by Harry & Rosemary Wong in August Teachers.Net Gazette
Aug 7, 2012
Twenty-two–year-old Kara Moore was hired as a 6th grade teacher to start the August 2011 school year. Excitedly, she ordered 200 "Miss Moore's Math Class" pencils. She spent a week getting her room ready for that all-important first day of school.
One week before school began, the principal called her into his office...
I read in "The First Days of School" that you should spend at least a week practicing the classroom procedures before starting any lessons. I have seen powerpoints of teachers who have discussed and practiced their procedures on the first day. How can you use the rest of the week to practice procedures without starting lessons?
hstOn 8/08/12, Trish Schnakenberg wrote: > I read in "The First Days of School" that you should spend > at least a week practicing the classroom procedures before > starting any lessons. I have seen powerpoints of teachers > who have discussed and practiced their procedures on the > first day. How can you use the rest of the week to pra...See MoreOn 8/08/12, Trish Schnakenberg wrote: > I read in "The First Days of School" that you should spend > at least a week practicing the classroom procedures before > starting any lessons. I have seen powerpoints of teachers > who have discussed and practiced their procedures on the > first day. How can you use the rest of the week to practice > procedures without starting lessons? I introduce basic procedures on day 1 (everything from what to do when you enter the room, to what to do when absent, to use of bathroom, etc). Since I teach science, we do a simple activity that identifies procedures for working in groups. After day 1 I review the basic procedures briefly at the start of every day, using someone who is new to class or who has been absent as the model. I make sure I hit each procedure (there are about 8 basic ones) at least 3 times in the first week. Certainly, only a small portion of the day is given over to reviewing procedures, so curriculum based lessons do not wait. (I teach in 90 minute block periods.) What I am saying is, there is no reason to separate "procedures" from "teaching."
Could someone please tell me H. Wong's 5 ways to manage my classroom? I have only 2... -to clearly define procedures -to teach students procedures and rules
Last year I spent the time to record all my own classroom procedures so that each September when I return to school I don't have to rethink them all after a summer away. Although every teacher's procedures will be different sometimes it helps to look at someone else's list.
Although my list of procedures was designed for Kindergarten, many teachers in older grades also seem to find them helpful, so have a look if you're interested. They're posted on my discipline blog.
I HAVE TO GET THE SERIES FOR MY COLLEGE CLASS BUT CANNOT TIL NEXT WEEK AFFORD TO. DOES ANYONE HAVE ANY SUGGESTIONS FOR ME TO GET THE INFORMATION IN THE 1 ST VIDEO SO THAT I CAN DO MY ASSIGNMENT????
Being proactive has two major benefits. First, it gives you the opportunity to package your ideas and articulate them in the best possible light. Acting first, you shape the conversation, saying your ideas in the way you want to say them, not in the way someone else has already characterized them before ever having the chance to hear from you. Proactivity increases your credibility, strengthens your voice, and reaffirms your position of leadership.
Second, proactivity is the best approach to problem prevention. Consider the following example: [click below to continue reading]
On 9/06/12, Teachers.Net Gazette wrote: > Be Proactive in Your Communications With Parents by Steve > Reifman > > Being proactive has two major benefits. First, it gives you > the opportunity to package your ideas and articulate them in > the best possible light. Acting first, you shape the > conversation, saying your ideas in the way you want to say > them, not in the way someone else has already characterized > them before ever having the chance to hear from you. > Proactivity increases your credibility, strengthens your > voice, and reaffirms your position of leadership. > > Second, proactivity is the best approach to problem > prevention. Consider the following example: [click below to > continue reading]
I was ready with my stern face, furrowed brows, and no-nonsense demeanor. I had been warned about these kids. They were the “bottom” class in the fifth grade, and half of them belonged in either the 6th or the 7th grade.
The beginning of the first day started out okay. Everything was set and ready to go as far as effective classroom management was concerned. There was a job chart, name tags, seating arrangement, a Do Now on the board, and clear expectations for each student. I had my arsenal in place for keeping the class under control, and I even had a new attention-grabber to use. Let me tell you, everything was fine until one of the students said—out loud—in front of the whole class,