��Washburn Tech University�November 5th, 2025

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Facilitators: Clayton Tatro & Alan Beam

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CLASSROOM MANAGEMENT

KANSAS COUNCIL OF

WORKFORCE EDUCATION

What’s one word that describes your biggest classroom management challenge?

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CLASSROOM MANAGEMENT FOR TECH ED FACULTY

WHO ARE WE

• Dr. Clayton Tatro
• Alan Beam

WORKSHOP OBJECTIVES

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• Define effective classroom management
• Identify proactive vs. reactive strategies
• Develop clear routines and expectations
• Respond effectively to misbehavior
• Create a personalized classroom management plan

Do you share your objectives before a lesson?

AGENDA OVERVIEW

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• Hour 1: Foundations of Classroom Management
• Hour 2: Proactive Strategies and Routines
• Hour 3: Responding to Misbehavior
• Hour 4: Role-Playing Scenarios
• Hour 5: Management Plan Development

BEFORE STARTING

• Don’t be surprised to hear some of the same items repeated several times.
• Besides sharing with you our knowledge, we want you to walk away with tools and ideas to use in your classroom.
• Last, we want you to have fun today!

JUST NOT TOO MUCH FUN

FOUNDATIONS OF CLASSROOM MANAGEMENT

Classroom Culture

Clayton

Now, you heard about Classroom Culture. What’s your biggest challenge in creating a positive classroom culture?

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WHO WAS YOUR FAVORITE TEACHER?

WHY?

WHO WAS YOUR WORSE TEACHER

Why?

WHAT WILL STUDENTS SAY ABOUT YOU IN THE FUTURE?

ASK YOURSELF .. HOW CAN I MAKE MY STUDENTS DAY?

• What do students think about coming to your class?
• Are they excited, no opinion or dreading it?
• English Teacher once told me the best thing she could do for her students was stay home….

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• How you handle other student issues impacts all students.
• You develop your climate by the way you relate to your students but also how students act with in your class.

Climate Impacts Classroom Management

SELF-ASSESSMENT ACTIVITY

PRE SECTION

Here's how to interpret your score:

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OVERALL

For the total score (out of 60):

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What was your overall score

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REFLECTION QUESTIONS

• Which section is your strongest?
• What are you doing that makes this area effective?
• Which section had the lowest score?
• Why do you think this area is a challenge?
• Are there any statements where you gave yourself a 1 or 0?
• What could you do differently? 
• How do your students respond to your classroom management practices?
• What do they say or show you through their behavior?

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SET A GOAL

• After looking at the results of the self evaluation – set a goal
• One area I want to improve this semester is:

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• One action I will take this week to support this goal is:

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TAKE A MOMENT AT YOUR TABLE

• WHAT QUESTIONS OR THOUGHTS DO YOU HAVE ABOUT CULTURE OR CLIMATE

WHAT QUESTIONS OR THOUGHTS DO YOU HAVE ABOUT CULTURE OR CLIMATE

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PROACTIVE STRATEGIES AND ROUTINES

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• Proactive: Preventative, structured, consistent
• Reactive: Responsive, often corrective

Take a moment

The last classroom

Challenge.

"Reflecting on your most recent classroom challenge, do you feel it was something that could have been anticipated or prevented through proactive measures, or was it a situation that required an immediate, reactive response?"

THE POWER OF PROACTIVE SYSTEMS

PROACTIVE STRATEGIES

• Build Positive Relationship (Classroom Climate)
• Learn names
• Greet Student at door
• Take interest in their work, goals and progress
• Set Clear Expectations Early (Classroom Culture)
• Explain the expected behavior you want to see
• Teach, model and practice those behaviors
• Use language like “I notice..” to reinforce desired behavior

• Keep students engaged
• Use mixed activities (hands-oh, group, etc.)
• Incorporate movement or “Change of State”
• Cooperative Learning
• Provide clear objectives so students understand
• Arrange the Environment for success
• Seating Chart
• Organize tools, materials
• Safety reminders

PROACTIVE STRATEGIES

How many use a seating chart

PROACTIVE STRATEGIES

• Arrange the Environment for success
• Seating Chart
• Hidden secrets

• Reinforce Positive Behavior
• Praise success
• Acknowledge effort and improvement
• Be consistent, fair consequences when needed

PROCEDURE & ROUTINES

• A classroom procedure is a clearly defined and consistently practiced method or routine that guides how students and teachers interact and carry out tasks during the school day.
• A classroom routine is a regular, predictable pattern of behavior or sequence of actions that students follow throughout the school day.

• Example: Lab Cleanup Procedure
• Stop work 10 minutes before the bell.
• Return all tools to assigned locations.
• Wipe down work surfaces.
• Sweep designated area.
• Instructor does final safety walk-through before dismissal.

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ACTIVITY 2

• Group Activity (20 min):�In small groups, teachers list classroom routines (entry, dismissal, transitions, etc.). A spokes person from your group will present this to the group as if we were their class.

