Imagine walking into a classroom as a new career and technical education (CTE) teacher. You have a lesson plan that you’ve worked on meticulously for weeks, chock-full of the insider knowledge and hard-won experiences that you know will open doors for your students.
You are ready to set your charges on the path to success. To make a difference! This is why you’ve changed gears and become a CTE teacher.
And then, before long, class gets derailed. It could be related to anything, really: a fight in the cafeteria, today’s track meet, teenage romantic angst or plain old hormones. What you need — in addition to that amazing lesson plan — is a classroom and behavioral management strategy.
Implement clear expectations and collective norms.
Behavior management in the classroom involves establishing clear expectations and developing norms. This is crucial both for the smooth operation of your class and for the academic, personal, and professional development of your students. But you’ll notice I used the word “norm” and not “rules.” Rules are top-down expectations that usually come from a teacher or administrator(s) and that imply your students may face punishment for non-compliance.
Norms, on the other hand, are commitments that your students make in order to create a positive experience in the classroom or lab environment. Work with your students collaboratively to create your community norms and set standards. This work can lead your students to “buy in” and give them a reason to invest in their learning. It’s an important aspect of building relationships with students.
Develop skills that go beyond the classroom.
Effective classroom management extends beyond the classroom walls. Because in addition to industry-specific knowledge, CTE educators also model, teach and reinforce employability skills. Your students will use these vital skills in all aspects of their professional and personal lives.
As a result, when setting standards and norms for your learning environment, it’s important to consider what is appropriate or not in a variety of settings. What behavior management means in the classroom might be different than in the lab, and certainly will be different in a work-based learning environment.
- Time management
- Empathy
- Communication
- Collaboration
- Decision-making
Build relationships with families.
It is important for teachers and school administrators to build relationships with students’ families. They can give you insights into students’ interests and needs, and they behavior and drives and can be your partners in behavior management.
- Be proactive in communicating with family members. Don’t wait until there’s an issue to reach out. When families are involved from the very start, receiving consistent and informative communications, they are better prepared to offer suggestions and support.
- Make sure they understand that you are their partner in this effort. Education is a team sport, and it takes a lot of people working together to ensure that our students get the education they need and deserve.
Identify signs of distress.
All teachers, including CTE instructors, need to be equipped in identifying signs of distress in students. So, they may provide appropriate assistance during times of crisis.
Signs of distress can manifest in various ways, including sudden changes in behavior, declining academic performance, withdrawal from social interactions, and physical symptoms such as fatigue or frequent illness. Teachers must remain vigilant and be empathetic, creating a classroom environment wherein students feel safe to express their struggles.
Helping during times of crisis requires a thorough understanding of legal and ethical obligations. Teachers must navigate mandatory reporting laws, which might require them to report any suspected abuse or neglect to the appropriate authorities. This process involves understanding district protocols and maintaining clear communication with school administrators and families. Additionally, teachers should be aware of resources available within the school, such as counselors or social workers, who can offer specialized support to students in distress.
Create an inclusive environment for all.
Creating an inclusive learning environment is essential for fostering student engagement and success. To achieve this, establish a classroom culture that values diversity and promotes mutual respect. One effective technique goes back to the norms we discussed earlier and establishing routines that promote positive interactions and discourage any form of discrimination or bullying.
Seek to actively engage all students in the learning process, making sure that each student’s voice is heard and respected. This can be achieved through collaborative activities that encourage teamwork and peer support. Teachers may also create an inclusive atmosphere simply by showing genuine interest in their students’ lives, both inside and outside the classroom.
Ultimately, effective teaching is about communication and relationship-building. For society to flourish, teachers, their students, and family and broader community members all must serve each other. This means being responsive to their needs, providing clear communication and adapting to changing circumstances.
Kristina Guy is a campus counselor for Western Maricopa Education Center’s (West-MEC) Northwest Campus. She started her educational career as an English teacher in 2003 and her counseling career in 2012. She has a master’s degree in school counseling and a second master’s degree in educational leadership. Guy believes that in order to truly advocate for students we must engage and build relationships with all parties. She is the 2024 ACTE Counseling and Career Development Professional of the Year.
