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Effective Teaching...
by Harry and Rosemary Wong
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This article was printed from Teachers.Net Gazette,
located at http://teachers.net.
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June
2007
Seven Year
Summary of Articles, 2000 to 2007
Eight years ago, a young teacher approached me (Harry) after
I had finished speaking to the teachers of the El Reno Public Schools in Oklahoma.
I still vividly remember the day—an opening-of-school event on a Thursday
in August 1999. School was set to start on the following Monday.
The teacher said to me, “Mr. Wong, I will be starting as a brand new teacher
on Monday and I’d like to give you something. Here is my script
for the first day of school.”
That script was given to me by Melissa Pantoja, now Melissa Boone Hand.
The script can be found in our first teachers.net article, “Your First
Day,” which we posted seven years ago in June
2000.
Since that time, we have been sharing the techniques, activities, and strategies
of teachers and administrators for the past seven years, and we thank you for
all for your kind sharing.
A Clue to Being Successful
As many of you may know, the research tells us that over half of the
new teachers leave the profession within their first five years.
This is a shame, as all teachers enter the profession intending to make a difference
in the lives of young people.
Teachers invest money, time, and energy in their education. But for whatever
reasons, some find their hopes and dreams of being a teacher dashed, and the
profession annually loses thousands of dedicated, energetic, and caring new
teachers.
Melissa is not one of those statistics. What Melissa did her
first year of teaching, for her very first day, may be a clue to the future
success of all beginning teachers.
As the title of our book, The First Days of School,
implies and as we say in that book,
- What you do on the first days of school will determine your success or failure
for the rest of the school year.
- Knowing how to structure a successful first day of school can literally
set the stage for a successful school year.
- Effective teachers spend time organizing and structuring the classroom so
students know what to do to succeed.
Melissa Boone Hand, Seven Years Later
There have been many changes and accomplishments in Melissa’s life over
the past eight years, both personally and professionally. We recently
asked Melissa to share some of these changes.
“After eight years in the Elementary Art classroom, teaching literally
thousands of children, I have learned more than I’ve taught. I now
know more than ever about myself and my own learning style. Rarely does
a week go by that I don’t learn something totally new, even if it is merely
learning from myself. Each year I find new and better ways of learning
and teaching.”
Melissa uses visual clues and verbal prompts to guide students through each
situation they encounter during their time together. She states, “Teaching
has become natural to me and at times the ‘job’ seems easy.
Oh Yes! I do work hard, but the reward is worth it. I feel like
I was born to do what I’m doing.”
Melissa knows that career happiness results from career development.
Her career as an educator is better than ever. Melissa’s principal
often tells her that she’d make a great administrator. In addition
to being a full-time elementary art educator, Melissa is also on the following
committees and boards:
- Special Teachers (P.E., Music, Art, and Spanish) - Team Leader
- Campus Mentor Teacher Coordinator
- Beginning Educators-Successful Teachers (BEST) - new teacher induction mentor
- District Education Improvement Committee (DEIC) - Employee and Student Dress
Code Research Team Chair
- Rowlett Arts and Humanities Commission - Regional Young Artist Exhibit Event
Coordinator and Arts Resource Directory Committee Chair
- Campus-Wide Annual Fine Arts Festival - Coordinator
- Science Vertical Team - Committee Member
- District Planning and Zoning Task Force - Member
Melissa has now joined the ranks we call teacher-leader!
Happy professionals will never cease to learn because they know that
change and growth result in success. Read more about how effective
teachers continue their own education in our April 2005 article, “Never
Cease to Learn.”
Part of Melissa’s career success is a result of her sharing with and
listening to her colleagues. Melissa states, “I have the mindset
that if I want to voice my opinion about what works and what could work better,
then I need to be willing to jump in and join the ranks of the ‘difference
makers’.
“The difference makers are the one who are busy—they are
always studying, researching, and looking for new ways to raise student achievement,
create a better school climate, and make what we do as educators more efficient
and effective.
“I know a lot of good teachers, and a few outstanding teachers.
They work hard at making a difference everyday. You see joy on their faces
and they create an exciting atmosphere within their classrooms. Spending
time with these teachers has been a source of energy and encouragement for me.
“My advice to anyone pursuing a profession in education is to prepare
yourself for a lot of hard work. A teacher must have an enduring hope
that the small seeds planted each day will produce an abundant harvest.
“I work hard and get worn down at times but I keep going because I love
what I do. I love being a teacher, and I love knowing that I am making
a positive difference in the lives of my students.”
Eight years later, Melissa has moved from a simple script to a full-blown
website to communicate with her students and parents.
To see how far she’s come in managing her classroom, visit Melissa’s
website at http://cullins.rockwallisd.com/mboone/.
