The First Days of School

THE FIRST DAYS OF SCHOOL
HOW TO BE AN EFFECTIVE TEACHER

HARRY K. WONG
ROSEMARY T. WONG
Some people go into teaching because it is a job. Some people go into
teaching to make a difference. We are pleased to share with the teaching
profession our contribution to making a difference.
HARRY K. WONG PUBLICATIONS, INC.

www.EffectiveTeaching.com
Dedication
Dedicated to my father and mother,

Who wanted me to be a brain surgeon.
I exceeded their expectations.
I became a scholar and a teacher.
—Harry K. Wong
Dedicated to Mr. Frederick McKee,

My first principal, whose evaluation of me said
I needed better "classroom management" skills.
Thank you for telling me I needed to improve my skills.
I did. It worked!
—Rosemary T. Wong
Copyright © 2009 by Harry K. Wong Publications, Inc.
All rights reserved. No part of this publication or any related materials

referenced herein may be stored in a retrieval system, transmitted,
reproduced in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, or be the basis for any derivative
works, without the prior agreement and written permission of the publisher.
ISBN: 978-0-9764233-1-7
Library of Congress Control Number: 2008903342
Executive Producer: Rosemary T. Wong
Graphic Design Team: Heidi Heath Garwood, Nancy Roberts, Mark Van
Slyke
Production Team: Jean Bong, Tim Chen
Editorial Team: Eric Gill, Megan Pincus Kajitani
Harry K. Wong Publications, Inc.

943 North Shoreline Boulevard
Mountain View, CA 94043-1932
Telephone: 650-965-7896
Facsimile: 650-965-7890
Internet: www.EffectiveTeaching.com
Contents
About the Authors
Unit A
Basic Understandings _The Teacher
The successful teacher must know and practice the three
characteristics of an effective teacher.
Chapter 1
Why You Need to Succeed on the First Days of School
Chapter 2
What Is an Effective Teacher?
Chapter 3
How You Can Be a Happy First-Year Teacher
Chapter 4
How to Close the Student Achievement Gap
Chapter 5
Why You Should Use Proven, Research-Based Practices
Unit B
First Characteristic _Positive Expectations
The effective teacher has positive expectations for student success.
Chapter 6
Why Positive Expectations Are Important
Chapter 7
How to Help All Students Succeed
Chapter 8
How to Dress for Success
Chapter 9
How to Invite Students to Learn
Chapter 10
How to Increase Positive Student Behavior
Unit C
Second Characteristic _Classroom Management
The effective teacher is an extremely good classroom manager.
Chapter 11
How to Have a Well-Managed Classroom
Chapter 12
How to Have Your Classroom Ready
Chapter 13
How to Introduce Yourself to Your Class
Chapter 14
How to Arrange and Assign Seating
Chapter 15
How to Start a Class Effectively
Chapter 16
When and How to Take Roll
Chapter 17
How to Maintain an Effective Grade Record System
Chapter 18
How to Have an Effective Discipline Plan
Chapter 19
How to Teach Students to Follow Classroom Procedures
Chapter 20
How Procedures Improve the Opportunity to Learn
Unit D
Third Characteristic _Lesson Mastery
The successful teacher knows how to design lessons to help students
achieve.
Chapter 21
How to Create an Effective Assignment
Chapter 22
How to Test for Student Learning
Chapter 23
How to Assess for Student Learning
Chapter 24
How to Enhance Student Learning
Unit E
Future Understandings _The Professional
The teacher who constantly learns and grows becomes a professional
educator.
Chapter 25
How to Be a Teacher-Leader
Epilogue
How to Develop a Culture of Effective Teachers
She Succeeded on Her First Day of School

Photo Credits
Appendices
About the Authors
Who are Harry and Rosemary Wong?

They are teachers.
Unit A
Basic Understandings _The Teacher
The successful teacher must know and practice the three
Chapter 1
Your success during the school year will be determined by what you do on
the first days of school.

Chapter 2
The beginning teacher must become proficient in the three characteristics of
an effective teacher.

Chapter 3
The beginning teacher must perform the full complement of skills while
learning those skills.

Chapter 4
The effectiveness of the teacher determines the level of student
achievement.

Chapter 5
Why You Should Use Proven, Research-Based Practices
Effective teachers use proven, research-based practices that are employed
by thousands of other teachers.

Unit A is correlated with Part 1: “The Effective Teacher” in the DVD series
The Effective Teacher.
CHAPTER 1
THE KEY IDEA:
Your success during the school year will be determined by what you do
on the first days of school.
Success on the First Day of School
Successful teachers have a script or a plan ready for the first day of
school.
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 will set the stage for an effective classroom
and a successful school year.

College professor Douglas Brooks videotaped a series of teachers on their
first day of school. Looking at the recording afterward, he made a startling
discovery. The ineffective teachers began their first day of school by
covering the subject matter or doing a fun activity. These teachers spent the
rest of the school year chasing after the students.

The effective teachers spent time organizing and structuring their
classrooms so the students knew what to do to succeed. He wrote his
findings in an article, “The First Day of School.” (Brooks, Douglas M.
(May 1985). “The First Day of School.” Educational Leadership, pp. 76–
78.)

The most important thing to establish in the first week of school is
CONSISTENCY. People want to know exactly what they are getting and
what will be happening. Students do not want surprises or disorganization.
Consistency prevents them from asking, “What are we doing today?”

Students want a safe, predictable, and nurturing 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.

Effective teachers teach classroom management procedures that create
consistency. Their classrooms are caring, thought-provoking, challenging,
and academically successful. A well-managed classroom is the foundation
for learning in the classroom. Therefore, Unit C in this book may be the
most important for you to read and implement as you start the first days of
school.

Effective teachers have lesson plans and procedures that produce
student learning. Unit D in this book will walk you through how to get
your students to achieve.

Click to read the Sidebar story: Hand in the Work

Please read this link about Going Beyond information
Effective Teachers Script Their First Day of School

A coach scripts the first 10 to 20 plays of a football game. A wedding
coordinator has a plan or agenda for the sequence of events at a wedding.
Likewise, an effective teacher is ready with a script or classroom
management plan on the first day of school.

Diana Greenhouse, a teacher in Texas, says, “What an incredible first year
of teaching this has been. When I look back at all I accomplished, it takes
my breath away. My students learned and I loved every minute of teaching.

“And it all started with that very first minute of the first day. I started the
school with a PowerPoint presentation of my classroom management plan.”

Kazim Cicek, a teacher in Oklahoma, says he spent his first three years in
the profession as a warrior. The students fought him and he fought them.
Then, four days before the start of his fourth year—one that he did not want
to start—he heard Harry Wong speak at a preschool meeting and had a
“light bulb moment.” Over a long weekend, he created a PowerPoint
presentation of his classroom management plan.

At the end of his fourth year he said, “The wish I wished my students was
also given to me. I, too, had a wonderful year.”

Today, he is a very happy and successful teacher.

Click to read the Sidebar story: teachers.net

Click for GoBe folder information: Classroom Management Plans
Student achievement at the end of the year is directly related to the

degree to which the teacher establishes good control of the
classroom procedures in the very first week of the school year.
The effective teacher establishes good control of the class in the very
first week of school. Control does not involve threats or intimidation.
Control means that you know (1) what you are doing, (2) your classroom
procedures, and (3) your professional responsibilities. It is very reassuring
to your students that you know what you are doing.

There is overwhelming evidence that the first two to three weeks of
school are critical in determining how well students will achieve for the
remainder of the year.

You must have everything ready and organized when school begins. Your
success during the school year will be determined by what you do on
the first days of school.

Click to read the Sidebar story: Don’t Be a Pal
Effective Teachers Produce Results

The subtitle of this book is “How to Be an Effective Teacher.” Effective
means “to effect,” “to produce results.”

When you interact with people, such as a plumber, salesperson, dentist, or
lawyer, you expect that person to be effective—to produce results.
Likewise, the effective teacher is someone who can produce learning.

To be effective, a person is firstly proficient. Proficient refers to someone
who continually acquires knowledge and skills to, in turn, be able to teach
effectively.
PROFICIENT: possessing knowledge and skills

EFFECTIVE: to produce results
The EFFECTIVE teacher IMPACTS lives.
The Four Stages of Teaching

There are four stages to teaching, yet many teachers never progress beyond
the Survival stage. (Ryan, Kevin. (1986). The Induction of New Teachers.
Bloomington, Ind.: Phi Delta Kappa.) The purpose of The First Days of
School is to get you out of stage two, Survival, and on to the third stage,
Mastery, so you can be the difference in the lives of your students.
The Four Stages of Teaching

1. Fantasy 2. Survival 3. Mastery 4. Impact
Stage 1—Fantasy. Many neophyte teachers have the naïve belief that to be
a successful teacher, all they need to do is relate and be a friend to their
students. They rarely talk about standards, assessment, or student
achievement. Entertaining students with activities is their concept of
teaching.

Stage 2—Survival. Teachers in the Survival stage have not developed
instructional skills as explained in Unit D. They spend their time looking
for busywork for the students to do, such as completing worksheets,
watching videos, and doing seatwork—anything to keep the students quiet.
Student learning and achievement are not their goals; they teach because it’s
a job and the paycheck is their Survival goal.

Stage 3—Mastery. Teachers who know how to achieve student success
employ effective practices. These teachers know how to manage their
classrooms. They teach for mastery, and have high expectations for their
students. Effective teachers strive for Mastery by reading the literature and
going to professional meetings. Student learning is their mission and
student achievement is their Mastery goal.

Stage 4—Impact. Effective teachers make a difference in the lives of their
students. These are the teachers to whom students come back years later
and thank for affecting their lives. To make an impact on your students, you
need to use effective teaching practices, which is the subject of this book. A
student learns only when the teacher has an appreciable impact on the
student’s life. When you reach this stage, you have gone beyond Mastery;
you have arrived as a teacher.

When you reach the Impact stage, you will return to the Fantasy stage—
and fulfill your fantasy or dream of making a difference in the lives of your
students. You’ll also become a teacher-leader and live a happier life with a
sense of pride and accomplishment knowing that you are contributing to the
profession.
Impact
Teachers universally say they go into teaching to make a difference.
You more than make a difference.
You ARE the difference.
Click to read the Sidebar story: It’s Never Too Late
Effective Teachers Impact Lives

Teachers who are proficient and effective are more capable of
impacting the lives of students than teachers who are not proficient and
effective.

The effective teacher knows how to bring the class to order quickly, explain
rules and procedures, find out important information about the students, and
let them know what to expect in the coming days. The next chapters will
teach you these skills.

Relationships are created in an effectively run classroom. There is a trusting
relationship between an effective teacher and the students. Finding out
about the students is important in an effectively run classroom.

You were hired to impact lives. You were hired not so much to teach third
grade, or history, or physical education, as to influence lives. Touch the life
of a student, and you will have a student who will learn history, physical
education, even science and math, close the windows, staple all the papers,
and turn cartwheels to please you.

The beginning of school is critical. What you do in the first days of school
to affect the lives of your students will determine your success the rest
of the year.
THE EFFECTIVE TEACHER
1. Uses a script to organize the class the first week of school.

2. Continually acquires knowledge and skills.
3. Produces results.
4. Impacts and touches lives.
CHAPTER 2
THE KEY IDEA:
The beginning teacher must become proficient in the three
The Effective Teacher
The Three Characteristics of an Effective Teacher
1. Has positive expectations for student success

2. Is an extremely good classroom manager
3. Knows how to design lessons for student mastery
There are three characteristics of an effective teacher, and they apply to

all teachers. (Good, Thomas L., and Jere Brophy. (2007). Looking in
Classrooms. Needham, Mass.: Allyn & Bacon, pp. 8, 9, 12, 47, 71, and
301.) These characteristics are known, and you can easily learn how to be a
very effective teacher.

Teaching is a craft, a highly skilled craft that can be learned!

What works in a kindergarten classroom or a high school classroom
also works with modification in any other classroom.

The teacher with an ineffective classroom is constantly looking for
activities to grab the students’ attention. They are eager to present their
lessons, do their exciting activities, and share their wonderful knowledge.
But, none of these techniques will be successful until you become skilled in
the characteristics of an effective teacher. Teaching is not covering chapters
or doing activities.

