Community Builders for CTE Classrooms

My students were arguing over the cost of living in Chicago and how many bedrooms would add value to the house that was displayed on the interactive whiteboard. One side of the room was arguing that the location added significant cost, while the other side wasn’t impressed by the furniture in the picture. The energy in the room was high, and it was only six minutes into the block. The real-world application of this activity provides students insight with the industry and making educated guesses, a critical skill for career and technical education (CTE) students. 

This activity is one of many community builders that I use to start our class. Building a culture of trust, teamwork, and respect is critical for a successful CTE classroom. Like a “do now” or “anticipatory set,” community builders focus on teamwork-related activities. The goal is to have students working together, critically thinking about a task, and, more important, having fun. 

Strategies to help build community in the classroom 

1. Group Résumés: Résumés are conversation starters. This activity allows students to discuss similarities and differences. For this strategy, students are given a blank anchor paper and create a group résumé. The teacher provides different categories like dream jobs in the future, the combined number of clubs and activities the students are in, four strengths of the group, the combined number of places traveled over the summer, and the unique-talent section. Teachers can use a variety of categories to closely relate to the subject. 

Why this works: This strategy works because at the beginning of the school year, students need to get to know their classmates. It creates conversations for students as they learn about each other while having a task to complete. It takes away the awkwardness of an icebreaker but still allows for conversations and fun. As the year progresses, teachers can reuse this activity after long breaks to reestablish connections and use different categories. 

2. Student-Created Contracts: Class contracts and syllabi provide direction and expectations for the year. Instead of teachers providing the rules for the classroom, allow students to cocreate a contract. I always include some due dates for the first marking period, school rules that cannot be negotiated, and questions to consider as the students create their contracts. Provide an outline with categories, and have students create the rules and norms of the contract for the year. After the contract is complete, have students email their parents the contract with a goal they’ve set for the year. Some example rules and norms students have created are as follows: 

• Students should always treat the teachers and other adults in the building with respect.
• Students should listen while the teacher is talking and not have side conversations.
• Students should come to class with a positive attitude and ready to focus.
• Encourage peers to engage with one another and form a sense of community.
• Communicate any issues, including missing and late assignments, respectively and professionally with peers or teacher.
• Be engaged and involved in class discussions, activities, and projects.
• Take initiative when possible.

Why this works: Students should be provided a chance to own their preferred learning methods. This method works best when students work in groups, and it creates open communication and makes students consider how they learn best in classroom settings. Creating the contract establishes student voice, ownership, and accountability.  Emailing the contract to the parents reinforces student ownership and provides a conversation starter for students and their families. Review the contract each marking period or halfway through the year. 

3. Community Builders: At the start of the school year, I use the first 10 minutes of class to engage students in a collaborative activity. After two weeks, I turn it over to students, providing them a chance to create and facilitate their own community builder.

Comic strip fun: Take comic strips that relate to your area and cut them into individual squares. I have small groups put them back in order based on the pictures. This teaches students to use clues within the image, use inferencing skills, and work together. I try to find comics that relate to my CTE program. It also leads to discussions about views of the industry and introduces concepts that will be taught in class. 

Zillow price match: Students love to look at the many houses on Zillow and try to guess their prices. I make a slideshow with a few pictures from Zillow with their locations and exciting facts about the house. In groups, students guess the price. Students learn how to make educated guesses, collaborate, and have fun! 

Picture perfect partnership challenge: For this, I take famous art paintings and have students split into partners with blank sheets of paper and colored pencils. One partner faces the board and the other looks away. The partner facing the board describes the picture as the partner looking away tries to draw it. Students learn how to give directions, describe things in different ways for people to understand, and think outside the box. 

Why this works: Community builders often don’t look like they relate to the subject area but employ critical skills. Students can decompress and refocus before diving into content for the class. They allow students to take risks, connect, and have fun. Turning over the community builders to students contributes to building a strong foundation in the classroom. I also challenge students to connect the activity to our industry and what skills they can transfer. 

Classrooms are more than just places where students sit and learn. It is essential to create a strong culture to improve student learning. While some teachers may feel the pressure to get their content in, students can consume more content later in the year if they feel part of the community, have strong relationships, and contribute to the community. Other benefits include positive behaviors, increased motivation, and social and emotional learning. These strategies transform a classroom and create shared values, an invaluable part of the classroom.