After viewing Melissa’s website, you can understand why she says, “I
would like to think that I’m becoming more of a natural born teacher—but
in reality I just keep getting better students. Well, that is what I tell
them anyway. My students know where to sit; they know what to
do the first several minutes of class; and they know what to expect.”
Melissa Boone Hand’s career success and happiness are a result of her
continuous education, her involvement in various organizations, her constant
growth, and it all began with her first day of school script. You can
read more about all these steps to becoming a successful professional educator
in The First Days of School.
Summary of Effective Teaching Articles, 2000 to 2007
JUNE 2000--Your First Day
(http://teachers.net/wong/JUN00)
Key Idea: First Day of School Script. Start school with a first
day of school script. One teacher began his year with fun activities and
spent the rest of the school year chasing after his classes. His first
day lacked structure, which led to his students structuring the class for him.
Elementary school teacher, Melissa Pantoja, began the first day of school
with a script, which led to a successful beginning. Her script is provided
for you to use and adapt to your classroom.
JULY 2000—Applying for your First Job (http://teachers.net/wong/JUL00)
Key Idea: Mentoring is Not Induction. Know the difference between
mentoring and new teacher induction. Statistics say that teachers entering
the profession right now will not be teaching in three to five years; in fact,
many will not even last a year. To combat the high turnover rate of teachers,
many schools and districts are turning to new teacher induction (not mentoring)
programs to prepare teachers for success in the classroom. Examples of
successful induction programs are provided. Review them and learn what
to look for in your next school.
AUGUST 2000—There is Only One First Day of School (http://teachers.net/wong/AUG00)
Key Idea: Seven Things Students Want to Know. What you do the
first day of school will determine your success for the rest of the school year.
Discover the seven things all students want to know on their first day
of school, and why a successful year starts on the first day of school. You
would not expect a truck driver to haul an expensive load without first making
sure he knew how to drive the truck. Neither can you expect students to
succeed if they do not know the routines and procedures of your class. The
seven things all students want to know are provided so that you can use them
to prepare for your first day of school.
SEPTEMBER 2000—The Problem is not Discipline (http://teachers.net/wong/SEP00)
Key Idea: Manage, not Discipline Your Classes. Learn how to manage,
rather than disciplining your classroom. The former will enhance student
learning, and the latter will wear you down. Rather than discipline your
classes, manage them. Learn which procedures every class needs to have
down before students can start learning. Create or hone your procedures
so that this school year will be your best school year ever! Suggested
procedures are outlined in the article. Copy and use them in your own
classroom.
OCTOBER 2000—How to Start a Class Effectively (http://teachers.net/wong/OCT00)
Key Idea: Effective Start-up Techniques for Prime Time. Start
your class with an organized routine that includes bellwork and other effective
start-up techniques. The first few minutes of every class are prime time,
so what you do in those first few minutes determines how on task your students
will be. Read about teachers and schools who have experienced success
because of effective prime-time practices. Use the prime-time examples
as a guide to create your own effective prime-time practices.
NOVEMBER 2000—The First Five Minutes are Critical (http://teachers.net/wong/NOV00)
Key Idea: The First Five Minutes Are the Most Important. Make
the first five minutes of your class count. Like the first chapter of
a good novel, the beginning of class must capture students’ attention.
Have your students working the minute they walk into class and you will
have their attention. Once you have achieved this, it is easy to keep
them on task. Use the examples in this article to create your own bellwork
and warm-up activities.
DECEMBER 2000—It’s Not the Students, It’s the Teacher
(http://teachers.net/wong/DEC00)
Key Idea: Effective Teachers Show, not Tell. When teachers tell
us their discipline problems, we refer them to this article. Ineffective
teachers want to “do things” to students, whereas effective teachers
know how to teach procedures. Rather than telling students what to do,
show them how to do it. Effective teachers, like effective parents, show
students what to do instead of telling and yelling. Even a student from
a negative home environment will respond positively if teachers follow the steps
shared for teaching procedures.
JANUARY 2001—The Miracle of Teachers (http://teachers.net/wong/JAN01)
Key Idea: Thanks, Praise, and Encouragement for the Miracle of Teachers.
Learn what teachers have been doing right, and how they have improved
the American condition exponentially in a few short years. Teachers are
the most amazing professionals in the world today, and you deserve to be thanked
and to know that their accomplishments are shaping the nation for continued
success. Take heart and encouragement from the stories of hope in this
article. You, the teacher, are a miracle.
FEBRUARY 2001—A Journey of the Heart (http://teachers.net/wong/FEB01)
Key Idea: The Impact of Teachers on Students’ Lives. This
column is about the journey teachers make into the hearts of their students.