It’s not what you put in; it’s the outcome you get from the students.
Every one of us is both a student and a teacher.

We are at our best when we each teach ourselves what we need to learn.
Research consistently shows that of all the factors schools can control, the
effective teacher has the greatest impact on student achievement.

Decade after decade of educational innovations and fads have not increased
student achievement. The only factor that increases student achievement
is the significance of an effective teacher.
Positive Expectations
Positive expectations, sometimes called high expectations, should not be
confused with high standards. Having positive expectations simply means
that the teacher believes in the learner and that the learner can learn.

The belief in positive expectations is based on research, which demonstrates
that the learner will produce what the teacher expects the learner to
produce. If you believe a student is a low-level, below-average, slow
learner, the student will perform accordingly because these are the beliefs
you transmit to the student. If you believe a student is a high-ability, above-
average, capable learner, the student will perform at that level because these
are the expectations you transmit to the student.

It is essential that the teacher exhibit positive expectations toward all
students. Unit B discusses ways to convey positive expectations and
explains the importance of positive expectations, an attitude that benefits
the teacher and the student, as well as the overall classroom environment.
Classroom Management
Classroom management consists of the practices and procedures that a
teacher uses to maintain an environment in which instruction and
learning can occur. For this to happen, the teacher must create a well-
ordered environment.

Discipline has very little to do with classroom management. You don’t
discipline a store; you manage it. The same is true of a classroom. Unit C
explains how to manage a classroom, applying the principle that a well-
ordered environment leads to an effective classroom. The effectiveness of
such an environment is the result of how well the teacher learns the
skill of managing the classroom.

Click for GoBe folder information: Close to a Miracle

Click to read the Sidebar story: Students Work Without the Teacher
Present
Lesson Mastery
Mastery refers to how well a student can demonstrate that a concept
has been comprehended, or perform a skill at a level of proficiency, as
determined by the teacher. Unit D explains how to teach for mastery.

When a home is built, the contractor receives a set of blueprints from the
architect. The blueprints specify the degree of competence that will be
acceptable. The inspector who periodically checks on the construction
always looks at the blueprint first and then checks the workmanship to see if
the work has been performed to the degree of competence specified.
Well-Ordered Environment + Positive Academic Expectations =

Effective Classroom
Teaching is no different. To teach for mastery or competence, an effective

teacher must do three things:
1. Know how to design lessons in which a student will be able to learn a
concept or a skill to a goal or standard.
2. Know how to deliver the instruction to teach to the goal or standard.
3. Know how to assess and provide corrective action for learning so the
student can master the concept or the skill.
Student success in the subject matter of the class depends on how well
the teacher designs lessons and checks for mastery.
1. Exhibits positive expectations for all students.

2. Establishes good classroom management techniques.
3. Designs lessons for student mastery.
CHAPTER 3
THE KEY IDEA:
The beginning teacher must perform the full complement of skills while
learning those skills.
The First Year Can Be Successful
Here’s the biggest secret to teaching success: Beg, Borrow, and Steal!
It’s really not stealing. It’s really research and learning. You walk into the
classrooms of effective teachers, look around, and if you see something that
you think might help you, say, “Gimme, gimme, gimme.” There are many
veteran teachers who will be happy to share with you and help you.

We are in a community of equals, not a community of experts. We are
members of a common community. Don’t be afraid to ask and learn.
Through mutual support and sharing, we improve our profession.

Your first day of teaching will be an exciting, anticipated event but very
frightening at the same time. Yet you can succeed if you learn how to be
effective on the first days of school.

Click to read the Sidebar story: The First Year of Teaching Is the Most
Crucial
Teacher Education Will Not Have Prepared You

The schools of education are not to be blamed. No one ever said that
education ends with a college degree. Some people enter teaching by way
of an alternative certification route. Regardless, the best teachers are also
the best students. Good teachers are continually improving themselves by
going back to college; joining professional organizations; attending
conventions, conferences, and workshops; participating in staff
development meetings; and working cooperatively with others on the staff
in collegial support networks and learning communities to improve student
achievement.
Student Teaching Will Not Have Prepared You

Your master teacher is not to be blamed. No one ever trained your master
teacher in what to teach you. Few student teachers enter teaching with any
experience in what to do on the first day of school. Typically, the master
teacher started the class and then turned the class over to the student
teacher. Thus, most student teachers enter the teaching profession with no
training and no experience in what to do on the first day of school.
The First Year of Teaching Can Be Frightening
1. Teacher education will not have prepared you.

2. Student teaching will not have prepared you.
3. The district may not have prepared you.
4. Yet, you will be expected to perform immediately.
Some Districts Have Induction Programs to Prepare You

In teaching, entry into the profession can be sudden. In the business
world, new employees receive comprehensive training from day one,
allowing them to gradually gain knowledge, experience, and responsibility
until retirement.

Have you ever wondered why your seemingly problem students do so well
at a local store or fast-food restaurant? Restaurants such as McDonald’s and
Domino’s Pizza have sophisticated training programs to prepare workers
before they face the public. Go behind the scenes at any place of business
and you will see workers in training reviewing videos, reading instruction
manuals, and learning various aspects of their jobs. Effective districts and
schools, likewise, have a training or comprehensive induction program
for all newly hired teachers.

Regretfully, in some schools, newly hired teachers are merely given a key
to a room and told to go teach, leaving you to

Figure it out yourself. Do it yourself. Keep it to yourself.
The beginning teacher is expected to assume the same tasks and

responsibilities as the most seasoned teacher on the staff.
What will really prepare you for teaching in your district is an organized
new teacher induction program. Induction is a structured multi-year
program that will train and support you as you become an effective teacher.
To learn more about induction, go to NewTeacher.com and read many of
the articles on the website. Also, read New Teacher Induction: How to
Train, Support, and Retain New Teachers. (Breaux, Annette, and Harry K.
Wong. (2003). New Teacher Induction: How to Train, Support, and Retain
New Teachers. Mountain View, Calif.: Harry K. Wong Publications, Inc.)

Attention New Teachers: If you are a new teacher looking for a
teaching job, you need to ask if the district has an induction program.
Do not sign a contract until you ask. Districts with induction programs
care that you succeed. This entails more than simply giving you a mentor.

Effective districts want to help their newly hired teachers succeed. They
offer induction programs that begin before the first day of school and may
extend for several years thereafter. Induction is more than orientation,
mentoring, or evaluation. It’s the training a district gives to bring out the
teacher you are meant to be. Please do not be so naïve to think that you can
succeed on your own without help.

Click for GoBe folder information: 10 Questions to Ask
You Will Be Expected to Perform Immediately
When you become a first-year teacher, you will be an equal with all the
other teachers. You will have the same students they teach, you will teach
from the same curriculum, and you will have the same administrators. You
will have the same duties and responsibilities as all the other teachers.

Yet, you will be expected to be perfect on the first day of school and
then get better each year. You can do it, but you will be able to do it better
if your district puts you through an induction program and you recognize
that becoming an effective teacher is a never-ending learning process.
You will be expected to perform your full complement of duties

immediately while learning them at the same time.
Education is not a product; it is a never-ending process. The purpose of

this book is to give you some insight, ideas, and choices about how to start
your first days of school. Note the word, “choices.” The quality of the
choices you make today will dictate the quality of your opportunities
tomorrow.

There are no pat answers in education, no simple answers, no quick-fixes,
no sure model, no foolproof methods. There are teachers, who become
effective because they make teaching a profession and not a job. They
continue to learn, and from their fund of knowledge they make choices
about each appropriate strategy they should use.

Your whole life is ahead of you, and it can be filled with happiness and
success. If you want positive results from your professional career, know
that your colleagues are your best resource.

Work in a collegial manner with your colleagues.
Associate with and learn from positive mentors and coaches.
Join a professional organization.
Continue to learn through classes, workshops, conferences, professional
meetings, books, journals, CDs, DVDs, the Internet, and advanced degrees.

Click for GoBe folder information: Websites

You now have the rest of the school year and your professional years ahead
of you to truly enjoy. You can be a happy, successful, and exciting teacher.

Inside Every Great Teacher there is an even better one waiting to come
out.

Click to read the Sidebar story: You Can Have Any Job in Education in
Three to Five Years With a Raise in Salary of 25 Percent or More
1. Works cooperatively and learns from colleagues.

2. Seeks out a colleague who serves as a role model.
3. Goes to professional meetings to learn.
4. Has a goal of striving for excellence.
CHAPTER 4
THE KEY IDEA:
The effectiveness of the teacher determines the level of student
achievement.
The Importance of Effective Teachers
The greatest asset of a school is its people.
School does not begin until the teacher walks into the classroom. It is
the teacher—what the teacher knows and can do—that is the most
significant factor in student achievement. The more effective the teacher,
the more successful the students.
The Difference Between an Effective Teacher and an Ineffective

Teacher
There’s only one difference: The ineffective teacher is simply not doing
what the effective teacher is doing. Do what the effective teacher is doing,
and the ineffective teacher will be effective—instantly.

Successful teachers are innovative planners, exceptional classroom
managers, adept critical thinkers, and competent problem solvers.
Successful people MAKE themselves do the things unsuccessful people
will not do.

Ineffective teachers look for busywork to kill class time. They are
survivors. They whine that nothing useful ever applies to them, fully
expecting others to tell them what to do.

The effective teacher is a creative teacher—one who can think, adapt, and
implement. Effective teachers steal from the best and learn from the
rest. They look at the resources available to them and reorganize those
resources to work toward a goal.

Effective teachers are problem solvers. They analyze, synthesize, and create
materials to help students learn.
A true professional and effective teacher is a learner who learns along

with the students.
Here are some observations on the importance of effective teachers:
The most effective teachers can produce 9 months or more of learning,

essentially a full year, than ineffective teachers. (Rowan B., R.
Correnti, and R. Miller. (2002). “What Large-Scale Survey Research
Tells Us About Teacher Effects on Student Achievement.” Teachers
College Record, 104, pp. 1525–1567.)
Teacher expertise accounts for a greater difference in student
performance—40 percent—than any other factor. (National
Commission on Teaching and America’s Future. (November 1997).
Doing What Matters Most: Investing in Quality Teaching. NCTAF,
2100 M Street NW, Suite 660, Washington, D.C. 20037, p. 8.)
Students who have several effective teachers in a row make dramatic
achievement gains, while those who have even two ineffective teachers
in a row lose significant ground. (Sack, Joetta. “Class Size, Teacher
Quality Take Center Stage at Hearing.” Education Week, May 5, 1999,
p. 22.)
Teacher quality accounts for more than 90 percent of the variation in
student achievement. (National Commission on Teaching and
America’s Future, p. 9.)
The single greatest effect on student achievement is not race, not
poverty—it is the effectiveness of the teacher. (Rivers, June C., and
William L. Sanders. “Teacher Quality and Equity in Educational
Opportunity: Findings and Policy Implications.” Presented at the
Hoover/PRI Teacher Quality Conference, Stanford University, May 12,
2000, p. 4.)
As teacher effectiveness increases, lower-achieving students are the
first to benefit. (Sanders, William L. (1996). “Cumulative and Residual
Effects of Teachers on Future Student Academic Achievement.”
University of Tennessee Value-Added Research and Assessment
Center, p. 7.)
Click to read the Sidebar story: Quality Teaching
Teachers Want Success

It’s the teachers and their instructional practices—not the curriculum
programs or a change in the school structure—that improve student
learning. Teachers do not want programs; they want achievement for
their students.

Programs do not produce achievement; teachers produce student
achievement. Money is much better spent training and developing teachers
than for buying one program after another. Educational leaders know that
what matters most is whether schools can offer their neediest students good
teachers who are trained in effective strategies to teach strong academic
knowledge and skills.

Click to read the Sidebar story: Successful Teachers Come in All
Subjects and Grade Levels

Click for GoBe folder information: Stories of Successful Teachers
How to Improve Student Achievement

The ineffective teacher affects little, if any, growth in students. The
effective teacher, even in an ineffective school, produces improved
student learning and increased student achievement.

