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Be prepared for whatever comes your way...

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The Prepared Classroom practices include:

Establishing and growing relationships.

Careful and thoughtful design of the physical and emotional environment in which you teach and students learn.

Use of a structured system for explicitly teaching students anything you want them to do in the classroom or school.

Allocation of time for daily learning transfer that is both teacher and learner driven.

Giving children the ability and opportunity to choose.

Students are working on individualized goals, determined and chosen by assessed needs.

Teaching lessons that are brain compatible in length.

Teachers have frequent conferences with students.

Small groups are based around need rather than level.

These practices—along with competent, capable teachers that have high expectations for student learning—make the difference for students!

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Practices Supported by Research

Each of the practices in Prepared Classroom are supported by research and best practice. As teachers we know that everything we do makes a difference, but we want to make sure that what we are doing has the greatest positive impact on our students' growth and achievement. Cross check our practices to the variables in Professor John Hattie’s research, and you will see that our practices measure up!
Take a look.

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Get Trained . . .


Sign up for a Prepared Classroom Online Training


Take the courses at a time and pace that fit your schedule.


Start applying what you learn as you go (we’ll show you how)

The end result?

A classroom of engaged students
that are excited to learn!

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We Create Engaged, Joyful Classrooms

In a Prepared Classroom . . .

Students . . .

feel free to make mistakes, and learn from them and one another.
are self-managers in their behavior and learning.
know the behaviors of a self-regulated learner, and showcase those behaviors in their work.

Teachers . . .

identify success criteria, students know the desired outcomes, and their path to get there.
know that their instructional setting is flexible—selected based on the needs of students.
provide opportunities for shifts—kinesthetically, emotionally or cognitively, and choice to give students ownership in their learning success.

A Prepared Classroom is within your reach.

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How does Prepared Classroom work?

We start with building solid relationships before the school year even begins, and we continue employing intentional relationship building strategies throughout the year. It’s never too late!

We are deliberate and purposeful in planning our classroom environments. We avoid over the top visual noise, and center the design around student creation, charts we build with students, and student learning.

We establish rock solid routines using explicit instruction, and then we revisit expectations when necessary (or when behavior challenges start to bubble up.) We take the time to save time.

We build independent and collaborative engagement and while students are transferring their learning, we confer one-on-one and meet with small groups based on what they need, not level.

As we confer with students we assess and set individual goals that we talk with them about. We make learning visible to accelerate student achievement and provide access to learning all year long. We record the information in a conferring notebook, and let them know when we will talk with them again.

Our whole group lessons are brief and focused on one or two teaching points.

When you put these practices in place, you will have a system that provides consistency in management, teaching, planning, assessing, and relationship building so that you can make the biggest impact on your students.

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Is Prepared Classroom right for me?

  • I struggle to find the time to do all that is asked of me.
  • Some days I feel as if I spend more time dealing with student behavior than I do teaching.
  • My required standards and materials don’t always work with the reality of what my students need.
  • When I meet with small groups or confer one-on-one, I want to make sure the rest of the students are independently or collaboratively transferring their learning.
  • I want to make sure that I am teaching in the best way for every student to meet and exceed their potential.
  • I want to assess and set goals with students to make sure they are each getting the differentiated instruction they deserve.
If any of the above are true for you, then Prepared Classroom is just what you need.

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There are three ways to learn the Prepared Classroom practices

Select the option that best meets your learning style.


$199 $399/person • 180 days

The on-demand approach to learning the system. Complete the nine online courses on your own time, place, and schedule.



$50 $75/course • 30 days

For educators that need a refresher on a part of the system or want to learn the system over time by taking the nine courses individually.



$249/person • August 9

Join Gail Boushey in Paso Robles, CA for a fun-filled day of learning and connection, and leave with the tools you need to cultivate a classroom of engaged learners.


What grade level is Prepared Classroom best for?

These practices work for any teacher, but this system was created for Kindergarten through eighth grade.

Is Prepared Classroom a curriculum?

No. Prepared Classroom is not one more thing to add to your ever growing list of responsibilities. It is the basis for it all. The structure in which everything else lives. Curriculum, management, new initiatives . . . they all fit inside.

What about Daily 5 and CAFE?

Practices from the Daily 5 Framework and CAFE Literacy System are now part of a teaching and learning approach called Prepared Classroom. Evidence-based practice and research, along with ever-changing teacher and student needs, inform and drive our approach. Our systems look different today from how they did in years past. Take a look at the differences here.

How can I get a Prepared Classroom?

There are multiple training options based on how you learn and how much support you want throughout the learning process. Choose the best fit for your learning needs.

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