Tulsa Institute | Learning Environment Classroom Plan | Secondary

Learning Environment Plan for: ____Geis & Thomas_________________

Complete the right-hand column with your customized plans for setting up your Learning Environment. In
the left-hand column are examples and guiding questions to help you. Note: where examples are
provided, its alright even recommended for you to use them as-is in your own plan.
GUIDANCE

YOUR PLAN

Rules

_____________

Rules should:
Be concise in wording and few in number

1. Be prompt: Be inside the class and ready to begin when

bell rings

3-5 maximum

leave out vague and culturally-loaded terms

like respectful or responsible

Be objective and easy to observe if a student is

or is not following them
Be positively stated
o

3. Be productive: Stay on task and engage in lesson

maintain personal space vs. dont touch

anyone; electronics stay in bags vs. no
electronics

4. Be positive: Engage in all classroom activities with a

positive attitude

Serve a clear purpose

o

ensure each rule enables and supports

learning in a safe and welcoming environment

Apply to all students in the classroom

o

2. Be prepared: Arrive to class with all materials and

assignments

keeping in mind the needs and ability levels of

all students

5. Be polite: Show regard for the thoughts and feelings of

your classmates and teacher!
Where and on what will you post these?

Example:

1. Follow directions the first time they are given

2. Use positive, supportive language

3. Keep all distractions (including electronics)
in your bag
4. Always come to class prepared to learn*
*Note to teachers: this rule is open to some interpretation
since we can be talking about the tools needed to learn
(books, pencils, etc.) as well as certain mindsets/attitudes
about class. Therefore, youll need to provide students
with (or discuss and generate as a class) clear examples
and agreements of what this doesand does notlook
like in your classroom.

Posted on colored paper

On front (left of screen)
Pre-stuffed folders, personal copy

When and how will you introduce and explain these to your
students?

At the beginning of the first day, after introductory

activities.
Via PowerPoint slide, with discussion

Positive Recognition Systems

_____________

Teacher will motivate &/or reinforce positive &

productive classroom behavior and choices
with the following incentives, earned at the
teachers discretion (with a constant eye

System(s) for positive recognition

(criteria/what youre looking for, means of delivery, ways of
keeping track of it all, etc):

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

GUIDANCE

YOUR PLAN

toward consistency, fairness, and justice):

Recognition:
Name (& photo, if student chooses) up
on a class-wide recognition board
Assignment/test posted on an
excellent work wall
Phone call or note sent home to family
(or other adult the student requests)
Classroom Privileges:
First to leave class
Special seat
Extra Credit Points
Homework pass

Shout Out Board: open board for teachers and students

to affirm each other by posting index cards with written
affirmations.
Friday letters, hand-written positive affirmations and
observations.

What students can earn

Recognition:

Verbal praise
See shout board
Student gallery for work, including most improved and
excellent

Class-Wide:
10 minutes of PAT time (Preferred
Activity Time)

Teacher will perform something of the

students choice
Food or snack (or some form of party Classroom Privileges:
for exceptional accomplishments or
Headphone privileges during independent study time
goals achieved as a classroom
Topic choice (ELA: chose article for class discussion)
community)
NOTE: Never take away positive recognition student(s)
have already earned. This breaks trust. If students engage
in unproductive, off-task behavior, respond with redirection
(followed by consequences if/as necessary), not a loss of
an already-earned positive recognition/incentive.

Class-Wide:

Where and on what will you post these?

When and how will you introduce, explain,

and build excitement around these with
your students?

Spontaneous fun things to celebrate hard work/good

behavior
Seating choice
Snacks

Not posted on walls

In pre-stuffed folders

As they come up

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

GUIDANCE

YOUR PLAN

What materials do you need to create or

acquire in order to implement your
classrooms positive recognition system?

Poster, markers, paint, folders, stickers, art supplies

Thumb tacks, index cars

Support for Unengaged Learners

Support for Unengaged Learners

Redirection strategies

Redirection strategies

(First try 2-3 redirection moves aimed at reengaging a student/students)

Proximity
Noticing & naming
Asking an academic question
Checking in
Making Accommodations

Proximity, a tap on shoulder

Noticing and naming
Checking in

Consequences

Consequences

1. Warning & Reminder of Expectations

2. Move seat & Reflection Sheet
3. Phone call or note home (to be signed)
4. Removal from class (Faculty Advisor)

1. Warning and reminder

2. Pulling aside for conversation

NOTE: Students will start each new class with a different

teacher with a clean slate (i.e. consequences do not roll
over from teacher to teacher, or from day to day).
Students may not move back up the hierarchy within a
given class period with the same teachereven with
improved behavior.

Where and on what will you post these?

When and how will you introduce and

explain these to your students?

What will be your system for reliably

documenting consequences?