Imagine the student is achieving at the 50th percentile and the student is
placed in one of the following situations. After two years, Robert Marzano’s
research concludes the following:
If the student has an ineffective teacher in an ineffective school,
student achievement will drop from the 50th percentile to the 3rd
percentile.
If the student has an ineffective teacher in an effective school, student
achievement will still drop to the 37th percentile.
However, if the student has an effective teacher in an ineffective
school, student achievement will rise to the 63rd percentile.
It’s the teacher. It’s the teacher. Consider that we have average teachers in
average schools. That’s fine.

But, if teachers and administrators can only slightly improve their
effectiveness each year, there will be monumental gains in student
achievement over the collective years.
These gaps in achievement exist when groups of students with relatively
equal ability do not achieve in school at the same levels. Extensive research
can be found on how to close the achievement gap. Schools that work on
closing the achievement gap maintain these characteristics:
Keep a laser focus on learning for all students.

Maintain a “no excuses” attitude.
Use research and data to improve teacher practices.
Involve everyone in improvement processes.
Persist through difficulties and setbacks.
Celebrate accomplishments.
(National Education Association. (2006). Closing Achievement
Gaps: An Association Guide. Washington, D.C.: National
Education Association (NEA), p. 19.)

The achievement gap can be closed with a school of average to above-
average teachers, but the school and the teachers must work together
on improving student achievement.

A student who has an outstanding teacher will remain ahead of her peers for
at least the next few years. A student with an ineffective teacher will not be
fully remediated for up to three years—even if that student has effective
teachers.

The quality of the teacher, in any school setting, is the most critical
component for IMPROVING STUDENT ACHIEVEMENT and closing
achievement gaps.

Click for GoBe folder information: The Miracle of Teachers
We Are Teachers
What teachers do is a miracle. Teachers accept all children from every
imaginable situation and care for them, nurture them, and teach them. You
are to be thanked for choosing such a noble profession.

The units in this book on positive expectations, classroom management, and
lesson mastery will prepare you for your career as an effective teacher. It
will be an exciting journey.

Click to read the Sidebar story: That Noble Title Teacher
1. Uses effective practices focused on student achievement.

2. Is an innovative planner and exceptional classroom manager.
3. Is an adept critical thinker and competent problem solver.
4. Represents the greatest asset of a school.
CHAPTER 5
Why You Should Use Proven, Research-Based
Practices
THE KEY IDEA:
Effective teachers use proven, research-based practices that are
employed by thousands of other teachers.
The Research Process
People who know what to do and people who know how to do it will
always be working for those who know why it is being done.
Research is the process of critical thinking and problem solving employed

by thousands. It is this ability that sets humans apart from all other living
things. Research is simply the use of the human mind to seek answers or, as
some would say, to search for the “truth.”

Research is not something only scientists do. Businesspeople do research;
so do baseball players, chefs, plumbers, lawyers, dentists, artists, and actors.
Students, when they write term papers, do research. To search and search
and search, over and over again. That is why it is called re-search.

Click to read the Sidebar story: The Research Process
It May Be Dangerous to Teach as You Were Taught

Unfortunately and erroneously, many teachers teach as they were
taught. Many teachers teach as their academic college professors taught
them, thinking that’s the way to teach. No education professor,
administrator, staff developer, or teacher at a workshop has ever said that
the model of teaching presented in the box on the next page is the way to
teach. Yet, many teachers think this is teaching.

Regrettably, many teachers also succumb to teaching according to the
latest fad, philosophy, or political agenda, never asking for the research
evidence of its success. This is why Richard Elmore of Harvard University
says, “Most decisions made in education, especially in urban schools, are
made for the benefit of the adults—not the children.”

Teachers who work in learning communities represent the greatest research
asset in a school. What they learn is the greatest asset of the educational
system, and it is to be shared.

Teaching is a profession, and like all professions, its members must learn
new knowledge and skills continuously. Becoming a truly accomplished
teacher is a journey, not a destination. A professional teacher will still be
“learning to do it better” the day she or he retires.
Ineffective teachers talk more about the gimmicks and games they are
trying to find to “keep the kids quiet.”
Effective teachers talk more about the research they constantly look for
to improve the achievement of their students.
Always remember, student achievement and success are why teachers

teach; our research successes are to be shared for the sake of the
students.

Click to read the Sidebar story: This Model of Teaching Has NO
Research to Support It
Research Improves Student Achievement

Theme parks know when and where to send more food vendors. Airlines
know how much to price each flight. Stores know your buying patterns.
They use what is known as business intelligence or BI in industry terms.
There is software that harvests data, trends, and information to help
businesses make decisions.

Schools do the same. They harvest student data to improve student
achievement.

Led by Superintendent Joe Kitchens, the Western Heights School District in
Oklahoma has seen math and reading scores increase up to 48 percent over
a four-year period.

Using software systems that mine student information, teachers have almost
immediate access to their students’ scores at any given time. Data drives
teaching, learning, and continuous improvement in this diverse district,
where 75 percent of the students qualify for free or reduced-price meals.

The research data allows teams of teachers to review and determine “how
best” to prepare lessons for students who need differentiated instruction.
Teachers know exactly where the child needs help, or has potential to excel.

The lesson-planning program software and benchmarking process both
allow sharing among teachers. The staff uses data to improve student
achievement.

Western Heights has taken the Oklahoma standards and aligned them with
its own benchmarked tests, which the teachers and administrators created at
higher levels than the state tests.

Using research data, they have broken down skills sets for each child by
subject and level. The faculty shares this data to improve teaching and
learning. This sharing of research data is their formula for student
achievement. That’s success.

Click to read the Sidebar story: The Four Beliefs of an Effective Teacher

Click to read the Sidebar story: Western Heights School District’s Keys
to Success

Click to read the Sidebar story: Educational Research That Applies to
Every Teacher

Click to read the Sidebar story: When Should You Ask Questions During
a Video

Click for GoBe folder information: She Stopped the Video Frequently

Click to read the Sidebar story: Research on Improving Student
Achievement
“Research cannot and does not identify the right or best way to teach,
nor does it suggest that certain instructional practices should always or
never be used. But research can illuminate which instructional
practices are most likely to achieve desired results, with which kinds of
learners, and under what conditions.”
_Myriam Met
(Source: Cawelti, Gordon (ed.). (2004). Handbook of Research on
Improving Student Achievement. Arlington, Va.: Educational Research
Service, p. 3.)
1. Understands the research process.

2. Uses proven, research-based teaching practices.
3. Uses research data to improve teaching and learning.
Unit B
First Characteristic _Positive Expectations
The effective teacher has positive expectations for student success.
Chapter 6
Your expectations of your students will greatly influence their achievement
in your class and in their lives.

Chapter 7
The more the school and the family are joined as partners in educating
young people, the greater the children’s chances for success.

Chapter 8
The effective teacher dresses appropriately as a professional educator to
model success.

Chapter 9
There must be people, places, policies, procedures, and programs working
together to invite people to realize their fullest potential.

Chapter 10
The heart of education is the education of the heart.

Unit B is correlated with Part 2: “The First Days of School” and Part 8:
“Positive Expectations” in the DVD series The Effective Teacher.
CHAPTER 6
THE KEY IDEA:
Your expectations of your students will greatly influence their
achievement in your class and in their lives.
Humans Have a Success Instinct
There is absolutely no research correlation between success and family

background, race, national origin, financial status, or even educational
accomplishments. There is but one correlation with success, and that is
ATTITUDE.
All living things live to survive. They spend their entire day instinctively
seeking food and shelter and escaping predators.

Humans have a success instinct. This is what makes humans different
from all other living things. They want success, and they strive for their
success potential. You can accomplish anything with students if you set
high expectations for behavior and performance by which you yourself
abide.
The Two Kinds of Expectations

Positive or high expectations
Negative or low expectations
Positive and Negative Expectations

Knowing what you can or cannot achieve is called EXPECTATION. An
expectation is what you believe will or will not happen.
Positive Expectations
An optimistic belief that whoever you teach or whatever you do will result
in success or achievement. If you expect to be successful, you are
constantly alert and aware of opportunities to help you be successful.
Examples of Positive Expectations
“What we achieve comes from how we work together.”

“I believe that every child can learn and will achieve to his or her
fullest potential.”
“I am a good teacher, and I am proud that I am a professional
educator.”
“I am always learning and that is why I enjoy going to conferences,
workshops, and professional development meetings.”
Results of Positive Expectations

The odds are that what you want to happen will happen if you expend
energy to make it happen. Therefore, predispose yourself to realize success
personally and among the people you deal with, such as your students.

Click for GoBe folder information: She Was the Turning Point in My
Life
Negative Expectations
A pessimistic belief that whoever you teach or whatever you do will not
work out or will fail. Why bother to do anything or teach anyone at all? If
you expect to fail, you are constantly looking for justification and proof of
why you have failed.
Examples of Negative Expectations
“You don’t understand the culture where I teach.”

“These kids just don’t want to learn.”
“They can’t read; they can’t spell; they can’t sit still; they can’t
behave.”
“Professional development meetings are boring; conferences have
nothing to offer to me.”
Results of Negative Expectations

The odds are that what you expect not to happen won’t happen if you
expend energy to ensure that it doesn’t happen. Therefore, do not
predispose yourself to realize failure personally and among the people you
deal with, such as your students.
It takes just as much energy to achieve positive results as it does to

achieve negative results. So why waste your energy on failing when that
same energy can help you and your students succeed?
Expectations Are Different from Standards

Expectations should not be confused with standards. Standards are levels of
achievement. Teachers who practice positive expectations will help their
students reach high standards.
Example: “This will be an exciting class, and you are going to have the
most memorable year you have ever had; as a result, you will do very
well.”
Teachers who practice negative expectations will prevent students from

reaching high standards.
Example: “No one in this class will earn an A. I will make the work too
hard for you to do.”
People are molded more by the depth of their convictions or expectations

than by the height of their intelligence. Success involves converting people,
not to your way of knowing, but to your way of feeling. People can refuse
words, but they cannot refuse an attitude or an expectation.
Expectations
Give your students more than they expect, and you will get back more
than you ever expected. Student success is limited only by adult
expectations.
The Classic Research on Expectations

The classic research on expectations was done in the 1960s by Robert
Rosenthal of Harvard University and Lenore Jacobson of the South San
Francisco schools. (Rosenthal, Robert, and Lenore Jacobson. (1968).
Pygmalion in the Classroom. New York: Holt, Rinehart and Winston.) They
fed erroneous information to a group of South San Francisco elementary
school teachers and watched the teachers make the results come true.

In the spring of the preceding school year, the students at Oak School were
pretested. When school began that fall, the researchers and the
administrators told the teachers they were special teachers who were to be
part of a special experiment.

They were told, “Based on a pretest, we have identified 20 percent of your
students who are special. They will be ‘spurters’ or ‘bloomers’ and are a
designated group of students of whom greater intellectual growth is
expected.”

The names were really selected at random, but the teachers were led to
believe that the status of being special children was based on scores on the
pretest, the Harvard Test of Inflected Acquisition, a fictitious test.

“As a special reward for your teaching excellence,” they were told, “we are
going to give you this information, but on two conditions:
1. You must not tell the students that you know that they are special.
2. You must not tell the parents that their children are special.
“Thus we expect and know that you will do extremely well with these
special students.”

Eight months later, all the students were tested again, and a comparison was
made of the designated special students and the undesignated students, as
measured by IQ scores. The results showed a significant gain in intellectual
growth for the 20 percent who were designated special in the primary
grades but no significant gains to the undesignated students.

The administrators brought the teachers in, showed them the growth results
of their students, and congratulated them on their spectacular success with
their students.

The teachers said, “Of course, we had special students to work with. It was
easy, and they learned so fast.”

The administrators and researcher said, “We’d like to tell you the truth. The
so-called special children were picked at random. We made no selections
based on IQ or aptitude.”

“Then it must have been us,” said the teachers, “because you said we were
special teachers selected to be part of a special experiment.”

“We need to tell you something else, too,” replied the researcher.

“All the teachers were involved in this experiment. None of you were
designated special over any other teacher.”