What you do everyday, whether someone tells you or not, touches the lives
of your students in immeasurable ways. Teachers change lives, and the
proof is in every student who has gone on to succeed. If you just touch
even one life as a teacher, you are a success. Learn to invite students
to learn by following the steps in this article.
MARCH 2001—What Successful New Teachers Are Taught (http://teachers.net/wong/MAR01)
Key Idea: Induction Prepares Teachers for Success. Learn how
induction programs teach new teachers how to become successful teachers. Start
your new career right, in a district that values its teachers and provides a
comprehensive and ongoing induction program for all teachers new to the district.
Know the difference between mentoring programs and induction programs,
and choose to teach in a district that has a solid, comprehensive program to
help you develop in your chosen career.
APRIL 2001—How to Recognize Where You Want to Be (http://teachers.net/wong/APR01)
Key Idea: The Ten Questions to Ask at Your Interview. Know the
ten questions you should ask at your interview to ensure you choose the school
and district that are right for you. After reading this article, you will
be able to recognize the district you want to teach in and maximize your potential.
Your career depends on the decision you make. Copy the ten questions
you should ask and use them in your next interview.
MAY 2001—How to Motivate Your Students (http://teachers.net/wong/MAY01)
Key Idea: Motivational Activities to Capture Students’ Attention.
Motivate and entice students with discrepant events. Then, learn
how and why to continue the lesson with group collaboration. Students
will remain motivated to do whatever they are instructed to do. Ideas
for discrepant events in different subjects are provided in this article.
Use them to capture the class’ attention and imagination.
SEPTEMBER 2001—How a Good University Can Help You (http://teachers.net/wong/SEP01)
Key Idea: The Value of a Good University. A good university will
teach you how to be an effective teacher. Sarah Jones’ experiences
at Western Kentucky University enabled her to begin her teaching career with
the proficiency of a veteran teacher. Her success is due to diligent instruction
in everything from lesson planning to effective classroom management practices.
Before she ever set foot in a classroom, she already had a comprehensive
list of classroom procedures to develop responsible students. Copy and
adapt Sarah Jones’ action plan to meet the needs of your teaching environment.
NOVEMBER 2001—The Effective Teacher Thinks (http://teachers.net/wong/NOV01)
Key Idea: Effective Teachers Can Implement What Other Effective Teachers are
Doing. Become an effective teacher by thinking about what you
learn, or observe other teachers doing, and adapting it to meet your unique
classroom management needs. Steve Geiman, a Physical Education teacher
in Virginia, thought about what Harry said at a conference and the wheels began
to spin. The result is an effective and efficient model of classroom management
that has transformed his PE class. Steve's procedures are outlined in
this article. Copy, adapt, and implement the procedures in your class.
DECEMBER 2001—Van Gogh in Nine Hours (http://teachers.net/wong/DEC01)
Key Idea: Effective Classroom Management Works in Every Situation.
This column illustrates effective classroom management procedures in two
very different environments, the library and an elementary art classroom. Learn
from the success of Betty Hamer and Jeanne Bayless, as they guide their students
to success with routines and procedures that cut down on the confusion, mistakes,
and messes— and allow students to get down to the business
of learning. Both teachers’ classroom management procedures are
featured in the article for your needs.
JANUARY 2002—A Most Effective School (http://teachers.net/wong/JAN02)
Key Idea: Safe and Productive School Culture Leads to An Effective School.
Transform your school into an effective school, by creating a school culture
that promotes a safe and productive learning environment starting on day one.
Goldfarb Elementary in Las Vegas, Nevada, has just such a culture. They
developed and maintained a consistent school-wide set of procedures that have
become the foundation for the school’s culture. Create school-wide
procedures using Goldfarb’s procedures as a guide, and watch your school
blossom into an effective learning environment.
FEBRUARY 2002—A Stress-Free Teacher (http://teachers.net/wong/FEB02)
Key Idea: Become a Stress-Free Teacher. Reduce your work-related
stress by enforcing consistent procedures and routines for all classroom activity
and interactions. Liz Breaux’s structured approach to classroom
management has guided students to success, and has made her classroom virtually
problem-free. Apply her secrets to stress-free teaching, and begin your
own path to a teaching career free from anxiety.
MARCH 2002—Impossible, No Job Openings? (http://teachers.net/wong/MAR02)
Key Idea: Teacher Induction Means Teacher Retention. Learn how
to retain your new teachers with a structured new teacher induction program
that guides them through classroom management, instructional strategies, and
more. By teaching them the things they need to know before they step foot
in a classroom, you will be setting them up for a successful career. See
the procedures that Medford’s new teachers have created, and get inspiration
for your own list of procedures.
