios that a
teacher would encounter.
Sort into three categories:
O Ok by Me!
O Depends on the Situation
O Zero Tolerance
Closure: 12 Word Summary
Write 12-word summary
explaining why developing a positive
culture for learning is an important
aspect in the classroom.
Once you have your 12 words, write
them on the back of your name tent.
Use exactly 12 words!