Click to read the Sidebar story: Teachers Get What They Expect

This was a perfectly designed experiment. There was only one experimental
variable—EXPECTATIONS.
1. The expectations of the administrators toward the teachers were stated

explicitly. “You are special teachers, and these 20 percent of your
students are special students who show potential for intellectual
growth. Thus we expect and know that you will do extremely well
with these special students.”
2. The expectations of the teachers toward the students were conveyed
implicitly and were unspoken. Because the teachers believed they had
some very special students in the school, their body language,
personalities, and attitudes influenced their teaching and expectations
of their students.
As the researchers stated, “The results suggest rather strongly that children
who are expected by their teachers to gain intellectually in fact do show
greater intellectual gains after one year than do children of whom such
gains are not expected.”

Click to read the Sidebar story: Development

Following the original study, many additional studies have been undertaken.
Some have been able to replicate the findings, while others have not.
Regardless, educators and parents are very keen in the power of
expectations to affect student outcomes.
Students tend to learn as little or as much as their teachers expect.

Teachers who set and communicate high expectations to all their
students obtain greater academic performance from these students
than teachers who set low expectations.

(Source: U.S. Department of Education. (1986). What Works: Research
About Teaching and Learning. Washington, D.C.: U.S. Government
Printing Office, p. 7.)
What parents and teachers convey to young people in their formative years
as expectations will influence young people to achieve accordingly.

Your expectations of your students will greatly influence their
achievement in your class, in their lives, and ultimately in the world.

Click to read the Sidebar story: The Two Most Important Groups of
People for Young People
1. Has a statement of positive expectations ready for the first day of

school.
2. Creates a classroom climate that communicates positive expectations.
3. Conveys positive expectations to all students.
4. Has a personal attitude of high expectations.
CHAPTER 7
THE KEY IDEA:
The more the school and the family are joined as partners in educating
young people, the greater the children’s chances for success.
Celebrate the First Day of School
The most important day of a person’s education is the First Day of

School, not Graduation Day.
If school does not begin with the proper, positive expectations, there may
not be a Graduation Day. The Class of 2009 failed to graduate 1.3 million
students, or one student dropping out of school every 27 seconds.
(“Analysis Finds Graduation Rates Moving Up.” (May 31, 2011).
Education Week.)

For some students, graduation is not a day to celebrate a joyful sense of
accomplishment. Rather it is a day to mock respect, act stupid, make fun of
the educational system, show disrespect to parents and teachers, and engage
in wild parties that make you wonder if any educating ever took place.
The proper day to celebrate in all the schools of a country is the First
Day of School.
Celebrating the First Day of School must become a tradition of all

educational systems. This day of celebration must include everyone
associated with and interested in the education of the future citizens of the
world. In addition to everyone at the school site, the celebration should
include parents, the business community, and the neighborhood. It is
important that students see that everyone is interested in helping them all
succeed.

The more the school, the family, and the community are joined as
partners in the cause of educating young people, the greater each
child’s chance for success.
Welcome Them to School

Just as you go on a vacation with high expectations, students come to
school with high expectations, also. They come to get an education, meet
friends, participate, have fun, study, and learn. Their entire day revolves
around school and their friends. It is an exciting time in their lives.

Therefore, the personnel of the school should extend greetings to the
students before they come to school and upon their arrival. Everyone should
be involved in planning the students’ welcome to the school. “Everyone”
means administrators, teachers, classified staff, district personnel, parents,
and the business community. The successful education of young people is
an interrelated, community team effort.
How to Welcome Them to School
Organize a First Day of School celebration.

Stand at the bus stop and welcome them on the First Day of School.
Wave and smile like it’s Aunt Mabel whom you have not seen in 14
years and her airplane has just pulled up to the jet bridge.
Stand at the front entrances of the school. Have at least one greeter at
every entrance so no one will fail to receive a warm, friendly welcome.
Bring out the school band to play at the curb or near the entrance.
If you don’t have a band, have a group of students and teachers
assembled to bring a welcome smile on the First Day of School.
Hang up a banner welcoming students to school.
Distribute a school newspaper extolling the virtues of the school and
the wonderful school spirit of the teachers and the students.
Have guides in the hall. Hang up directional signs to help students get
to their classrooms.
Have your name and room number clearly visible on the classroom
door along with your personal greeting of welcome.
Let the first message spoken over the public address system be one of
welcome and positive expectations for the school year.
Click for GoBe folder information: First Day of School Celebrations
We must TEACH and SHOW our students—
1. That we can be responsible for one another.

2. That school is a place to gain knowledge.
3. That school is a place to give and receive love.
4. That school is a place to become successful.
Click to read the Sidebar story: You Will All Succeed

School is not a place where students come to listen to lectures, fill in
worksheets, and endure boredom. Nor is it a place reserved for those who
can tolerate the drab and dirty look of many schools.

School is a concept wherein students are welcome to learn and enhance the
quality of their lives without fear of intimidation or harm, guided by
hospitable and caring people in a clean and orderly environment.
School is not a place; school is a concept.
Click to read the Sidebar story: Haughton High School Welcomes You

There is no greater gift one human being can give another than the
opportunity to learn and grow in a loving and nurturing learning
environment.

1. Helps organize a First Day of School celebration.
2. Plans a classroom welcome for the first day.
3. Ensures the mental and physical well-being of all students.
4. Creates an environment for all students to succeed.
CHAPTER 8
THE KEY IDEA:
The effective teacher dresses appropriately as a professional educator
to model success.
You Are Treated as You Are Dressed
You do not get a second chance to make a first impression.
Interviewers tell us they make an initial judgment on an interviewee in 20

seconds. Salespeople know they have seven seconds to make an impression.
Effective teachers know that the clothes they wear and the smile that
dresses their face are the first things students see when they are greeted
at the door.

Make no mistake, we judge others by their dress, and they judge us, too. It
may not be fair. It may not be right. But people tend to treat other people as
they are dressed.

It’s common sense. You will be treated as you are dressed. A salesperson
sees two shoppers approaching, one appropriately dressed and the other
inappropriately dressed. You know very well who will get immediate and
better service.

How much credibility would a bank have if the teller who processes your
paycheck was dressed in jeans and wore a T-shirt emblazoned with the
slogan “Poverty Sucks”?

In an ideal world, it would be wonderful to be accepted for ourselves alone,
not for our appearance. In the real world, however, our all-too-visible selves
are under constant scrutiny.
Dress Perception
As you are dressed,
so shall you be perceived;
and as you are perceived,
so shall you be treated.

Always dress better than your students. If you do not care about
yourself, why should the students care about you?
The fact is, most people think that the cover is the book, the box front is the
cereal, and the leather jacket is the person. We all make judgments. We look
at someone and judge status, income, even occupation.
It is not what is but what is perceived that counts.
You Are a Walking, Talking Advertisement
“Give an elementary student three days, and the student will mirror
you. Give a high school student ten days, and the student will mirror
you.”
_Charles Galloway
This may be a superficial world, but it is the way the world works, so saying
that something is superficial will not make it go away. You are much better
off making your dress work for you than allowing it to work against you.

The key is looking professional, not just looking good. The advantage of
looking professional is that it keeps you from self-destructing in the
first few seconds, before your students make any hasty judgments
about you.

The effective teacher dresses appropriately as a professional educator
to model success. The important word is appropriately. We often see signs
like this one:
One of the reasons we have schools is for students to learn what is

appropriate. Young people learn what is appropriate in society by looking at
their adult role models. Your dress, your actions, and your words are what
young people will take to be appropriate.

By the end of the first or second week, the entire class will have taken
signals from you as to how they should behave for the rest of the school
year.

We are walking, talking advertisements for who we are. We are walking,
talking advertisements for who we believe we are as professional educators.
Yes, ties take time to tie and sometimes get uncomfortable.

However, a tie tells everyone you meet, “I respect you, my job, and
myself, and I’m willing to take the time to show it.”
When you walk into class late, you have just made a statement. When you
walk into class late with a can of soda or a cup of coffee in your hand and a
scowl on your face, you are making a statement.

When you walk into class early—when you’re standing at the door with a
smile and an extended hand of welcome, the assignments are on the
chalkboard, the room and materials are ready, and there is a positive
classroom climate—you are making a statement.

When you allow teasing in class, you are making a statement. When you
refuse to tolerate teasing in class, you are making a statement. The
statement that you make influences how the students will behave and
achieve in class. And how students behave and achieve in class will
determine your success as a teacher.
Every time you act, you validate who you are.
The experts tell us that teenagers get their values from their friends. That’s
true to the extent that there is a values vacuum to be filled. It is imperative
that the parents get there first. New teachers get their values from other
teachers. It is imperative that there exists a school or district induction
program coupled with a coaching program staffed by dedicated,
professional, role-model teachers to influence new teachers.

Click to read the Sidebar story: Even as a Substitute Teacher
Dress for Respect

Clothing may not make a person, but it can be a contributing factor in
unmaking a person. Whether we want to admit it or not, our appearance
affects how we are perceived and received in definite ways. Clothing has
nothing to do with students liking a teacher. But clothing definitely has an
effect on students’ respect for a teacher, and respect is what a teacher must
have if learning is to take place.

Research reveals that the clothing worn by teachers affects the work,
attitude, and discipline of students. You dress for four main effects:
1. Respect
2. Credibility
3. Acceptance
4. Authority
The effective teacher uses these four traits as assets in relating to students,
peers, administrators, parents, and the community. If you have these four
traits, you have a much greater chance of influencing young people to learn
than someone who lacks these four traits.

You can be sure that students notice how their teachers are dressed, in the
same way they notice the appropriateness of their own and each other’s
dress.

Kids see their parents go to work each day, dressed in business attire or
institutional uniforms. Then they come to school and observe the attire of
teachers—professionals who are considered middle-class intellectuals with
college degrees, competent people with teaching credentials. You can see
why the teaching profession has a difficult time gaining respect and
credibility.

You can also see why some teachers have great difficulty reaching and
influencing students—and if teachers cannot reach students, no teaching or
learning will take place. Not only are these teachers unable to reach
students, but they also leave school at the end of the day frustrated over
their own inadequacies. These inadequacies are evident in how they dress.
For when you select your clothes each day, you are making a statement
about yourself to the world.

Make no mistake about reality. Teachers have a responsibility to encourage
learning, and learning begins by gaining and keeping the respect of
students. Your respect begins with your appearance.

Click to read the Sidebar story: Could Not Believe What I Saw

Click to read the Sidebar story: Clothing Choices

If you are appropriately dressed, students will comment when you look
nice, and if something is out of place, they will tell you because they know
that you are a person who cares about yourself. But if you consistently
come to school inappropriately dressed, they will not say a word because
they surmise that if you do not care about yourself, they need not care about
you. Dress appropriately because it is very important to know that
people care about you.

When people care about you, they will respect you, learn from you, and buy
from you. And as a professional educator, you are selling your students
knowledge and success for the future.

Click to read the Sidebar story: You Dress Where You Want to Be

Click for GoBe folder information: Dress for Success
Preparing Students for the World

What does it mean to dress appropriately? You expect your students to use
appropriate English, write papers using an appropriate form, and display
appropriate behavior and manners. Right? Then you understand about
appropriate dress.

It is universally agreed that one major function of schools is to prepare
young people for tomorrow’s world. Yes, the world, not a particular city,
state, or country. We live in a competitive, global world economy where
people work for companies that are international in scope. It is likely
that many of your students will work for a company that will have offices
all over the world.
If you want to succeed in the world, you must think globally.
If we are to prepare students for tomorrow’s world, we need to know the

world. If you do not know the world, take some time to do some research.
Stand at a major airport and watch passengers disembark from American
Airlines, Lufthansa, and Singapore Air Lines.

Then go to the business district of a large city and observe the dress of the
people—the executives, store owners, salespeople, and support service
people. And speaking of support people, have you ever noticed that the
school secretary almost always comes to school more appropriately dressed
than a lot of the teachers?

Having observed the world, after you have dressed in the morning, look at
yourself in the mirror before you go to school to face your students, all of
whom will see you as a model of success in tomorrow’s thriving world. Ask
yourself these three questions:
1. Would a real estate agency hire you dressed as you are?