APRIL 2002—Even Superintendents Do It (http://teachers.net/wong/APR02)
Key Idea: Good Leaders Are Models of Success. We have shared
how teachers and principals create and maintain effective schools. In
this article we show you that superintendents do it, too. Sunnybrook School
District #171, under the guidance of Dr. Joseph Majchrowicz, has developed an
effective district-wide culture based on core values agreed upon by all the
member of the learning community. The district-wide set of procedures
established by Sunnybrook’s learning community, as well as their four
core values, are showcased in this column. Review this article to select
elements of effective teaching to implement in your school or classroom.
MAY 2002--$50,000 to Replace Each Teacher (http://teachers.net/wong/MAY02)
Key Idea: New Teacher Induction Programs. This article highlights
effective new teacher induction programs and shares evidence to support the
implementation of induction. The costs of having an effective new teacher
induction program are small in comparison to the cost of losing newly hired
teachers. Use the information in this article to guide you as you build
an effective induction program for your new teachers, or use the information
within this article to guide your quest for the perfect school or district in
which to begin, or continue, your teaching career.
JUNE - JULY 2002—Teaching Procedures is Teaching Expectations
(http://teachers.net/wong/JUN02)
Key Idea: Procedures Start on Day One. Teach your students procedures
starting on day one. Establishing procedures beginning with the first
day of school will set you up for a smooth school year. Don’t believe
us? Read this month’s column, and learn how teaching procedures
teaches your student what you expect. Use the first day of school script
contained within the article to develop or hone your own first day of school
script.
AUGUST 2002—How to Start School Successfully (http://teachers.net/wong/AUG02)
Key Idea: First Day of School Action Plan. Start your first day
of school with an action plan. Sarah Jones began planning her action plan,
procedures, and activities long before she ever set foot in a classroom, and
it paid off. Use the sample Action Plan to guide you in creating your
own First Day of School Action Plan, and the Academic Expectations templates
to guide you in creating your statement of academic expectations.
SEPTEMBER 2002—Dispensing Materials in Fifteen Seconds (http://teachers.net/wong/SEP02)
Key Idea: Effective Procedures Make Activities Effortless. Using
procedures will make any classroom activity go off without a hitch, and will
guarantee that all your supplies are accounted for at the end of the activity.
Imagine a school year in which no supplies are lost and activities flow without
a single discipline problem. Use the time-tested methods for dispensing
and collecting materials contained in this article and never again lose another
ruler!
OCTOBER 2002—Effective Practices Apply to All Teachers (http://teachers.net/wong/OCT02)
Key Idea: Effective Practices Work in All Classes. Effective
classroom practices apply to all teachers, even foreign language teachers. Effective
teachers can adapt the techniques in The First Days of School to any
classroom environment, and any subject matter, even high school Spanish! Review
examples of foreign language teachers’ procedures, from what to do before
class starts to procedures for traveling teachers. Reflect on what you
have learned and then adapt your favorite procedures to implement in your own
classroom.
NOVEMBER 2002—A Class Size of 500 (http://teachers.net/wong/NOV02)
Key Idea: How to Manage Your Non-Traditional Classroom. Imagine
standing in front of 500 teenagers, raising a hand, and having the entire class
of 500 become quiet in a matter of seconds. It is possible. These
results are just a matter of establishing procedures and practicing them with
the students until they become routine. This article examines the success
of teachers in non-traditional classrooms, and illustrates how even the largest
class can be a well-oiled learning machine.
DECEMBER 2002—No Problem With Hurricane Lili (http://teachers.net/wong/DEC02)
Key Idea: Students Remember Effective Procedures. School-wide
procedures can make school flow smoothly even after a devastating act of nature
has shaken the community. Imagine a hurricane tearing through your community
and school, and leaving in its wake devastation and despair. Now imagine
the students returning to school, shaken but finding a classroom ready for learning.
This is not a fluke; it is a result of consistent and practiced school-wide
procedures.
FEBRUARY 2003—How to Retain New Teachers (http://teachers.net/wong/FEB03)
Key Idea: Teacher Induction is A Multi-Year Commitment. Retain
new teachers by implementing a new teacher induction program. Induction
is a multi-year investment in your new teachers’ career, and in your school/district’s
ability to retain top talent. Induction is a process that includes a variety
of career building activities, from courses in classroom management practices
to how to integrate effective strategies within a lesson plan. Learn the
components of a successful induction program, and read examples of three commendable
induction programs. Model your approach after these fine examples and
watch as your retention rates rise to unprecedented levels.
MARCH 2003—First Day of School Script (http://teachers.net/wong/MAR03)
Key Idea: First Day of School Scripts Work. This column provides
further proof that first day scripts put teachers on the road to success. This
article shares Melissa Pantoja’s Daily Class Routine for the Substitute
and John Schmidt’s First Day Script, Procedures, and Class policies. Utilize
these exceptional works to guide your creation of a First Day Script and lists
of your own procedures that will guide your class to success from day one.
