1. How to Be An Effective Teacher
Margaret Adams
Melrose Public Schools
August 2012

2. Why You Need TO Succeed on the First Days of School
Chapter 1

3. Objectives Participants will be able to…
Discuss the key characteristics of “effective teachers.”
Name specific strategies to set positive expectations with students.
Outline first day script for their classroom.
Outline a classroom discipline plan.
State your objectives at the beginning of every lesson. Post the objectives on the board. They should always begin with “Students will be able to…” Return to your objectives at the end of the lesson.

4. Agenda First Day Scripts What is an Effective Teacher?
Positive Expectations
Classroom Management
Rules
Consequences
Classroom Discipline Plan
Post your agenda for the lesson everyday! Review it at the beginning of the class. Return to it at the end of class.

5. Three Steps to Teaching Procedures
Teach. State, explain, model, and demonstrate the procedure.
Rehearse. Rehearse and practice the procedure under your supervision.
Reinforce. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.
p. 175

6. Give Me Five Eyes on speaker. Quiet Be still.
Hands free (put things down)
Listen
p. 185

7. Important Facts
Successful teachers have a script or plan ready for the first day of school.
The most important thing to establish in the first week of school is CONSISTENCY.
Effective teachers teach classroom management procedures that create consistency.
Students want a safe, predictable, and nuturing environment-one that is consistent.
Students like well managed classes because no one yells at them, and learning takes place.
Effective teachers spend the first two weeks teaching students to be in control of their own actions in a consistent classroom environment.
p. 3-4

8. Important Facts
Effective teachers have lesson plans and procedures that produce student learning.
Effective teachers establish control over the classroom in the very first week of school.
The achievement of your students is dependent on the degree to which the teacher established good control of the classroom procedures in the very first week of the school year.
p. 3-4

9. Effective Teacher Use a script to organize the class the first week.
Continually acquire knowledge and skills.
Produce results.
Impacts and touches lives
p. 3-4

10. First Day Scripts
As we go through two teacher’s first-day scripts, think
What content did they cover?
What was the tone?
What was the message to students?
What do you think the students got out of these presentations?
What do you think the teachers got out of creating these presentations?
Show two fist day scripts.
Then Turn and Talk to discuss your thoughts on the topic. Use two-column note formats.

11. Think, Pair, Share
Think about the questions. Take notes if you need to.
Sit knee to knee.
Quickly choose who will go first.
Partner 1 talks.
Partner 2 talks.
Speaker speaks loudly and clearly.
Listener listens with a calm body.
Everyone takes responsibility for their own listening.
Be prepared to share with the class.
Find a partner.
Follow the procedures as stated above.
Introduce yourself and share your experiences with Writer’s Workshop.
Turn and talk (3 minutes).

12. Three Most Important Components
Let’s agree on the three most important components of a first-day script that can be consistently implemented.
Agree on three elements including items like greeting the students at the door with a smile, using the same attention getting signal, and other techniques.

13. What is the procedure to be implemented?
Who will do this procedure?
How will the procedure be presented? (PowerPoint presentation, tri-fold brochure, classroom poster)
When will the procedure be taught? (One the first day, student survey, personal reflection, etc.)
How will feedback be collected? (Peer observation, student survey, personal reflection, etc.)
What revisions are needed to improve this procedure? (Teach it a different time, review and critique it daily, etc.

14. What is an Effective Teacher?
Chapter 2

15. The Effective Teacher Exhibits positive expectations for all students.
Establishes good classroom management techniques.
Design lessons for student mastery.
Having positive expectations simply means that the teacher believes in the learner and that the learner can learn.
It is essential that the teacher exhibit positive expectations toward all students.
Classroom management consists of the practices and procedures that a teacher uses to maintain an environment in which instruction and learning can occur.
Chapter 2

16. Look Like Sound Like Feel Like With positive expectations
Without positive expectations
With classroom management
Without classroom management
With lesson mastery
Without lesson mastery
Look Like
Sound Like
Feel Like

17. Characteristics #1: Positive Expectations
Unit B

18. The Effective Teacher
Has a statement of positive expectations ready for the first day of school.
Creates a classroom climate that communicates positive expectations.
Conveys positive expectations to all students.
Has a personal attitude of high expectations.
p. 44

19. Areas where we can convey high expectations for students
Ways to convey high expectations in this area
Introductory script for day one
Homework assignments
Classroom environment
Answering student questions
Think, pair, share, two-column notes to complete

20. Suggestions for Positive Expectations
Dress for respect.
Stand at the door, smile, welcome students, and extend a hand of welcome. Be intentionally inviting.
Assignment, “Do Now” posted on the board.
The room and materials are ready.
Post inspirational sayings.