2. Would McDonald’s allow you to hand food to a customer dressed as
you are?
3. Would you have confidence sending your loving child, grandchild,
godchild, niece, or nephew to school to be taught by a teacher dressed
as you are?
Even criminals have a clear sense of the nonverbal messages people give
out. In an eye-opening experiment, groups of convicted muggers were
shown videos of people walking along the street. Overwhelmingly, the
muggers picked people who walked slowly, with stooped shoulders, who
looked helpless, disheveled, and downtrodden. They rejected people who
walked erect, purposefully, and confidently. These latter people conveyed
the message that they were in control of their lives.

Your dress announces to the world whether you care or do not care
about yourself. The entire public can read this message. As a teacher,
which of the two statements do you make?
1. I am one of a group of poor, underpaid, slovenly, dour, and

unappreciated people.
2. I am one of a group of professional, proud, devoted, dedicated,
responsible, and appreciated people.
This message is also conveyed to your students at your school, as well as to
the administration and your colleagues, many of who find the very casual
dress of many educators totally unacceptable.

People in sales, management, and leadership training will all tell you the
same thing. By how you behave, you convey to the world a message of
who you are and what you expect of life.
1. Comes to work appropriately dressed.

2. Comes to teach dressed for success.
3. Is a role model for students.
4. Thinks and acts globally.
CHAPTER 9
THE KEY IDEA:
There must be people, places, policies, procedures, and programs
working together to invite people to realize their fullest potential.
Invitational Education
Effective teachers have the power and the ability to invite students and
colleagues to learn together each day in every class.
The parents of 25 out of 30 students came to Back-to-School Night!

Cindy Wong, a teacher in San Jose, California, sent an invitation home with
each of her students. She also had her students copy a letter and leave it on
their desks, along with a paper crane and a personal letter for their parents.
They were so excited to tell their parents about a “special” surprise awaiting
them. Some parents explained that their children said they just had to come
to get their presents! This resulted in 25 out of 30 students being
represented at Back-to-School Night.

Click to read the Sidebar story: Parent and Student Letters

Cindy Wong then asked each parent to write a note to his or her child and
leave it on the desk. The students couldn’t wait to come to school the next
day to find their surprises on their desks. What an invitation!
The Basis of Being Inviting
The basis of being inviting is building relationships.

The effective teacher builds relationships with the parents. Invite
parents to be partners in unleashing the potential of their children. Refer
back to Chapter 7 to see how schools invite parents and children to school
before the first day of school.

The effective teacher is deliberately inviting. We all like to be invited to go
shopping, to attend a party, to join a group. Most of us have the common
courtesy to greet people at the door, exchange pleasantries when introduced
to others, and offer food or drink to a visitor. These are all obvious,
expected, and practiced. These same concepts should be practiced in the
classroom at all grade levels.

Walk around and see if your classroom is inviting. What’s a student’s or
visitor’s first impression?
Is the door clearly marked?

Are welcome and information signs posted?
Are signs written in jargon?
Is the first assignment clear and understandable?
Are there clues that show you care for young people?
The effective teacher is committed to seeing all people as able, valuable,

responsible, and possessing untapped potential in all worthwhile areas
of human endeavor.

The person who is asked or complimented is INVITED. The person who is
not asked or complimented is DISINVITED. This concept was formulated
by William W. Purkey and is known as invitational education. (Purkey,
William W., and John Novak. (1996). Inviting School Success. Belmont,
Calif.: Wadsworth; Purkey, William W., and Betty L. Siegel. (2003).
Becoming an Invitational Leader. Atlanta: Humanics Trade Group.)

Click to read the Sidebar story: Why Was I Not Invited?

Click to read the Sidebar story: Success Is Easy
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child’s life miserable or
joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crisis will be
escalated or de-escalated, and a child humanized or dehumanized.
Haim Ginott,
Teacher and Child. (1976).
Avon Books.
Even the outside of the classroom door contributes to creating a welcoming,
invitational atmosphere.
You Are a Significant Person

Invitational education states that all individuals have significant people
in their lives. These include teachers, leaders, mentors, colleagues, bosses,
parents, relatives, coaches, administrators, spouses, and close friends.
Everyone is special.

Students are influenced more by the depth of your conviction than the
height of your intelligence. The goal is changing students, not to your way
of thinking, but to your way of feeling.

Students can refuse words, but they cannot refuse an invitational
attitude.
The invitational messages that are extended exist in the minds of the
significant people who influence the lives of other people.
Effective teachers have the power and the ability to invite students and
colleagues to learn together each day in every class. Attentiveness,
expectancy, attitude, enthusiasm, and evaluation are the primary forces
behind a teacher’s being inviting or disinviting. These are the characteristics
that significantly influence a student’s self-concept and increase or decrease
the probability of student learning.

Click to read the Sidebar story: Special Value
“You are important to me as a person.”

This is the message that we all need to convey to our students and our
colleagues every day.
Every teacher, every professor, every educator ought to spend time in a

kindergarten or first-grade class each year just to look at and feel the
excitement there. Children get excited about everything in the world. All
the world is their stage, and there is nothing they cannot do, even though
they cannot read, write, or spell. Yet they are ready to do anything you want
them to do.

Then look at their teachers. They know their charges cannot read, write,
spell, or even speak correctly. Some of these students do not even know
how to eat, use the bathroom, or hang up their jackets without help. Yet
these teachers do not complain that they have a bunch of low achievers.
Instead, their classrooms and their demeanors sparkle with invitational
attitudes toward learning, treating everyone as high achievers.

Click to read the Sidebar story: Everyone Is a VIP

Click to read the Sidebar story: If Only the Finest Birds in the Forest
Dared Sing, How Quiet the Forest Would Be
The Four Levels of Invitational Education
There are four levels of invitations that are issued to students. These levels
can determine your effectiveness as a teacher.

1. Intentionally Disinviting. This is the bottom level at which a few

curmudgeonly teachers operate. They deliberately demean, discourage,
defeat, and dissuade students. They use expressions like these:
“Why do you bother coming to school?”
“I’ve only given one A in the 16 years that I’ve been teaching.”
“You will never amount to anything.”
And they never smile.

2. Unintentionally Disinviting. Some teachers are oblivious to the fact

that they are negative people. They feel that they are well-meaning but
are seen by others as chauvinistic, condescending, racist, sexist,
patronizing, or thoughtless. They make comments like these:
“I teach only students who want to learn.”
“If you don’t want to learn, that’s your problem.”
“These people just don’t have the capacity to do any better.”
“I was hired to teach history, not to do these other things.”
And they keep their arms folded when interacting with students.

3. Unintentionally Inviting. These are the “natural-born teachers.” Such

teachers are generally well-liked and effective but are unaware of why
they are effective. They are usually affable, and this characteristic
often hides the fact that their students may not be learning to their
fullest potential. These teachers are sincere, they try very hard, and we
generally like to have them as friends. They offer remarks like these:
“Aren’t you sweet!”
“Charge! Let’s go, team!”
“That’s neat.”
“Just try harder.”
And they bubble with excitement.

4. Intentionally Inviting. Intentionally inviting teachers have a

professional attitude, work diligently and consistently, and strive to be
more effective teachers. They have a sound philosophy of education
and can analyze the process of student learning. Most important, they
are purposively and explicitly invitational. They know what it means
to be invitational, and they work at it. They say things like this:
“Good morning. Have a great day.”
“If you try this, you’ll be sensational.”
“I know that someday you will be the best at…”
“Would you like to help me?”
They also use the proper emotion at the appropriate time.
Effective teachers know how to open the door and invite their students
to learn.
When you apply the power of POSITIVE EXPECTATIONS and
INVITATIONAL EDUCATION, you become a very powerful and
effective teacher.

Click for GoBe folder information: You’re Invited
1. Has an inviting personality.

2. Creates an inviting classroom environment.
3. Works at being intentionally inviting.
CHAPTER 10
THE KEY IDEA:
The heart of education is the education of the heart.
Five Significant Concepts
When you look at truly effective teachers, you will also find caring,
warm, lovable people.
Effective teaching is all about teacher-student relationships. The easiest

way to build relationships with students is to use a well-managed classroom
where students are on task, allowing you to spend one-to-one time with
them. Students, parents, teachers, everyone thrives on connections.

Students need role models. Students need heroes they can look up to—
someone to connect with—and that someone can be a teacher. The success
of a person’s journey through life can be influenced by the significant
people with whom we make connections. Significant people understand and
use five significant concepts that help people achieve whatever they want in
life. These concepts are addressing a person by name, saying “please” and
“thank you,” smiling, and showing care and warmth.
The Five Significant Concepts

That Enhance Positive Expectations
1. Name
2. Please
3. Thank You
4. Smile
5. Love
Address Each Student by Name
Effective salespeople employ a very simple but valuable technique. They
find out your name, introduce themselves to you, and then use your proper
name every 7 to 10 sentences when they talk with you. Why? When you
address someone by name, you are treating that person with dignity
and respect.

Your name is very important. It identifies and dignifies you. Other people in
the world may have the same name as yours, but as far as you are
concerned, you are the only person in the world with your name. It is a
name that you can easily hear called above the din of a crowd. And when
you hear your name, you pay attention. Salespeople know this when they
use your name. You pay attention. You pay attention because you are
important!

Effective teachers use names, especially when they want a student to do
something or behave in a certain way.

When you address a student, use the student’s name.

Use a student’s name in a friendly, respectful manner. Never address a
student in an angry or condescending tone. This is a put-down of a person’s
identity and dignity.

Pronounce the student’s name correctly. A person’s name is precious and
personal. It is that person’s property. It is imperative that students hear the
correct pronunciation of names. Failure to do so will tell the students they
do not have to respect each other’s names and as a result can tease, mock,
and make fun of each other’s names.

When you use a person’s name, you are saying to that person, “You are
important. You are important enough for me to identify you by name.”

When you use a person’s name, you are saying, “I care enough to know
who you are.”

People in our culture are starved for attention.
The average child receives an estimated 12 minutes of attention each

day from his or her parents.
By age 18, most Americans have spent more time in front of the
television than they have with friends or parents.
The average adolescent spends more than three hours alone every day.
Loneliness is the number one problem of the elderly, many of whom
are afraid to venture out of their homes or apartments.
The Carnegie Foundation surveyed 22,000 teachers.
90 percent said that a lack of parental support was a problem at their

schools.
89 percent said that there were abused or neglected children at their
schools.
69 percent stated that poor health was a problem for their students.
68 percent reported that some children were undernourished.
100 percent described their students as “emotionally needy and starved
for attention and affection.”
Say “Please,” Please

Cultured, polite people can be identified by their manners. The heart of
courtesy is respect for persons. Courtesy and respect convey a message
that says, “I am paying attention to you.” The neglect of courtesy leads
to the collapse of community and this can be seen in ineffective schools and
classrooms where people demean one another.

People who neglect to say “please,” even when speaking to children, are
teaching impressionable youngsters that it is all right to bark orders and to
run roughshod over the dignity of others. The youngsters may not react or
respond, but they resent the lack of courtesy implicit in such treatment.

When you fail to say “please” and couch your request as an order, you are
slowly chipping away at that person’s freedom and dignity, and many of our
children come to school, having been yelled at all day and night, with none
of their freedom and dignity intact.

When you say, “Would you please get me a bottle of glue?” it is in fact
shorthand for saying, “If you please—if it gives you pleasure—get me a
bottle of glue.” You are asking the person not only to help but also to feel
kindly toward you. “Please” is an acknowledgment of that kindness. When
you say “please,” you are in effect saying, “I respect you and your kindness
and your worth as a human being.”
Kindness begins with the word please.

Cultured, polite, and well-mannered people automatically use the word
please. They have learned appropriate behavior.
Repetitive use of the word please is important if a child is to learn to
use the word please in his or her life.
Please is usually used when you ask someone to do something for you.
Thus the most effective way to use please is to precede the word with
the person’s name, as in “Trevor, please…”
Consider adding the word please to instructions on your worksheets,
assignments, and other papers that you distribute in class.
Click to read the Sidebar story: Repetition Is the Key
I Really Appreciate What You Did, “Thank You”

You really cannot use please without using thank you. The two just go
together. Not using the two together would be like having a knife without a
fork, a belt without a buckle, a letter without an envelope. When you say
“thank you,” you are acknowledging that someone did something kindly for
YOU and not because you ordered THEM to do it.