APRIL 2003—The Effective Substitute Teacher (http://teachers.net/wong/APR03/)
Key Idea: Effective Substitutes Employ Effective Practices. Prepare
in advance for your next substitute teaching adventure. Learn how to create
a Sub Pack and what materials it should include. Print a copy of the Professional
Substitute Teachers’ Checklist and use it to organize your daily routine
and prepare for your next subbing job. Peruse the many helpful substitute
teacher links and gather as many additional hints that you can glean from these
valuable resources.
MAY 2003-Applying for A Teaching Job in A Tight Market, Part 1 (http://teachers.net/wong/MAY03)
Key Idea: Actions that Guarantee Interview Success. This article
teaches the actions that guarantee a successful interview. There are two
critical questions you should ask at your interview. In this article,
we discuss the first question, “Does your district have a new teacher
induction program?” Review the hints contained in this article as
you prepare for your teaching interview and get ready to ‘wow’ the
interviewer.
JUNE - JULY 2003—Applying for A Teaching Job in A Tight Market,
Part 2 (http://teachers.net/wong/JUN03)
Key Idea: The Value of Curriculum and Standards Guides. This
article answers the second question all teachers should ask when they interview
for a position, “Does the district have a curriculum guide that is aligned
to state standards?” Understanding the state standards and implementing
them in a classroom is hard enough, but to do so without a curriculum guide
is suicide. Be sure that the school you choose has a set curriculum for
each grade, and that it aligns with the state standards. As a bonus, included
are end-of-the-year procedures. Use them to guide you toward a stress-free
summer vacation and new school year.
AUGUST 2003—How to Start A Lesson Plan (http://teachers.net/wong/AUG03)
Key Idea: Creating Effective Lesson Plans. Discover how to begin
lesson planning when there is no curriculum guide to steer you. Many districts
do not have curriculum guides, and most teachers do not leave behind collections
of curriculum and activities to assist a beginning teacher. Follow the
Steps to Creating an Effective Assignment and begin your lesson planning with
confidence.
FEBRUARY 2004—The Effective Teacher Adapts (http://teachers.net/wong/FEB04)
Key Idea: Getting Out of Survival Mode. This article explores
the realities of survival mode, and explains how to move beyond survival to
mastery. If you are in survival mode, you must read this article. It
contains wisdom that will help you to become the teacher you always dreamed
you would be. The article also contains an innovative adaptation of the
Tote Tray System. We invite you to explore and adapt this method for use
in your own classroom.
MARCH 2004—A Well-Oiled Learning Machine (http://teachers.net/wong/MAR04)
Key Idea: Classroom Management in the Diverse Classroom. This
article features the classroom management plan of Nathan Gibbs, which has turned
his class into a well-oiled machine. Consistent classroom management will
even make the most behaviorally challenged child take note and perform his best.
Adapt the procedures you find in this article to meet the needs of your learning
community.
APRIL 2004—What to Do When They Complain (http://teachers.net/wong/APR04)
Key Idea: Respond to Complaints the Right Way. This article highlights
the proper response to complaints and presents further examples of Nathan Gibbs’
procedures that you can modify for use in your classroom. In every group
there will be at least one person who complains; this includes any given group
of students. We share insight into how to deal with those complaints without
becoming upset, and how to promote critical thinking and problem-solving skills
at the same time! Try the complaint procedure, and see how it changes
the dynamics in your classroom.
MAY 2004—His Students are All Certified
(http://teachers.net/wong/MAY04)
Key Idea: Effective Classroom Management is Universal. Classroom
management procedures are universal and can be used to create a successful learning
environment from Pre-K to Technical College and beyond. The career changing
management and teaching strategies of Jeff Smith are featured. His is
a story of both teacher and student success.
AUGUST 2004—How to Help Students With Their Assignments
(http://teachers.net/wong/AUG04)
Key Idea: Provide Students With an Agenda. After teaching
for over ten years, Carol Brooks, a middle school teacher in South Carolina,
came up with a solution to the problem of student organization. In time,
her classes of underachieving students were doing so well that the parents,
who didn’t even know what she was doing, were “screaming”
“Get my kid into that notebook class!” Carol’s one-page
agenda is shared.
SEPTEMBER 2004—How Procedures Saved a Teacher’s Life (http://teachers.net/wong/SEP04)
Key Idea: Be Prepared for an Emergency. Heather Chambers,
who teaches kindergarten in Denton, Texas, had a diabetic seizure and collapsed
in class. Because of her health condition, Chambers developed a very simple,
but highly effective procedure for her class in case she had a seizure.
In deed, she had a seizure and because her class knew the procedure of what
to do, they saved her life.
