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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-July
2008
Eight Year
Summary of Articles, 2000 to 2008
Four
years ago, in our May
2004 column, we wrote about a welding teacher, Jeff Smith, and we said,
“Wait; please don’t stop reading just yet.
We know you’re saying, but I teach reading or math. Welding doesn’t
apply to me.”
We
hear variations on that line all the time: “I teach high school”
or “I teach kids who come from this neighborhood” with them all
ending in “and it doesn’t apply to me.” (http://teachers.net/wong/DEC07/)
Every
May Jeff Smith’s welding students take the Oklahoma welding test that
certifies people to become welders and progress into the work world. This
past May Jeff notified us that all 23 of his students—and many come from
“the neighborhood”—passed their test and earned their welder
certification credential.
This
means that in his eight years of teaching, all 192 of his 192 students
in his welding technology program have been certified.
His
students affectionately call his program “Jeff Smith’s School of
Welding.”
Yet,
if you read our book, The First Days of School, watch
our video series, The Effective Teacher, or take our
online course, Classroom Management with Harry and Rosemary Wong,
welding is never mentioned. Jeff was able to take the concepts of other
successful teachers and apply them to his classroom.
In
reading the 75 columns we have written, it has been our joy to share the success
of high school, middle school, elementary school, and pre-school teachers, college
instructors, school administrators, special education, math, art, teachers of
the at-risk students, a teacher with her classroom management plan in Spanish,
and many other educators.
(http://teachers.net/wong/AUG07/)
Why
are these teachers successful? Simple. They adapt; they
do not adopt. Adopt means you want someone to tell you what to
do. Adapt means you read and watch examples of good classroom teaching
and then you adapt and create your own classroom management plan—which
is then shared with your students on the first days of school.
And
that is why Jeff Smith and others are so successful.
Each
year, Jeff sends us more and more things that he has created—adapted—to
make his program and instruction more and more effective.
That’s
what happens with effective teachers. They keep creating, innovating,
and adapting techniques in a logarithmic progression. With each progression,
these teachers become more proficient and effective and relish in their own
success. You make your own success from what you adapt.
For
instance, if you take our online course on classroom
management, we do not and will not give you a classroom management plan
that you can adopt and blindly follow a script. Rather, we give examples
of exemplary classroom management plans from 33 teachers, ranging from PreK-16,
and ask you to “steal,” learn, and adapt from these people to create
your own classroom management action plan.
As
you look over the eight 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. They adapt.
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.
This
summer read and adapt what the title of our book, The First Days
of School, implies:
- 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.
Have
a proactive classroom management plan ready when school begins.
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.
JUNE
2007— Summary of Effective Teaching Articles, 2000 to
2007
(http://teachers.net/wong/JUN07)
Key Idea: Happiness from Continuous Growth. Melissa
Boone-Hand was Melissa Pantoja when we wrote about her in our first teachers.net
article in June 2000. We know that half of the new teachers drop out of
teaching with their first five years. Melissa is not one of those statistics.
What Melissa did her first year of teaching, on her very first day, may be a
clue to the future success of all beginning teachers. 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.
AUGUST
2007–First Day of School Script—in Spanish, Too!
(http://teachers.net/wong/AUG07/)
Key Idea: Plan for Student Success. Your foremost
responsibility as a teacher is to create a classroom that is organized so that
the maximum number of classroom minutes can be spent on instruction and learning.
Elmo Sanchez and Angelica Guerra are two teachers who took back their classrooms
with the use of First Day of School Scripts. View their PowerPoint presentations,
one in Spanish, and read how their scripts transformed their experiences.
SEPTEMBER
2007–Ten Timely Tools for Success on the First Days of School
(http://teachers.net/wong/SEP07/)
Key Idea: Be Consistent and the Determiner of Success in Your
Classroom. The most important factor to establish the first week
of school is consistency. When your students know what to expect and how
your class is run, they can then succeed. Fun will result from their achievements
and accomplishments. The ten tools in this article will ensure success
for your students and yourself.
OCTOBER
2007–Taking the Bite Out of Assessment—Using Scoring Guides
(http://teachers.net/wong/OCT07/)
Key Idea: Have Your Students Help Develop Rubrics.
By having a hand in creating their scoring guides, your students will see the
value of using rubrics to assess their work. Scoring guides can be used
to assess any kind of assignment, including the growing trend of multimedia
assignments. Norm Dannen started using scoring guides his very first year;
read about his success and view his rubrics.
NOVEMBER
2007–The Floating Teacher
(http://teachers.net/wong/NOV07/)
Key Idea: Be Organized—Very Organized. Diane
Blocker and Tobias Larson are effective migrant teachers who are extremely organized.
They have all of their classroom materials on hand at every moment. Find
facts and pointers to help you succeed as a floating teacher or as a teacher
in a self-contained classroom. You too may come to enjoy the economy of
professional practice you have created.
DECEMBER
2007-January 2008–Wrapping the Year with Rap!
(http://teachers.net/wong/DEC07/)
Key Idea: Get Creative with Your Lessons. Alex
Kajitani uses rap, not only to teach math concepts, but also to teach procedures.
He connects with his kids through his innovative method of teaching and also
helps to increase the scores of his “at-promise” students.
Find out how he came up with his alter ego, “The Rappin’ Mathematician,”
and the difference his approach made in his classroom. Listen to some
of his raps, too!
FEBRUARY
2008–Coaches Are More Effective than Mentors
(http://teachers.net/wong/FEB08/)
Key Idea: Mentors Have Roles, Coaches Have Responsibilities.
Hopewell City Schools in Virginia has a formula for new teacher success.
They know that one-on-one mentoring does not improve student learning.
Instead, new teachers are given a full complement of activities and skilled
people to help them become proficient and effective. Learn how Hopewell
ensures the success of each of their new teachers.
MARCH
2008–Academic Coaching Produces More Effective Teachers
(http://teachers.net/wong/MAR08/)
Key Idea: Importance of Academic Coaches. Angie
Cook and Vallorie Borchardt are two academic coaches who have helped their teachers,
students, and schools improve. Coaching assistance is sustained and job-embedded,
and the transfer and implementation is immediate. Learn how the gains
from coaching are six times more than the gains from spending money on class-size
reduction.
APRIL
2008–Schools That Beat the Academic Odds
(http://teachers.net/wong/APR08/)
Key Idea: Use of Professional Learning Communities.
L. C. Kennedy School in Arizona has created a learning community of teachers
that tackle problems and issues. Student success is at the forefront of
every meeting and conversation; they work as a team. Learn how two grade
level teams developed a common goal and the steps they took to achieve success.
MAY
2008–An Amazing Kindergarten Teacher
(http://teachers.net/wong/MAY08/)
Key Idea: Structure Your Classroom for Success.
Bernie Alidor found that procedures provided him with the structure he needed
to work with his ADHD. He now provides his kindergarten students with
a safe, inviting, and comfortable environment through the use of procedures
and routines. See how he gives his students stability and a “can-do”
attitude within a safe and consistent environment.
It’s
Not the Grade Level or Academic Area
This
summer, browse through our 75 columns and you will note that all successful
teachers transcend their grade level or academic area.
Reflect
on the successes of these teachers and administrators. Know that you can
succeed just as easily.
Our
76th column in August will launch the new school year.
We’ll share how a computer teacher in an urban setting
starts the year with a classroom management plan.
Start
planning your plan now. You have the summer to steal from these articles
and mold a classroom into one 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 and transformation for you and your classroom.
Harry & Rosemary Wong products: http://harrywong.com/product
This printable version is provided for the convenience of individuals.