GUIDANCE

3. Written reflection
4. Phone call home for repeat offenses
5. Removal (extreme cirumstances only)

Poster, next to rules

Pre-stuffed

As they occur

Keep a log (excel) for anything over a one

YOUR PLAN

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

Policies

Policies

Direct Instruction:

Direct Instruction:

During times when the teacher is leading the

classroom, students should:
Listen without talking (so we/our classmates can
hear without any distractions). Either:
o Take notes or copy down information on their
worksheets or on their paper, or
o Watch and follow along with what the teacher
is saying/doing
If a student has a question, they should raise their
hand and wait without talking for the teacher to call
on them. It may take a moment for the teacher to
respondthats because they are finishing up
their thoughts/ideasbut they will get to you soon.
Listen when other students are asking or answering
questions (we can learn a lot from our classmates
thinking/questions as well )

With that in mind, when & how will you

introduce & explain it?

Partner Work:

When will students first need to know your

Direct Instruction Policy?

If students need to practice this Policy,

when/how will they do it?

When working on an activity or problem with a

partner, students should:
Use 12-inch voiceswhich means no one should be
able to hear them if they are further than 12 inches
away
Only discuss the problem or activity they are
working onwe dont want to distract our partners
or other classmates, and want to make the most
of the learning time we have
Raise their hands if they have questions or get
stuck
Stay in their seats/in their designated area for the
activity, unless given instructions to move around
(we dont want to distract other classmates who
may not know why were up, and also we need to
spend this time talking and working with our
partner!)
If they finish early, students can choose to a)
engage in a challenge activity; b) become a
mentor who helps other pairs; c) read silently; or
d) work on homework from another subject

When will students first need to know your

Be attentive. Actively and quietly listen when others are

speaking.
If you have a question, raise your hand and wait to be
called on before you speak.

Introduced first day, after introductory activities, along

with rules.
We will practice as a class, first day.

Partner Work:

Use moderate/conversational voice (which will be

modeled at the beginning)
Only discuss problem or activity they are working on.
Raised hands if you have a question or concern
If students finish early they can become a mentor and
help other pairs

First time we do partner work

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

Partner Work Policy?

With that in mind, when & how will you

introduce & explain it?
If students need to practice this Policy,
when/how will they do it?

Verbally and via PowerPoint slide

Class practice if needed

Group work:

Group work

When will students first need to know your

Group Work Policy?
With that in mind, when & how will you
introduce & explain it?

Use moderate/conversational voice (which will be

modeled at the beginning)
Only discuss problem or activity they are working on.
Raised hands if you have a question or concern
If finish early, raise hand for additional activity or
instruction
As it comes it up.
Verbally and via PowerPoint slide
Class practice if needed

If students need to practice this Policy,

when/how will they do it?

Independent work:
Independent work

Quietly, seated, unless otherwise discussed.

Can use headphones if discussed

When will students first need to know your

Independent Work Policy?

When it comes up
Verbally and via PowerPoint

With that in mind, when & how will you

introduce & explain it?

Lab work:
Lab work

When will students first need to know your

Lab Work Policy?

With that in mind, when & how will you

introduce & explain it?

n/a

If students need to practice this Policy,

when/how will they do it?

What to do if students finish early

What to do if you finish early:

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

When will students first need to know your

what-to-do-when-done Policy?
With that in mind, when & how will you
introduce & explain it?

Can mentor other students

Can work on other assignments
Can read quietly

Before the first assignment

Verbally and via PowerPoint

Homework:
Homework

When will students first need to know your

Homework Policy?

With that in mind, when & how will you

introduce & explain it?
Absences:

If a student is absent, they should:

Talk with their teacher during the morning do-now
activity to see what work they missed
Pick up any assignments that need to be completed
Turn in any assigned homework the day after they
return
Ask your teacher or a classmate for help during a
break, lunch, or before/after school if you need it!

When will students first need to know your

Absence Policy?
With that in mind, when & how will you
introduce & explain it?

n/a

Absences:

Check their pre-stuffed folder for missed work

Check-in with teacher to discuss work missed

First day, after introduction

Verbally and via PowerPoint Slide

Other: ________

When will students first need to know your

___________ Policy?

With that in mind, when & how will you

introduce & explain it?

n/a

If students need to practice this Policy,

when/how will they do it?

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

Other: ________

When will students first need to know your

___________ Policy?

With that in mind, when & how will you

introduce & explain it?
If students need to practice this Policy,
when/how will they do it?

Classroom Arrangement
Central to the Learning Environment core practice, and connected to Policies and Procedures, is the arrangement
of your classroom. Considerations in arranging your classroom include:

The positioning of students desks/tables. Are they

arranged in a way that
o
o
o
o
o

facilitates & supports student-student interaction, and

includes all students?
all students can see you, pertinent posted materials, the
board, and experiment/demonstration space (when used)
during whole class instruction?
makes it easy for you to circulate among all students?
makes it easy for students to move where they need to
and access the things they need?
Also: plan ahead for an initial seating chart, which you
will revise as needed as you get to know your students
and their learning (and social) needs. [see seating for
inclusion]

The location of handouts and/or materials students

will need upon entering the class
o

(more on this to come in the Starting 7 Instructional

Activity)

The placement of communal supplies, reference

materials, and self-care items (such as tissue and
hand sanitizer). Are they in a place that
o

easily allows students access to what they need, such

that they can more autonomously take care of their

How will you arrange student desks/tables for Day

1 of summer school, such that your arrangement
meets all the criteria at left?