OCTOBER 2004—The Saints of Education
(http://teachers.net/wong/OCT04)
Key Idea: The Need for Structure. The demands on the
teachers of special education students are enormous. The work is emotionally
and physically draining. The stress is considerable. The magnitude
of the workload is colossal. Yet, there are some who do well and are truly
the “saints of education. Typical of these teachers is Robin Zarzour
who works with children with a variety of disabilities—Autism, speech
and language delays, ADHD, severe behavior, and with physical and developmental
handicaps.
NOVEMBER 2004—PowerPoint Procedures
(http://teachers.net/wong/NOV04)
Key Idea: Present Procedures in PowerPoint. Some teachers duplicate
pages and distribute them to students. Some teachers make charts and attach
them to the walls. Some teachers make overlays and display them with a
projector. And Kazim Cicek in Tulsa, Oklahoma, communicates his classroom
management procedures to his classes with a PowerPoint presentation.
JANAURY 2005—The First Ten Days of School (http://teachers.net/wong/JAN05)
Key Idea: It’s All in How You Begin. Jane Slovenske’s
success with her students begins on the very first day of school. She
spends the first ten days of school teaching and reinforcing those behaviors
and standards her students will need to succeed in her classroom. Jane
shares what she teaches on the first ten days of school.
FEBRUARY 2005—The Power of Procedures (http://teachers.net/wong/FEB05)
Key Idea: The First Day Comes. The first day of school finally
came. Her lesson plans were ready. The desks were in order.
The PowerPoint was ready to go. Chelonnda Seroyer, a first year teacher,
had not even entered the classroom yet. The first minute of her first
year as a new teacher had not begun. Standing at the door dressed in a
suit, she was greeting her students when she had this eerie feeling. She
turned to look in her classroom and the students had already started working
on the assignment. Yes! She was now confident that this was going
to be a good day. It turned out to be a great year. Learn what she
did.
March 2005—His Classroom is a Real Life Office (http://teachers.net/wong/MAR05)
Key Idea: Don’t Leave the Profession. Ed Lucero was miserable!
He thought about leaving the teaching profession. He decided to give it
one more try, but knew he had to make some radical changes. He restructured
his classes to be more business like. This corresponded with the classes
that he was teaching—Business, Marketing, and Finance. It worked
and he loves teaching again.
April 2005—Never Cease to Learn
(http://teachers.net/wong/APR05)
Key Idea: Effective Teachers Go to Conventions to Learn. Never,
never cease to learn. Go to at least one conference a year. Conferences
are very easy to understand. This column explains how conferences are
structured. Go and listen to the professional attitude of successful teachers.
They are all participating, contributing, and doing. Everyone is doing
and not complaining. It is heart-warming and contagious. You go
back to school fully charged with a positive attitude and proud that you are
a teacher.
May 2005—Improving Student Achievement is Simple, Part 1 (http://teachers.net/wong/MAY05)
Key Idea: It’s the Teacher. It’s the teacher –
what the teacher knows and what the teacher does in the classroom -- that results
in student learning. Improving student achievement is very simple.
It’s the teacher and how the teacher instructs. When teacher instruction
is effective, you will see improved student learning. In fact, the most
effective teachers produce as much as six times the learning gains as the least
effective teachers.
June 2005—Improving Student Achievement is Simple, Part 2 (http://teachers.net/wong/JUN05)
Key Idea: It’s Still the Teacher. It is the teacher who
holds the key to student achievement. And, it is the district that holds
the key to lifelong professional development of teachers. Everything the
district does should focus on student learning. And training teachers
to become the best teachers possible must become the priority for a district.
The students deserve no less than the very best teacher—every year.
AUGUST 2005—The Most Important Factor
(http://teachers.net/wong/AUG05)
Key Idea: Morning Routine. A high performing school has
a culture of consistency that must be established the first day and first week
of school. See how an elementary school establishes a culture of consistency
every morning with a morning routine on the playground. They do this with
a staff that works together in a professional learning community.
SEPTEMBER 2005—A Successful First Day Is No Secret
(http://teachers.net/wong/SEP05)
Key Idea: It’s All in How Your Start. On the first
day of school, Elise brought in a roll of toilet paper for a fun activity.
She left teaching after two days. Sarah Jondahl came to school on the
first day of school with a binder complete with a management plan. Today
Sarah is an accomplished fifth-year teacher. Sarah’s classroom management
action plan is the heart of the eLearning course featured on the web site www.ClassroomMangement.com.
OCTOBER 2005—Classroom Management Is Not Discipline
(http://teachers.net/wong/OCT05)
Key Idea: The Difference Between Management and Discipline. Ineffective
teachers discipline their classes with rules and punishments. Effective
teachers manage their classrooms with procedures and routines and the joy of
a productive working environment. It’s never too late to implement
classroom management techniques in your classroom. Alternative certification
teacher Diana Greenhouse shares how she has set up her classroom for student
success.