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ROUTINES & PROCEDURES

• Did we identify - Key Areas Needing Procedures
• Entering and exiting the classroom/lab
• Getting materials and returning tools
• Transitioning between activities
• Asking questions or getting help
• Cleaning up at the end of class
• Safety checks before starting work

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CONSIDER

• Campus Student Handbook
• Does your Program have an additional handbook?
• What about your industry?
• What policies and procedures would fit the classroom that can be found in your industry?
• Avoid rules that are your personal preference – (no hats, long hair, etc.)
• Consider enforcing or reinforcing by using the way employers would handle a situation.

UNDERSTAND

• You can have rules and procedures in your syllabus or on the wall but…

If you don’t enforce them, you don’t have procedures or rountines!

Now that you have procedures

NOW WHAT DO WE DO

• Teach Them Like You Teach Content
• Explain the procedure step-by-step.
• Model the correct way (and, if helpful, the incorrect way for contrast).
• Practice with the whole class—more than once.
• Reinforce with reminders and feedback until it becomes automatic.

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THE ROLE OF MODELING EXPECTATIONS�

• “Students don’t do what you say—they do what you do.”
• Teachers must model the behaviors they want to see:
• Respectful communication
• Time management
• Emotional regulation
• Preparedness
• Modeling shows students that the expectations are real, reasonable, and achievable.
• It also builds credibility: when teachers walk the talk, students are more likely to follow.

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• Be Consistent
• Use the same language each time you give directions.
• Respond consistently when students skip steps.
• Don’t introduce too many new routines at once—layer them in.

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• Review and Adapt
• At semester changes or after breaks, reteach key procedures.
• Ask students for feedback—sometimes they have time-saving ideas.
• Adjust as equipment, class size, or schedules change.

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CONSISTENCY IN PRACTICE

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• Follow through with rules
• Ensure fairness
• Build trust and stability

REINFORCEMENT & CONSISTENCY

• REINFORCE YOUR EXPECTATIONS DAILY
• BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT.. BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT.. BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..BE CONSISTENT .. BE CONSISTENT..BE CONSISTENT..

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OVER PROACTIVE STRATEGIES AND ROUTINES�

RESPONDING TO MISBEHAVIOR

SOME COMMON CHALLENGES

• Poor Attendance
• Poor Grade
• Poor Attitude
• Cell phone
• Students off-task (Disengaged)
• Refuses to follow policies and procedures
• Issues with another student
• Student injured
• Disrespect
• Cheating

Which we already talked about

ENGAGING INSTRUCTION

• STUDENTS NEED TO BE ENGAGED FROM START TO FINISH OF CLASS (THIS MEANS THE TEACHER NEEDS TO BE WELL PREPARED)
• Consider this:
• Idle time is mischief time
• No plan? They’ll make one for you
• Downtime = Clowntime
• Unfocused time breeds focus trouble
• Idle hands = classroom chaos

LECTURING

• Have you considered how you lecturing impacting Culture and your overall Classroom Management?

Take the Self-Evaluation

https://www.youtube.com/watch?v=r_w7pfulsn8

CONTENT DELIVERY (ITEMS 1–5)�

• Maximum Score: 25
• 21–25: Strong delivery skills
• 16–20: Good, with room for refinement
• 11–15: Needs improvement
• 5–10: Consider focused support or coaching

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STUDENT ENGAGEMENT (ITEMS 6–10)�

• Maximum Score: 25
• 21–25: Highly engaging
• 16–20: Engaging with some gaps
• 11–15: Limited engagement
• 5–10: Needs significant improvement

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REFLECTION & IMPROVEMENT (ITEMS 11–15)�

• Maximum Score: 25
• 21–25: Reflective and growth-oriented
• 16–20: Some reflection, room to grow
• 11–15: Limited reflection
• 5–10: Needs support in professional growth

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OVERALL SCORE

• Maximum Total: 75 points
• 61–75: Excellent – strong lecture and engagement practices
• 46–60: Good – some areas to strengthen
• 31–45: Fair – consider targeted strategies for improvement
• 15–30: Needs Development – coaching or PD recommended

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LET'S DO AN ACTIVITY

• Case Study
• As partners let’s discuss three scenarios
• Pair-share “How would you respond”
• Consider possible cause
• Action you would take
• Any consequences if any is needed

BEHAVIOR SCENARIO 1

• Not wearing their PEP at all or correctly
• Possible causes
• Missed training, didn’t understand lesson on PEP
• Being lazy
• Forgot the equipment
• Thinks it’s stupid
• Action
• Discuss root causes (Why)
• Review lesson
• Correct behavior
• Possible consequences
• Verbal warning
• Remove from shop or lab
• Assign a written assignment on why wearing PEP is important
• Develop a write up system with long term consequences

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REFLECTION

• What’s one strategy you’ll try to improve PEP compliance?
• How can you make PEP routines more engaging or student-friendly?

