1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CLASSROOM MANAGEMENT Harry Wong

2. Background – Beliefs  The three characteristics of an effective teacher are:  1) has good classroom management skills  2) teaches for mastery  3) has positive expectations for student success  Your expectations of your students will greatly influence their achievement in your class and in their lives.  The number one problem in education is not discipline. It is the lack of procedures and routines, the lack of a plan that organizes a classroom for success.  Teachers who work at being effective will create classrooms in which students can successfully learn.

3. Classroom Management – First Days of School  What you do on the first day of school will determine your success for the rest of the year. You will either win or lose your class on the first days of school.  The most important factor that must be established the very first week of school is CONSISTENCY.  Stand at the door and greet the students.  There must be a schedule, bellwork, and a lesson objective or assignment posted in a consistent location, when the students enter the room.  Effective teachers have a script or classroom management plan ready on the first day of school to structure and organize the classroom.

4. Classroom Management – Discipline and Behavior Many teachers spend time covering lessons and then disciplining when things go wrong. They never spend time managing their classrooms. Discipline refers to BEHAVIOR. Procedures refer to getting things DONE. Discipline: Has penalties and rewards. Procedures: Have NO penalties or rewards. Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms. The three steps to teaching a procedure are: explain, rehearse, and reinforce. Classroom management are those practices and procedures used to manage a classroom so that instruction and learning can take place. All effective classrooms have structure. A series of procedures and routines equals structure.

5. Positive Expectations In low performing schools, teachers are less likely to collaborate and learn from one another. In high performing schools, teachers share with one another the needed knowledge and skills to help their students reach high standards. Success has little to do with money, class size, fancy programs, parental involvement, or tutoring. These can be found at good and bad schools. Effective teams of teachers teach to pre-stated objectives, assess and reassess student work, and use the results to teach and reteach until they find a way for students to grasp the lesson. Effective teachers have a positive expectation that they can be effective, that they ARE the difference in the lives of children.

6. Rules and Procedures Rules are expectations that must be followed in order for student safety to be maintained and learning to occur. Procedures are ways teachers and students conduct themselves in class to make class run smoothly and make the best use of instructional time. Rules should be kept to a small number, written in a positive format. They should be generic enough to apply to many situations, but specific enough that students understand and can follow them. Procedures should be well thought out and help the students and teachers conduct themselves professionally. They prevent time being wasted and unclear expectations for learning and housekeeping activities.