NOVEMBER 2005—The Emergency Teacher
(http://teachers.net/wong/NOV05)
Key Idea: Trials of a First Year Teacher. Without certification
or training—an “emergency teacher”—Christina Asquith
is hired on the spot and (unknowingly) assigned to the classroom that few veteran
teachers would take—sixth grade in the city’s oldest school building,
in a crime-infested neighborhood known as The Badlands. Christina asks
the two classic questions: Why are American inner-city public schools failing?
And can one young, motivated person make a difference? Her story reminds
us all to stay steadfast to our dreams of helping children.
DECEMBER 2005/JANUARY 2006—Fifty Years Ago Today, the Legacy
(http://teachers.net/wong/DEC05)
Key Idea: Rosa Parks. Effective teachers know that the
rewards go only to the professionals. They are the happiest, make the
most money, get the most respect, and are the most successful. Professionals
have arrived at this happy state in life because they build on strengths, not
on weaknesses. The professional educator chooses to always learn and grow.
The professional educator is on an endless journey; looking for new and better
ideas, new information, and improved skills to further student success.
FEBRUARY 2006—What Teachers Have Accomplished
(http://teachers.net/wong/FEB06)
Key Idea: Teacher Accomplishments. Given the staggering
statistics children face each day, our job as a teacher is unchanging.
Homeless, neglected, abused, malnourished, impoverished children—we welcome
them all into the classroom and nurture them, love them, and teach them.
You, the teacher, make the difference in the lives of children and we say, “Thank
you.”
MARCH 2006—The Success of Special Ed Teachers
(http://teachers.net/wong/MAR06)
Key Idea: Three Special Ed Teachers. The demands on the
teachers of special education students are enormous and the rewards are equally
enormous. These are the wonderful teachers who have the skill to bring
order and structure to the lives of their students and who have the kind and
understanding hearts to see all children as capable and worthy. In this
column, we will revisit with Robin Zarzour and also with two other special education
teachers, Charlotte Empringham of Canada, and Dan Seufert of North Carolina.
APRIL 2006—They're Eager to Do the Assignments
(http://teachers.net/wong/APR06)
Key Idea: Standards and Objectives, Elementary. If students
know what they are to learn, you increase the chances that the students will
learn. This is how Julie Johnson does it: 1. She decides what she
wants her students to learn; 2. She shows them what they are to learn; 3. They
practice or do the assignment on what they are to learn; and 4. They are tested
on what they know they are to learn. Julie says, “There are no secrets
as to what is expected of them. When I do this they all succeed.”
MAY 2006—An Alternative Certification First Year Teacher
(http://teachers.net/wong/MAY06)
Key Idea: Standards and Objectives, High School. Many
teachers begin teaching without a clear lesson plan format or an operational
curriculum. Even fewer receive curricula that are aligned with state standards.
Norm Dannen is presently in the New Pathways to Teaching in New Jersey, a program
for people seeking an alternative route to teaching. They give their teachers
in training a template to use as a lesson plan format. Norm created a
15-day unit to have students interpret The Great Gatsby artistically,
thematically, and historically. He shares his rubric with you in this
article.
AUGUST 2006—Effective Teachers Are Proactive
(http://teachers.net/wong/AUG06)
Key Idea: Creating a Classroom Community. Effective teachers
have a plan to prevent problems. Then they proactively work the plan.
Barbara De Santis is ready and organized from the first day of school.
She has a Classroom Management Plan. She builds a Classroom Community
by teaching her students to respect and celebrate the success of others.
Learn more about Barbara’s plan and why thinking like Gumby, Darwin, and
Disney helps her.
SEPTEMBER 2006—A 92 Percent Homework Turn-in Rate
(http://teachers.net/wong/SEP06)
Key Idea: Use of a Personal Responsibility Card. Two effective
teachers, Chelonnda Seroyer and Barbara De Santis, share how they use Pink Slips
to improve homework turn-in rates. Find out who they “stole”
the idea from and how they each made it their own. Plus, tips on how to
improve your homework turn-in rate and a few procedures for orchestrating homework
for maximum effectiveness. Remember, effective teachers never cease to
learn, especially from each other.
OCTOBER 2006—Assessing Student Progress with a Rubric
(http://teachers.net/wong/OCT06)
Key Idea: Give Students a Scoring Guide. The role of the teacher
is not to grade a student. The teacher’s main role is to help every
student reach the highest possible level of achievement. The purpose of
a test should be to assess what the student has learned so that further learning
can be planned. Read how Norm Damen’s rubric helps to engage his
students while assessing what they learn. The tone of your classroom will
change when the students see that you are there to help them progress through
the year.