“Thank you” says to others that you appreciate their effort and
kindness. If you have expectations that students will work hard and will
learn to be kind, then saying “thank you” is your way of acknowledging
they have been kind and diligent and that you appreciate what they have
done for you.
Thank you is the perfect transition; it paves the way to the next request,
lesson, activity, or task in class. It makes whatever you want done next
much easier.
The most effective way to use thank you is to use it with the person’s
name: “I truly appreciate what you did. Thank you, George” or
“George, I truly appreciate what you did. Thank you.”
Consider adding the words thank you to instructions on your
worksheets, assignments, and other papers that you distribute in class.
Click to read the Sidebar story: Please, No “No Problem.” Thank You!
A Smile, the Frosting on the Cake

If you truly want to achieve maximum effectiveness when you use a
person’s name and say “please” and “thank you,” SMILE. It requires no
effort and is even easier than frowning. Smiling uses far fewer muscles than
frowning and hence is less tiring to do. But like using please and thank you,
smiling is a behavioral trait that is learned.

A smile is like that sprig of parsley on the dinner plate, the extra pat on the
back when a job has been done well, or the extra hug that says, “I really
love you.” It’s the frosting on the cake, the little lagniappe that sets you
apart. It communicates three things:
1. You are a person who knows the ultimate of hospitality and

graciousness.
2. You have that little extra bit of polish or panache that marks you as a
cultured person.
3. You feel good about yourself and want others to feel good about
themselves, too.
Click to read the Sidebar story: Our Business

A smile is the universal language of understanding, peace, and
harmony. If, indeed, we want the next generation to have a world of peace
and understanding, we need to teach its sign—a smile.

A smile is the most effective way to create a positive climate, to disarm an
angry person, and to convey the message, “Do not be afraid of me; I am
here to help you.”
There is no need for a great big smile; a controlled, slight, disarming

smile is all you need.
Accompany the smile with the name of the person.
As you smile and speak, use momentary pauses. This is called timing.
Every performer knows that the key to delivering a speech, telling a
joke, or giving a performance is timing. This is the pregnant pause
before speaking an important or emotional line or the punch line.
“A smile is a light to tell people that your heart is connected with
theirs.”

Lynn Birdsong
Howard County Public Schools, Maryland
Technique for Smiling, Speaking, and Pausing

Step 1. SMILE. Smile as you approach the student, even if your first
impulse is to behave harshly toward the student.
Step 2. FEEDBACK. Observe the reaction to your smile. Are you
receiving a smile in return, or at least a signal that the student is relaxing
and receptive to your approach?
Step 3. PAUSE. (Timing, timing.)
Step 4. NAME. Say “Nathan” with a slight smile.
Step 5. PAUSE.
Step 6. PLEASE. Add “please,” followed by your request. Do this in a
calm, firm voice, accompanied by a slight, nonthreatening smile.
Step 7. PAUSE.
Step 8. THANK YOU. End with “Thank you, Nathan” and a slight smile.
Example:
Nathan, please stop talking to Joey and get to work on your assignment.
Thank you, Nathan. (Slight smile.)
Practice this in a mirror, over and over again.
It All Adds Up to Love

Only two things are necessary for a happy and successful life: being
lovable and being capable. The effective teacher never stops looking for
ways of being more and more capable.

Click to read the Sidebar story: There Will Never Be a Shortage of Love

When you look at the truly effective teachers, you will also find caring,
warm, lovable people. Years later, when students remember their most
significant teachers, the ones they will remember most are the ones who
really cared about them. Effective teachers know they cannot get a student
to learn unless that student knows the teacher cares.

Ineffective teachers think all they have to do is offer a product, as in “I was
hired to teach history” or “I was hired to teach third grade.”

Effective teachers offer more than a product; they offer a service, too.
Effective teachers can help students learn as well as enhance the quality
of their lives. They offer this service consistently because they are
practicing this same belief on themselves as they increase their own
effectiveness in life.

The sincerest form of service requires no money, no training, no special
clothes, and no college degrees. The sincerest form of service comes from
listening, caring, and loving.

Click to read the Sidebar story: Notes in a Lunch Box
Love is the reason for teaching. It costs nothing, yet it is the most
precious thing one can possess.
You don’t need to tell all the members of a class that you love them, but
you certainly can show it. If you choose to be a significant and effective
person in a student’s life, you must demonstrate your care and love both
implicitly through your body language and explicitly through what you say.

When significant people use significant words and actions, they
increase the likelihood of eliciting positive behaviors from other people.
Thank you for being a positive role model for your students.

Click to read the Sidebar story: Teachers Do It All

Click for GoBe folder information: We’ll Stand Behind You
“Love is life…And if you miss love, you miss life.”

_Leo Buscaglia
1. Addresses people by name.

2. Says “please” and “thank you.”
3. Has a controlled, disarming smile.
4. Is loving and caring, lovable and capable.
Unit C
Second Characteristic _Classroom Management
The effective teacher is an extremely good classroom manager
Chapter 11
The effective teacher is able to organize a well-managed classroom where
students can learn in a task-oriented environment.

Chapter 12
Teachers who are ready maximize student learning and minimize student
misbehavior.

Chapter 13
Right or wrong, accurate or not, your reputation will precede you.

Chapter 14
Arrange seats for the students to accomplish what you want them to
accomplish.

Chapter 15
Have an assignment ready and posted when the students enter the
classroom.

Chapter 16
Simplify the roll-taking process so it does not take away from instructional
time.

Chapter 17
A grade record book must show the results and progress of each student at
all times.

Chapter 18
Have a discipline plan and then work the plan.

Chapter 19
How to Teach Students to Follow Classroom Procedures
A smooth-running classroom is based on the teacher’s ability to teach
procedures.

Chapter 20
Student learning improves in a well-managed classroom.

Unit C is correlated with Part 3: “Discipline and Procedures” and Part 4:
“Procedures and Routines” in the DVD series The Effective Teacher.
CHAPTER 11
THE KEY IDEA:
The effective teacher is able to organize a well-managed classroom
where students can learn in a task-oriented environment.
The First Thing You Need to Know
Classroom management overarches everything in the curriculum.
Possibly the Most Important Unit in This Book

We have identified the single most important factor that governs student
learning. In a study reviewing 11,000 pieces of research that spanned 50
years, three researchers determined that there are 28 factors that influence
student learning and placed them in rank order. (See the chart to the left.)
The most important factor governing student learning is Classroom
Management. (Wang, Margaret, Geneva Haertel, and Herbert Walberg.
(December 1993/January 1994). “What Helps Students Learn?” Educational
Leadership, pp. 74–79.) Thus, Unit C may be the most important unit for
you.

Click to read the Sidebar story: 28 Factors

The least important factor is the demographics of the student body. That
is, race, skin color, gender, national and religious background, and the
financial status of the family are the least important factors that determine
student achievement.

So, once and for all, let’s stop using the demographics or culture of the
students as an excuse for the lack of achievement.

How you manage the classroom is the primary determinant of how well
your students will learn. The First Days of School is based on the
following research findings:
Effective teachers have three characteristics:
1. They have classroom management skills.

2. They teach for lesson mastery.
3. They practice positive expectations.
(Good, Thomas, and Jere Brophy. (2007).
Looking in Classrooms. Needham, Mass.: Allyn & Bacon, pp. 8, 9,
12, 47, 71, and 301.)
Classroom management skills are of primary importance in determining

teaching success.
(Emmer, Edmund T., Carolyn M. Evertson, and Murray E. Worsham.
(2003). Classroom Management for Secondary Teachers. Boston: Allyn
& Bacon; Evertson, Carolyn M., Edmund T. Emmer, and Murray E.
Worsham. (2006). Classroom Management for Elementary Teachers.
Boston: Allyn & Bacon.)
The number one factor governing student learning is classroom
management. (Wang, Haertel, and Walberg.)
The first day of school is the most important day of the school year.
Effective classroom management practices must begin on the first day
of school.
(Brooks, Douglas. (May 1986). “The First Day of School.” Educational
Leadership, pp. 76–79.)
Based on these findings, this is a statement of dignity for the teaching

profession:

It is the teacher—what the teacher knows and can do—that makes the
difference in the classroom.
Effective Teachers Manage Their Classrooms

The fact that you know how to cook a steak does not make you a successful
restaurateur. For that, you need to know about accounting procedures;
federal, state, and local regulations; sanitation laws; union agreements; and
worker and customer relationships. How to cook a steak is the last thing you
need to know. The first thing you need to know is how to manage the
restaurant.

The fact that you have a college degree in English does not make you an
English teacher. The first thing you need to know is how to have a well-
managed classroom and then in Unit D, how to deliver the instruction and
assess for student learning.
Effective teachers MANAGE their classrooms.

Ineffective teachers DISCIPLINE their classrooms.
Students want a well-managed classroom more than the teachers do because

it provides them with security in the classroom that is CONSISTENT. There
are no surprises and no yelling in a classroom where everyone—teacher and
students—knows what is happening. Consistency comes from implementing
procedures and routines.

Nothing will send kids into orbit faster than letting them suspect that
their teacher is disorganized. Disorganized teachers think only about
presenting lessons, lectures, worksheets, videos, activities—never
management. And when classrooms aren’t managed, they become chaotic
and less productive.

Therefore, the most important thing a teacher can provide in the
classroom during the first week of school is CONSISTENCY. Classroom
practices and procedures must be predictable and consistent. The
students must know from day to day how the classroom is structured and
organized. If they break a pencil point, they know what to do. If they are
tardy, or they need help from the teacher, or they must walk down the hall, or
they need to move from one activity to another, they know what to do. There
is no yelling of instructions.

Think back to Chapter 1 and the student from the high-poverty school in an
at-risk community who said,
“I like coming to this school because everyone knows what to
do. As a result, no one is yelling and screaming at us, and we can
get on with learning.”
The key word in the student’s statement is “do.” In an effective classroom,

the students are responsible for doing the procedures organized for their
learning. In an ineffective classroom, the teacher is constantly concerned
with student behavior.
“The aim of education is to provide children with a sense of purpose and

a sense of possibility and with skills and habits of thinking that will help
them live in the world.”
_Alice Waters
Click for GoBe folder information: The Edible Schoolyard
What Is Classroom Management?

Classroom management refers to all of the things a teacher does to
organize students, space, time, and materials so student learning can
take place.

Brophy and Evertson say, “Almost all surveys of teacher effectiveness report
that classroom management skills are of primary importance in determining
teaching success, whether it is measured by student learning or by ratings.
Thus, management skills are crucial and fundamental. A teacher who is
grossly inadequate in classroom management skills is probably not
going to accomplish much.” (Brophy, Jere, and Carolyn M. Evertson.
(1976). Learning from Teaching: A Developmental Perspective. Needham
Heights, Mass.: Allyn & Bacon.)

Classroom management skill includes the things a teacher must do toward
two ends:
1. Foster student involvement and cooperation in all classroom activities
2. Establish a productive working environment
A well-managed classroom has a set of procedures and routines that

structure the classroom. (See Chapters 19 and 20.) The procedures and
routines organize the classroom so that the myriad of activities that take
place there function smoothly and stress free. These activities may include
reading, taking notes, participating in group work, taking part in class
discussions, participating in games, and producing materials. An effective
teacher has every student involved and cooperating in all of these activities
and more.

Unit C will help you accomplish the dual goals of fostering student
involvement and creating a productive working atmosphere so you can be a
very effective teacher. In an effective classroom, there is structure that
provides for an environment conducive to learning. The students are
working; they are paying attention; they are cooperative and respectful of
each other; they exhibit self-discipline; and they remain on task. All
materials are ready and organized; the furniture is arranged for productive
work; and a calm and positive climate prevails.