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BEHAVIOR SCENARIO 2

• Tardiness and lack of tools
• Possible Causes
• Transportation
• Oversleeping/alarm
• Staying up late
• Working late
• Home life
• Lack of funds
• Action
• Discuss with student strategies
• What they need to do if the solution can’t be resolved but understand that being late at work won’t fly

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• Possible consequences
• Verbal warning
• Recommend removal from program
• Develop a write up system with long term consequences
• Check school policy

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REFLECTION

• What’s one strategy you’ll try to reduce tardiness or tool-related issues?
• How can you build routines that support student preparedness?

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BEHAVIOR SCENARIO 3

• Disrespect towards teacher during class discussion
• Possible Causes
• Personal Factors
• Academic frustration
• Peer influence (social factors)
• Action
• Stay common and try to de-escalate
• Tell student ok and try to move on (depends on situation)
• Then address it one-on-one
• If not possible address it and if it continues request student to leave (if allowed – follow school policy)
• Address without escalation
• Do not get into argument
• Possible Consequences
• Behavior contract
• Referral to school policy allows

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NEED HELP ON DEVELOPING ENGAGING LESSONS?

EXAMPLE

• Instructor limited on space and ideas for shop
• Instructor needed something quick for a sub
• Instructor looking for ideas on how to teach XYZ
• Instructor created lesson plan/quiz/activity/test/etc

WHAT OTHER SITUATIONS

ROLE-PLAYING PREP

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• Form groups of 3 (? Depends on enrollment)
• Assign instructor, student, observer
• Use scenario cards provided

SCENARIO 1: THE OFF-TOPIC TALKER�

• Challenge: Mike’s/Michelle’s off-topic comments are disrupting the flow of instruction and affecting other students’ ability to focus.

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• Roles
• Teacher – tell a story
• Mike/Michelle - ask unrelated questions, be disruptive but not hostile
• Student Peers … complete feedback rubric

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CriteriaRating (1–5)NotesMaintained respectful toneClearly addressed the behaviorPreserved instructional flowUsed adult learning principlesDemonstrated emotional intelligence

SCENARIO 2: PHONE�

• Scenario Description:

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• Marcus/Mary is part of a three-person team diagnosing an engine issue using a scan tool. While the others are engaged, Marcus is frequently on his phone—texting, scrolling, and occasionally stepping away to take calls. Tasha is frustrated because she feels the group is falling behind, and Eli is hesitant to confront Marcus. The instructor notices the behavior and must intervene.

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• Roles
• Teacher – solve the situation
• Marcus/Mary – the distracted student
• Tasha – The frustrated team member
• Eli – the hesitant peer
• Student Peers … complete feedback rubric

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CriteriaRating (1–5)NotesMaintained respectful toneClearly addressed the behaviorPreserved instructional flowUsed adult learning principlesDemonstrated emotional intelligence

SCENARIO 3: ATTENDANCE

• Setting: Welding lab course with mandatory hands-on sessions.
• Challenge: Derek’s/Diane’s attendance is impacting both his learning and the safety of others in a hands-on environment. The instructor must address the issue while considering adult learner challenges (e.g., work, family obligations).

• Roles
• Derek chooses one or more realistic challenges:
• Working night shifts
• Caring for children or elderly family
• Transportation issues
• Feeling overwhelmed or discouraged
• Instructor prepares to:
• Express concern without judgment
• Clarify expectations and safety concerns
• Explore possible supports or accommodations
• Maintain professionalism and empathy
• Student Peers … complete feedback rubric

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DID WE SEE OR HEAR ANY OF THESE

REDIRECTION STRATEGIES

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• Proximity and non-verbal cues
• Private conversations
• Restorative dialogue
• Review procedures, policies and rules as needed

CONSEQUENCES VS. PUNISHMENTS

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• Natural consequences
• Fair and connected to behavior
• Avoid power struggles

WRESTLING THE PIG – PIG USUALLY WINS

ENGAGEMENT TO PREVENT ISSUES

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• Hands-on learning
• Student choice and voice
• Pacing and transitions
• Remember Idle time leads to stupid time (be prepared and well planned)

BUILDING RELATIONSHIPS

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• Know your students
• Show respect and care
• Consistent, professional communication

PROCEDURES AND ROUTINES

• Have clear procedures and routines that you follow daily

BEFORE LEAVING SITUATIONS

• Are there other situations you want to discussion

PUT IT IN A PLAN

TWO SAMPLES IN WORKBOOK

PERSONAL MANAGEMENT PLAN

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• Define your expectations and rules
• Outline your routines
• Plan interventions

COLLABORATIVE REVIEW

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• Partner
• Give and receive feedback
• Refine your plan

FINAL REFLECTION

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• One thing I’m changing...
• One idea I’m using...
• One strategy I’ll try tomorrow...

THANK YOU!

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• Continue building your craft
• Support each other as professionals
• Questions and open discussion