21. Suggestions for Positive Expectation
Address students by name.
Say “please” and “thank you.”
Has a controlled, disarming smile.
Is loving and caring, lovable and capable.
p.76

22. Characteristics #2: Classroom Management
Classroom management is the most important factor governing learning.
Unit C starting on page 78

23. What is Classroom Management?
Refers to all of the things a teacher does to organize students, space, time, and materials so student learning can take place.
A well managed classroom has a set of procedures and routines that structure the classroom. p

24. Characteristics of a Well-Managed Classroom
Students are deeply involved with their work.
Students know what is expected of them and are generally successful.
There is relatively little wasted time, confusion, or disruption.
The climate of the classroom is work oriented but relaxed and pleasant.
See chart of page 86
p.85

25. The dining room is ready. The staff is ready. The work is ready.
A Successful Restaurant is Ready
A Successful Teacher is Ready
The table is ready.
The dining room is ready.
The staff is ready.
The work is ready.
The room is ready.
The teacher is ready.
Have your classroom ready, every single day, especially the first days of school.
p. 91

26. The Ineffective Teacher…
Which characteristic of a well-managed classroom does this violate?
What would an effective’s classroom look like, or how might you do this differently?
Takes attendance and dallies.
Is the one doing the work.
Tells but does not rehears procedures.
Says, “Read chapter 3 and know the material.”
Yells and flicks lights.
Is asked repeatedly, “What are we doing today?”

27. Starting the First Day of School
Greet students at the door with a smile and hand shake every day.
Have seating chart prepared.
Have an assignment ready and posted, i.e. your “Do Now.”
Set expectation and procedure for how students will enter the classroom.
(Stop class a few minutes before the end to discuss procedure for exiting class.)
p. 114

28. “Do Now”
Your first priority is not to take atendance; it is to get the students to work immediately.
Post an assignment before the students enter the room.
Post the assignment in the same location every day.

29. How to have an Effective discipline Plan

30. Rules Rules are to set limits.
Students need to feel that someone is in control and responsible for their environment-someone who not only sets limits but also maintains them.
The function of a rule is to prevent or encourage behavior by clearly stating student expectations.
No more than 5 rules.

31. Two Kinds of Rules Respect others. Be polite and helpful.
General Rules
Specific Rules
Respect others.
Be polite and helpful.
Keep the room clean.
In class when the bell rings.
No offensive language.
Hands, feet, and objectives to yourself.
Use rules to state your specific behavior expectations, know what work you want performed.
p. 151

32. Procedure for Group Work
You are responsible for your own job and the results of the group.
If you have a question, ask members in your group.
You must be willing to help if a group member asks for help.
If no one can answer a question, then agree on a consensus question and appoint one person to raise a hand for help from the teacher.
p. 209

33. Drafting Class Rules
Work in grade level/department clusters to develop specific rules for your classroom.

34. Consequences
Consequences are what result when a person abides by or breaks a rule.
Discuss with students a fact of life: Every action results in a consequence.
Two kinds of consequences: rewards or penalties.
Do not stop instruction when carrying out out a consequence.
p. 153

35. Continue Working on Discipline Plan
Work in grade level/department groups to draft your classroom discipline plan.

36. Classroom Procedures that Must Become Student Routines
Beginning of period (page 197)
Quieting a class (page 182)
Students seeking help (page 186)
Movement of pages (page 198)
End of period (page 178)
p. 174
See page 193 for a full list of possible procedures.

37. First New Teacher Meeting
Bring a copy of your first day script with procedures outlined.
Bring a copy of your classroom rules.
Read “Unit C: Classroom Management” in The First Days of School: How to Be an Effective Teacher.

38. Objectives Participants will be able to…
Discuss the key characteristics of “effective teachers.”
Name specific strategies to set positive expectations with students.
Outline first day script for their classroom.
Outline a classroom discipline plan.
State your objectives at the beginning of every lesson. Post the objectives on the board. They should always begin with “Students will be able to…” Return to your objectives at the end of the lesson.

39. Agenda First Day Scripts What is an Effective Teacher?
Positive Expectations
Classroom Management
Rules
Consequences
Classroom Discipline Plan
Post your agenda for the lesson everyday! Review it at the beginning of the class. Return to it at the end of class.