Click to read the Sidebar story: Too many teachers do not teach.
Characteristics of a Well-Managed Classroom

You expect a department store to be well managed. When asked what that
means, you would probably list some of these characteristics:
The store: Its layout, organization, and cleanliness

The merchandise: Its display, accessibility, and availability
The staff: Their management, efficiency, knowledge, and friendliness
You could probably do the same for a restaurant, an airline, or a doctor’s

office. In fact, you have probably said more than once, “If I ran this place, I
would do things differently.”

Well, since you run a classroom, what is it that you do? It is called classroom
management, and the characteristics of a well-managed classroom are well
known. Unit C is devoted to getting you up to speed as quickly as possible
with everything you need to know about how to get your classroom running
and organized for student success.
The Characteristics of a Well-Managed Classroom
1. Students are deeply involved with their work, especially with academic,
teacher-led instruction.
2. Students know what is expected of them and are generally successful.
3. There is relatively little wasted time, confusion, or disruption.
4. The climate of the classroom is work-oriented but relaxed and pleasant.
(Emmer, Evertson, and Worsham; Evertson, Emmer, and Worsham.)
Click to read the Sidebar story: It Works So Well, It’s Scary
A Task-Oriented and Predictable Environment

A well-managed classroom has a task-oriented environment where
students know what is expected of them and how to succeed. According to
research, most students will make better achievement gains in a well-
managed classroom.

A well-managed classroom has a predictable environment. Both teacher
and students know what to do and what is supposed to happen in the
classroom. Because you have chosen to manage the classroom environment,
you should be able to close your eyes and not only envision learning taking
place but also know why it is taking place.

It is the responsibility of the teacher to manage a classroom and to
ensure that a task-oriented and predictable environment has been
established.

1. Works on having a well-managed classroom.
2. Establishes consistency in the classroom.
3. Has students working on task.
4. Has a classroom with little confusion or wasted time.
CHAPTER 12
THE KEY IDEA:
Teachers who are ready maximize student learning and minimize
student misbehavior.
Why Effective Teachers Have a Minimum of Problems
The effective teacher has a minimum of student misbehavior problems

to handle.
The ineffective teacher is constantly fighting student misbehavior
problems.
Yet the situation is easy to remedy.
Don’t be ineffective—you and your students will pay for it. Ineffective
teachers have classrooms that are not ready. Confusion leads to problems,
problems lead to misbehavior, and misbehavior leads to constant struggling
between teacher and students. The ineffective teachers, each day, become
more stressed, burned out, frazzled, negative, cynical, and angry. They
quickly learn to blame everyone and everything else for their problems.

Click to read the Sidebar story: Half of Your Effectiveness Is Determined
Before You Leave Home
Effective Teachers Are Ready

Effective Teachers Have the Room Ready.
Unit C: Classroom Management
Effective Teachers Have the Work Ready.
Unit D: Lesson Mastery
Effective Teachers Have Themselves Ready.
Unit A: Basic Understandings
Unit B: Positive Expectations
Evertson and Anderson were the first to show the importance of

effective classroom management at the beginning of the school year.
(Evertson, Carolyn M., and L. Anderson. (1979). “Beginning School.”
Educational Horizons, 57(4), pp. 164–168; Emmer, Edmund T., Carolyn M.
Evertson, and L. Anderson. (1980). “Effective Classroom Management at
the Beginning of the School Year.” Elementary School Journal, 80(5), pp.
219–231.) They showed that teacher training was essential to achieve better
classroom management practices. Through training to become effective
teachers, they had classrooms ready. (Evertson, Carolyn M. (1985).
“Training Teachers in Classroom Management: An Experiment in
Secondary Classrooms.” Journal of Educational Research, 79, pp. 51–58;
Evertson, Carolyn M. (1989). “Improving Elementary Classroom
Management: A School-Based Training Program for Beginning the Year.”
Journal of Educational Research, 83(2), pp. 82–90.)

Effective teachers prevented problems by implementing a plan at the
beginning of the school year. This plan had the following components:
Used time as effectively as possible.

Implemented group strategies with high levels of involvement and low
levels of misbehavior.
Selected lesson formats and academic tasks conducive to high student
involvement.
Communicated clear procedures of participation.
Because effective teachers had the classroom ready, they were able to
prevent many behavioral problems from occurring. Effective teachers are
effective because they have far fewer student problems and are therefore
able to get their students to work and to achieve.

Consequently, effective teachers incur far less stress in having to deal with
behavior problems and are able to leave each day feeling happy,
accomplished, and proud.
A Successful Restaurant Is Ready

The Table Is Ready. The table is set and waiting when you arrive at your
reservation time.

The Dining Room Is Ready. The ambiance is conducive to a pleasant
dining experience.

The Staff Is Ready. You can expect good service because the staff is
rehearsed and trained and has high expectations that you will enjoy your
dinner.
A Successful Teacher Is Ready

The Work Is Ready. The desks, books, papers, assignments, and materials
are ready when the bell rings.

The Room Is Ready. The classroom has a positive environment that is
work-oriented.

The Teacher Is Ready. The teacher has a warm, positive attitude and has
positive expectations that all students will succeed.

Have your classroom ready, every single day, especially the first days of
school. This is obvious. When you walk into a restaurant, an office, or a
store, you expect it to be ready—for YOU. You become upset if things
aren’t ready.

When people come to your home for a dinner party, you increase the
possibility of having a successful dinner if your table is ready. When your
team or group goes out to compete or perform, you increase the chances of
winning if your team or group is ready. When the students come to a club
meeting, they will probably have a successful meeting if the agenda has
been well-thought out.

Click to read Sidebar story: Most Important Words

You know very well that if a client calls and you are not ready, you will lose
the sale. If you are not prepared for your interview, you may not have
another one. If you are not ready when the teacher calls on you, you may
receive a poor grade or low score.

In the real world, you would be fired if you were not ready. For this real
world, our students must be ready. We teach readiness by modeling
readiness: in our work, in our class environment, in ourselves. People who
are not organized send a loud message that they are not ready to teach.
Readiness is the primary determinant of teacher effectiveness.
Click to read Sidebar story: Before You Do Anything Else
Before You Move a Single Desk…

Before you move any furniture or put anything on the classroom walls,
here are some truisms:
1. A climate of work is what you want to establish during the first week
of school.
2. The first week of school should stress large-group organization and
student procedures.
3. Spend your time on classroom management of student procedures
rather than making your classroom look like a showcase. A few bare
but clean bulletin boards, shelves, and plant containers won’t disturb
anyone.
4. Do not overarrange or overdecorate your room for the opening of
school.
5. Your room should be neat and pleasant, but don’t spend time making it
the ultimate room you want by Back-to-School Night.
6. Don’t bother having the learning center, classroom library, or resource
center complete. (You don’t need a learning center on the first day of
school. Wait a week or so after the students have the classroom rules
and procedures and routines down pat before you allow them to work
at the learning center.)
The following examples, like most examples in this book, are generalized
and conceptual. Apply and adapt the examples to your grade level and
situation.
Prepare the Floor Space
Count the number of desks and chairs needed. Arrange to have

damaged furniture replaced and sufficient furniture brought in to the
room. Ask for needed items well ahead of time. Do not be hostile if
things are not as you want them, especially if your requests are made
at the last minute.
Administrators and custodians are truly helpful people and want
quality education for the children as much as you do. Get to know
them, and you’ll discover that they are competent, cooperative,
compassionate, and helpful. They are not the ogres the negative
teachers want you to believe they are. They will assist you with your
needs.
Even if you plan to change your room arrangement during the school
year, it is wise to begin the year with the desks in rows facing the
teacher. This minimizes distractions, allows you to monitor behavior
more readily, and helps you to recognize and become familiar with the
students in your class.
Desks do not have to be in traditional rows, but all chairs should face
forward so that all eyes are focused on you.
Place students’ desks where students can easily see you during whole-
class or small-group instruction.
Keep high-traffic areas clear. Don’t put desks, chairs, or tables in front
of doors, water fountains, sinks, pencil sharpeners, or your desk.
Have a strategic location ready for students who need to be isolated
from the rest of the class.
Click to read Sidebar story: Four Basic Rules of Organization

Click for GoBe folder information: Students Who Face the Board Learn
More
Prepare the Work Area
Arrange work areas and desks so that you can easily see and monitor
all the students and areas no matter where you are in the room.
Students should be able to see you, as well as frequently used
whiteboards, bulletin boards, screens, demonstration areas, and
displays.
Keep traffic areas clear. Allow enough clearance to move up and down
and around the last seat in the row.
Keep clear access to storage areas, bookcases, cabinets, and doors.
Learn the regulations regarding fires, earthquakes, tornadoes,
hurricanes, and other natural disasters, and have the classroom ready
for such emergencies.
Make sure that you have enough chairs for the work areas.
Be sure that you have all necessary materials for your work areas, such
as books, lab supplies, media, activity cards, tools, and instruments.
Test any electrical or mechanical equipment to make sure it works
before you intend to use it.
Use tote trays, boxes, coffee cans, plastic containers, or whatever to
store the materials students will need. Arrange your room for these to
be readily accessible to the students.
Click to read Sidebar story: When to Prepare
Prepare the Student Area
Save yourself from having a throbbing head. Plan areas for students’
belongings now. Provide space for their binders, backpacks, books,
lunch bags, umbrellas, shoes, show-and-tell items, lost-and-found
items, skateboards, and projects.
Provide a space for students to hang their jackets.
Prepare the Wall Space

The most effective classes are those where students are self-disciplined,
self-motivated, and self-responsible learners. Teach your students to
consult the bulletin boards for assignments and information on what to do
and how to do it. (See Chapters 15, 19, and 20.)
Cover one or more bulletin boards with colored paper and trim, and
leave it bare. The purpose of this bulletin board is to display student
work, not to be decorated by a teacher to look like a department store
show window.
Display your classroom rules in a prominent place. You can relocate it
after the first week. (See Chapter 18.)
Post procedures, duties, calendar, clock, emergency information, maps,
schedules, menus, charts, decorations, birthdays, and student work.
Have a consistent place for listing the day’s or week’s assignments.
Post a large example of the proper heading or style for papers to be
done in class.
Post examples of tests students will take, assignments they will turn in,
and papers they will write.
Display the feature topic, theme, chapter, or skill for the day or the
current unit.
Prepare the Bookcases
Do not place the bookcases or display walls where they obstruct any
lines of vision.
Rotate materials on the shelves and leave out only those items you are
willing to allow students to handle.
Do not place books or other loose materials near an exit where they
can easily disappear or where they may hide emergency information.
Prepare the Teacher Area

Maximize your proximity to students and frequently used materials
and equipment. Time is lost when teachers and students waste steps to
reach each other, gather materials, or use classroom equipment.

The closer you are to your students, the more you will minimize your
classroom behavior problems. When the teacher is physically close to the
students and can get to them quickly, their on-task behavior increases.
When the teacher is far from a student and cannot get to the student quickly,
the student is more likely to stop working and disrupt others. Maximize
your proximity to minimize your problems.
A teacher’s discipline problems are directly proportional to the

teacher’s distance from the students.
Place the teacher’s desk, file, and other equipment so they do not
interfere with the flow of traffic. Do not create a barrier between
yourself and your students. Place your desk so that you can move
quickly to a student to assist, reinforce, or discipline.
Place the teacher’s desk so that you can easily monitor the classroom
while at your desk or working with individual students.
Place the teacher’s desk away from the door so that no one can take
things from your desk and quickly walk out.
If you choose to have everything on and in your desk treated as
personal property, make this clear during your teaching of classroom
procedures and routines.
Prepare the Teaching Materials
Have a letter ready with the materials you want your students to bring
from home. Have a place and a procedure ready to store these
materials when they bring the items to the classroom.
Have a method ready for matching students to a desk. Have name
cards ready and on the students’ desks. Or use an overhead
transparency or PowerPoint slide correlating desk arrangement with
students’ names.
Have your basic materials ready for the first week of school. These
include books, papers, pencils, rulers, glue, chalk, felt pens, stapler,
tape, clipboard, crayons, felt-tip markers, construction paper,
instruments, calculators, supplies, manipulatives, playground
equipment, and computer software. Buy a bell or a timer if you wish to
use either as a signal.
Find and organize containers for your materials. Use copy paper boxes,
crates, coffee cans, milk cartons, and shoeboxes to store materials.
Label your containers, and place in each an inventory card listing
everything that should be in the container.
Store seldom-used materials out of the way, but be sure they are
inventoried and ready for immediate use.
Place electronic media near outlets and where the students will not trip
over the wires. Have an extension cord and an adapter plug handy.
Organize and file your masters, lesson plans, and computer disks. Do
likewise with your extra worksheets so they are immediately ready for
any students who were absent or who need extra help.
Finally, Prepare Yourself
Keep your briefcase, handbag, keys, and other valuables in a safe and
secure location.
Have emergency materials handy, such as tissue, bacterial wipes or
gel, rags, paper towels, soap, first-aid kit, and extra lunch money. Store
these for your use, not the students’.
Obtain a teacher’s manual for each textbook you will use in your class.
Obtain a supply of the forms that are used for daily school routines,
such as attendance, tardy slips, hall passes, and referral forms. You will
use these forms each day, so place them where you can find them
immediately.
To be an effective teacher, be prepared. Teachers who are ready maximize

student learning and minimize student misbehavior.
1. Prepares, prepares, and prepares.