NOVEMBER 2006—How to Write a Rubric
(http://teachers.net/wong/NOV06)
Key Idea: Steps to Writing a Rubric. Give students a rubric before
each assignment. Structure each lesson so that the students know beforehand
what they are to accomplish. Decide what factors you are looking for as
this will tell you if students have learned what you want them to learn.
Oretha Ferguson’s prose poetry rubric is model shared. And her success
goes way beyond a single lesson. Her classroom is structured and organized
from day one.
DECEMBER 2006—January 2007–Rubrics in Two College Classes
(http://teachers.net/wong/DEC06)
Key Idea: Rubrics Apply to All Grade Levels. Two college professors
use rubrics to train future teachers. Dr. Lena Nuccio-Lee found herself
teaching an online class for the first time after Hurricane Katrina left her
without a classroom and the majority of her teaching materials. She used
rubrics to make her course a success. Carla Boone uses rubrics to guide
and grade the results of her course for new teachers at the College of Mainland,
Texas. Learn what success follows from using rubrics from these effective
teachers.
FEBRUARY 2007—Students Want a Sense of Direction
(http://teachers.net/wong/FEB07)
Key Idea: Constructing Your Own Rubric. Kathy Monroe uses a picture
rubric to vividly show her students how their work will be evaluated.
Karen Rogers uses short and simple rubrics to guide her science students.
Diana Greenhouse created a rubric using a teacher tool called RubiStar.
All of their rubrics have three parts, involve students in the assignments,
and help assess what the students have learned. Review their rubrics and
create your own to foster student and teacher success.
MARCH 2007—Classroom Management Applies to All Teachers
(http://teachers.net/wong/MAR07)
Key Idea: Observe, Reinvent, and Implement Procedures. Stacey
Allred is a special education teacher who knows that classroom management is
applicable to all teachers, regardless of grade level or setting. The
key to becoming a successful classroom manager is to observe procedures practiced
by other effective teachers. Then reinvent their procedures to meet your
classroom needs. Finally, you must practice your procedures with your
class. Specific examples from various effective classroom managers are
shared.
APRIL 2007—How to Train, Retain, and Sustain Effective Teachers
(http://teachers.net/wong/APR07)
Key Idea: Generation Y and the Success of Induction Programs.
There is a new generation entering the teaching profession. The Millennials
are a generation poised to be lifelong learners and collaborators. They
are team-based learners and thrive on collaboration. To meet the needs
of this new generation entering the profession, induction programs focus on
a group approach. Learn from Dr. Linda Lippman and others about their
successful programs for the Millennial teacher.
MAY 2007—Effective Teachers End the Year Successfully
(http://teachers.net/wong/MAY07)
Key Idea: Preparation, Preparation, Preparation. Beth Sommers
knows that an ounce of preparation can save a ton of time and trouble.
She spent the summer before her first year as a classroom teacher preparing
herself and her classroom for the first days of school. Beth made contact
with her students and their parents before the school year began. She
greeted her students with an impressive PowerPoint presentation, which she later
shared with her students’ parents. View Beth’s PowerPoint
presentation and learn how she was a successful first year teacher from start
to finish.
It’s Not the Grade Level or Academic Area
This summer, browse through our seven years of columns and you will
note that all successful teachers transcend their grade level or academic area.
As we look over the seven years of articles, there are two recurrent
themes:
Effective teachers can implement. Effective teachers
have the ability to implement someone else’s work, regardless of their
grade level, subject matter, or even professional field. They are able
to steal the work, change it to fit their own situation, and use it in their
classroom. Effective teachers don’t need articles specific to
their grade level or subject.
Effective teachers are proactive. Effective teachers
have learned how to prevent problems, rather than react to problems.
They are proactive and not reactive. Reactive teachers blame the school
or neighborhood environment, or want specific punishments or consequences.
We answer, “You don’t ‘do something’ to someone.”
Rather, you proactively have a classroom management plan that prevents
problems from occurring.
As you enjoy your summer, please reflect on the successes of the teachers and
administrators we have chronicled in our seven years of columns. Know
that you can succeed just as easily.
Our August column will kick off the new school year.
We’ll share how two teachers in an urban setting
start the year with a classroom management plan.
Start planning your plan now. You have the summer to steal from these
articles and create a classroom where the students are responsible and the classroom
hums with learning.
As the school year progresses, tweak and work your plan. We’d love
to hear about your successes and, with your permission, share what you do with
others.
May the summer be one of rejuvenation for you and your classroom.
Harry & Rosemary Wong products: http://harrywong.com/product
This printable version is provided for the convenience of individuals.