In a U shape with the teacher table in the front

middle of the class

How will you decide on your initial seating chart,

and how will you communicate this to students so
that they know exactly where to sit when they
come in on Day 1 of summer school?
First week, alphabetical
Weeks after, seating is their choice
Where will you put handouts &/or materials that
students need that day, and how will you
communicate to students what to pick up?
Printouts will be in folder
Blank paper, writing utensils, etc will be atop
the folder cabinet.
Where will you place communal supplies,
reference materials, and self-care items for Day 1
of summer school, such that your arrangement
meets the criteria at left?
Strategically around room

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

learning and self-care needs?

is convenient and disturbance-free for students to get to
and be, such that they are not disturbing ongoing
learning or distracting other students?

The location/arrangement of your teacher

headquarters. Is it located/arranged such that
o
o

you have convenient access to what you need

throughout the class period? (including technology,
administrative forms, handouts, clipboards, supplies, etc)
there is a dedicated & easy-to-reach spot for all
handouts/materials needed for a given lesson?

The images, messages, and materials on the walls.

In these images, messages, and materials
o

will students see themselves, their community, and their

story reflected and celebrated?

Where will you locate your teacher headquarters

for Day 1 of summer school, such that your
arrangement meets the criteria at left?
Front right corner

How will you ensure your students see themselves

and their community in the images posted in your
classroom over the course of summer school?
Chose culturally relevant art or phrases

Sketch your classroom arrangement below, addressing & noting all the elements listed above:

GUIDANCE

YOUR PLAN

Procedures

Procedures

Restroom breaks:

Restroom breaks:

Students should plan to use the restroom during

their passing period
If an emergency occurs, a student may use an
emergency pass (students receive only 2 over

Use a bathroom pass

During scheduled bathroom break

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

the course of the summer)

Give your pass to the teacher, and sign-out in
the back of the room
If personal circumstances require a different
arrangement, please speak with your teacher

Exiting the Classroom/Dismissal:

When the teacher gives the signal, quietly pack

up all of your materials
Make sure the area around your desk/table is
clean and picked up; throw all trash away
Quietly wait for your teacher to dismiss your
table/row. If the bell rings, stay in your seat.
Your teacher will dismiss you shortly
If you have a circumstance that requires you to
leave right at the bell, tell your teacher ahead of
time so s/he can accommodate you

When/how will you introduce & explain this to students?

After intro, and as it occurs

Exiting the classroom/Dismissal:

Exit ticket in marked folder

Quietly for teacher dismissal

When/how will you introduce & explain this to students?

First day, after introductory

Verbally and via PowerPoint

Entering the classroom (see Starting 7):

Entering the classroom (see Starting 7)

Signal(s) for getting students attention (teacher):

Signal(s) for getting students attention

(teacher)

If you can hear what I say, do what I do

If you can hear me clap once..

When/how will you introduce & explain this to students?

Model

Getting the teachers attention (student):

Raise their hand, and quietly wait to be called upon

Getting the teachers attention (student)

When/how will you introduce & explain this to students?

Paper Management (passing/collecting

Paper Management (passing/collecting):

Mostly in pre-stuffed envelops

As assigned by teacher
In premarked areas

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

When/how will you introduce & explain this to students?

After introduction, Via powerpoint

Managing classroom materials:

Managing classroom materials

(whiteboards, markers, books,
calculators, lab equipment, etc.)

Materials will be in designated areas and students are

expected to return them after lesson

When/how will you introduce & explain this to students?

During first activity

Managing student materials:

Managing student materials (storing;

getting ready and packing up personal
supplies)

Back packs will be kept at front of room

Students will gather necessary supplies prior to sitting
down

When/how will you introduce & explain this to students?

At the beginning during intro

Verbally, via powerpoint
Transitioning in/out of partner or group work:

Transitioning in/out of partner or group

work

I will verbally and visually state that it is time for partner

work.
Directions will be stated and up on a slide

When/how will you introduce & explain this to students?

As it comes up

Classroom Movement:
Classroom Movement (throwing
something away, getting a tissue,
sharpening pencils, etc.)

Students should raise their hand during a pause lesson

When/how will you introduce & explain this to students?

After intro, verbally, powerpoint

Emergency Procedures:

Emergency Procedures

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?

Tulsa Institute | Learning Environment Classroom Plan | Secondary

As introduced by TPS

When/how will you introduce & explain this to students?

During the week of the drill.

Other: ___________

Other: ___________

When/how will you introduce & explain this to students?

Other: ___________

Other: ___________

When/how will you introduce & explain this to students?

To what extent does this decision (action, system, arrangement, etc.)

Create and maintain a

LEARNING ENVIRONMENT
that increases equity of
access to learning, promotes
justice, and encourages joyful
experiences for all students.

promote relationships in which students are seen and heard as

individuals?

increase equity of access to learning for all students?

push against systems of oppression and promote justice in your
classroom community?
provide clarity on the what and how of engaging in the task at hand?
support and build excitement about the instructional goals?