CTE Classroom Management: Why Procedure Isn’t the Whole Story
I recently heard a CTE director tell a group of educators, “The most important thing to have a good CTE learning environment is to have strict classroom management.” At first, this sounds straightforward, but it oversimplifies the reality of today’s classrooms—especially CTE programs, where students, equipment, safety needs, and hands-on learning collide in ways traditional classrooms don’t experience. Reducing this complexity to compliance, lists, and rigid procedures leaves little room for relationship-building, student voice, or the relevance that makes CTE meaningful.
his belief is common across secondary and post-secondary education, especially among CTE teachers who transition directly from industry. While they bring valuable real-world expertise, they often enter classrooms with little preparation for today’s learning environment—diverse student needs, changing classroom culture, and the basics of adolescent development. Most professional development responds by focusing on procedures: establish routines, outline rules, maintain control. Helpful, yes—but not enough. New CTE instructors often feel overwhelmed by IEPs, safety requirements, equipment limitations, and the unique demands of their shop or lab. CTE classrooms carry layers of complexity beyond traditional settings, and they require a model of support designed specifically for CTE.
A Different Perspective
For all educators, classroom management isn’t something done to students—it’s something built with them. Like any strong team, teachers lead by coaching, building trust, and getting to know their learners. When time is spent establishing a classroom culture where students feel safe, respected, and empowered, they can then help create the procedures, expectations, and even consequences for their space.
When students help shape the environment, they take ownership of it. They build empathy for one another, understand the “why” behind expectations, and develop essential workplace skills like communication, accountability, and decision-making.
This also reflects a core truth of CTE: no two shops, programs, or labs are the same. What works for one teacher or content area may not work for another. Instead of copying someone else’s checklist, educators need a process they can adapt to their own environment.
Bottom Line
Research consistently shows that students learn best in environments built on relationships, relevance, and autonomy—not rigid compliance.¹ The NEIR Model System of Change² offers a framework that helps teachers build these conditions intentionally—normalizing expectations, empowering students, fostering inclusive community, and ensuring relevance to real-world practice. When students understand the purpose behind expectations and share ownership of the environment, positive behaviors emerge naturally.
A linked list of practical examples for applying the NEIR Model in CTE classrooms is included for anyone interested in exploring what this looks like in practice. Click Here!
To learn more and access free tools, follow us or subscribe to our newsletter.
¹ Cullen, S., et al. (2024). Choosing to learn: The importance of student autonomy in achievement and engagement. Science Advances. https://doi.org/10.1126/sciadv.ado6759
² The NEIR Model System of Change is a framework developed by the STEM Educator Initiative to support educators in creating inclusive, relevant, and empowering learning environments.