2. Prepares the classroom for effective work.
3. Maximizes proximity to the students.
4. Prepares a classroom environment that is organized and safe.
CHAPTER 13
THE KEY IDEA:
Right or wrong, accurate or not, your reputation will precede you.
Your Reputation Precedes You
The way you introduce yourself on the first day can determine how
much respect and success you will have for the rest of the school year.
People have reputations. You know of people who are sweet, kind, honest,
industrious, and dependable, and others who are sleazy, curmudgeonly,
arrogant, lazy, and undependable.

Businesses have reputations. Some have terrible service, sell shoddy
merchandise, and do not guarantee their products. Other businesses can be
trusted consistently.

Companies with good images, such as IBM, Coca-Cola, Lexus, Hallmark,
Nordstrom, and Hewlett-Packard, enhance their sales. They know that
people buy from companies they trust. Their image precedes a sale.

Click to read Sidebar story: Your Image Enhances Sales

Whether you want it to or not, your reputation will precede you. Even
before you first see your students, your success at winning their respect and
attention may have already been predetermined by your reputation.

If you have a good reputation, the students will enter your classroom with
high expectations, and this will work to your benefit. Building a reputation
starts your first day and continues from there.
A good reputation opens doors for you. If you have a good reputation,
people (students) will flock to you. Exhibit integrity and honesty, and
be approachable. The buzz of the students will reflect these positive
traits.
If you have a poor reputation, the students will enter with low
expectations, and this will be to your detriment. The buzz of the
students will be the buzz saw of your demise in the classroom.
Whether you like it or not, students will talk about you, parents will talk
about you, the administration will talk about you, and colleagues will talk
about you.

Everyone likes and supports a winner. Parents want their children in the
classes of teachers with outstanding reputations. Teachers with poor
reputations often get what’s left after all the sifting and shuffling of students
and teachers has been done.

You will attract better students, have a minimum of problems on the first
day of school, and generally be much happier with your job if you have
students who want to be in your class. It makes no sense to be a teacher that
no one wants to have as a teacher.

Protect your reputation by maintaining a positive image. You have
nothing to lose and everything to gain.

Click to read Sidebar story: A Reputation of Love
Preschool Invitation or Visit

Here are some welcoming techniques used by effective teachers. Apply and
adapt the examples to your situation.

1. Send a letter home to parents BEFORE school begins.
Tell the parents that you are looking forward to having their child in
your class.
Ask them to put the date of the school’s open house on their calendars,
and explain why it is important to attend. You will be explaining
homework, grading, discipline, and classroom procedures.
Include information on what materials you want the students to have
ready for school.
2. Send a letter home to each student BEFORE school begins.
Connect before school starts. Send a postcard of welcome. Email the

family.
Tell the students who you are.
Invite them to call or email you if they have questions.
Help them prepare by listing the materials they will need. They will be
ready if you are ready. Do not surprise your students.
Tell them your expectations, not theirs.
3. Visit the home of each student BEFORE school begins (check to be

sure that this is an appropriate thing to do).
Introduce yourself.
Bring with you the letters just described.
Share with the parents how they can help.
Click here to read Sidebar story: How to Communicate Quickly With

Parents
Am I in the Right Room?

Douglas Brooks discovered that the very first of seven things a student
wants to know on the first day of school is, “Am I in the right room?”
(Brooks, Douglas. (May 1985). “The First Day of School.” Educational
Leadership, pp. 76–78.) Finding the correct room on the first day of
school can be one of the most frightening experiences for a student.
There is nothing more embarrassing than to discover that you are in the
wrong room—15 minutes after class has begun.
Dear Dr. Wong,

When I came home from your in-service meeting, I asked my 13-
year-old son the following question: “What’s the most frightening
thing about the first day of school?”
After thinking for a moment, he said, “Two things—having the
teacher mispronounce your name and walking into the wrong
classroom.”
Classroom teacher
Garland, Texas
How to Greet Students on Day 1

Stand at the classroom door with a big smile and a ready handshake—
every day. You do this when company comes or when meeting people.
Airline, restaurant, and auto dealership personnel do it. Effective teachers
do what is obvious—not what everyone else is doing at school. If you’re the
only one standing at the door with a smile, does that make you wrong and
the others right? Of course not! It makes you more effective at what you do.

Here is a successful technique used by many effective teachers for greeting
students on the first day of school.

Step 1. Post the following information next to the classroom door:
Your name
Room number
Section or period, if appropriate
Grade level or subject
An appropriate welcome or greeting
The students can see the information on the wall and can
compare it to the correct information on their registration forms.
This is no different from finding flight information displayed on
a screen at an airport, a doctor’s name on the office door, or
movie information, times, and prices at a theater box office.
Step 2. Stand at the door on the first day of school. Have a smile on your
face, hand ready to shake the students’ hands, and a look that says you can’t
wait to meet them.

Step 3. As they stand there, wondering if you are the right teacher and this
is the correct room, welcome them to a new school year and tell them the
following information:
Your name
Room number
Anything else appropriate, such as seating assignment
Step 4. Check each student’s registration card, and if the student is in the
wrong place or is lost, help the student or find a guide who will.

Step 5. After you greet a student, the student should be able to enter the
classroom and see the same information displayed in the room:
Your name
Room number
Grade level or subject
An appropriate welcome or greeting
Because the students are exposed to the same information three times, it is
highly unlikely that any students will be in the wrong place on the first day
of school. Their anxiety level and their tendency to be confrontational are
reduced, and they will feel welcome and at ease.

What has just been suggested as an effective and cordial way to start a new
year should be obvious. Have you ever gone somewhere on an errand or for
an appointment and been unable to find the right address, building, or
office? You know how frustrating that can be.

Everything possible should be done to welcome the students and to
make sure they know where to go and how to get there on time.

Click to read Sidebar story: How NOT to Start the First Day of School
Seating Chart and First Assignment

If you choose to have assigned seats, tell each student this fact upon
entering the door. Do not rearrange the seating after the class is all seated.
The students will question why they have to move and why they can’t sit
near a friend.
How to Help Students Find Their Assigned Seats
Have names on place cards on the desks.

Have names written on a seating chart transparency or a PowerPoint
slide that is projected onto a screen.
As you greet students at the door, give them an index card with a letter
and a number on it, such as B5, A8, C3, and ask them to find their
seats based on the seating chart that is projected. Do not use this
method if you think it will be too difficult for your students to figure
out two coordinates. You want them in their seats when the bell rings,
not running around confused.
As the students go to their assigned seats, inform them they will find their
first assignment at their seat or posted. Tell them to start to work on it
immediately!

The first assignment should be short, interesting, and easy to complete. It
should lead to success for all students. It may simply be an information
form that will not be scored.

You greatly increase the probability that school will start successfully
for you and your students when these four points are true:
1. You have your room ready.

2. You are at the door.
3. You have assigned seats.
4. You have the first assignment ready.
The important thing is to make a statement to your students about your

efficiency and competence as a classroom manager and teacher. What you
do on the first day may well determine how much respect and success
you will have for the rest of the school year.

Click to read Sidebar story: Sharing Who You Are
How Students Are to Enter the Room

It may be possible to meet and line up your students in an area outside
your classroom. This is an ideal strategy to use for teaching students how-
to-enter-the-classroom procedures while welcoming them to class.

You need to begin teaching procedures and routines the moment you meet
students at the door on the first day of school. (More on this in Chapter 19.)

Ask any student who enters the room inappropriately to return to the door
and enter appropriately. You do not send the student out of the room but
rather to the door. You do not want to send anyone “out of the room” in the
very first minute; “out of the room” has a negative, humiliating connotation.
Do not make dubious remarks like this:
“Try coming in again correctly.”

“We walk into this room like ladies and gentlemen.”
“You walk in properly, understand?”
Rather, calmly but firmly, do the following:
1. Ask the student to return to the door.

2. Tell the student why.
3. Give directions for correctly entering the room.
4. Check for understanding.
5. Acknowledge the understanding.
Example:
Todd, please come back to the door. I am sorry, but that is not the way you
enter our classroom. You were noisy, you did not go to your seat, and you
pushed Ann.

When you enter this classroom, you walk in quietly, go directly to your seat,
and get to work immediately on the assignment that is posted. Are there any
questions?

Thank you, Todd. Now show me that you can go to your seat properly.

Don’t forget the importance of using the student’s name, of saying please,
and saying thank you. (See Chapter 10.)

Your manner and voice should be gentle and calm. Smile generously, but be
firm. Your voice should communicate that you are not the least bit flustered
or angry. You are simply in control and know what you expect from your
students, and you are communicating this expectation.

Click to read Sidebar story: How to Speak to the Class

It is a mistake to let any misbehavior, such as entering a room
inappropriately, go unchallenged under the rationale that you will have
time to deal with this later. Effective teachers know that it will be much
more difficult to correct misbehavior at a later date.

Ineffective teachers bark and yell, have no guidelines or expectations, and
assume that misbehavior will correct itself. Asking students to enter the
classroom according to a set of procedures indicates there are definite
boundaries to what they can and cannot do in your classroom.

It is important that you state the correct procedure for entering the room at
any time of the day. Rehearse this procedure until it becomes automatic.
Praise the students when it is done properly, and encourage them to make it
a routine every day. It is best to save what has been explained in this
paragraph until after you have introduced yourself, as suggested below.

Click to read Sidebar story: You Will…
Your Important First Words

There are two major things you want to state at the outset on the first
day of school: your name and your expectations. It’s in your best interest
not only to tell the class your name but to pronounce it so they will call you
by the name you want.

Students want to know who you are as a person and if you will treat them as
people. It is important that you dispel any fears they may have about being
in your class. The best way to do this is to smile, exude caring, and
communicate positive expectations.

One Teacher’s Welcome

Welcome. Welcome to another school year.

My name is Mr. Wong. There it is on the chalkboard. It is spelled W-O-N-G
and is pronounced “Wong.” I would like to be addressed as Mr. Wong,
please. Thank you. I am looking forward to being your teacher this year.
Relax.

I am a veteran teacher with over 30 years’ experience. Outside of class, I
go to workshops, conferences, professional meetings, college classes, and
seminars. I also read the professional journals and work together with my
fellow teachers in professional organizations. I keep up-to-date in my
teaching skills. Most important, I love to teach! I enjoy teaching, and I am
proud to be a teacher. So you can relax. You are in good hands this year
with me.

You are going to have one of the greatest educational experiences of your
life. This classroom will be well-organized, and you will feel well-cared for
while you are in it. We will not only study [subject], but I will also share
with you some life skills and secrets that will help you succeed in the years
ahead. I can assure you that if you should run into me at the mall 25 years
from now, you will say, “You were right, Mr. Wong. That was the most
memorable, exciting, and fascinating class I ever had.”

So welcome!
Script for the First Day of School

You are probably as anxious as your students on the first day of school.
Effective teachers have a script ready for the first day of school. As you
prepare your room and yourself for this all-important day, prepare for the
students who will spend their first day with you. They will come with equal
amounts of anticipation and anxiety. You can heighten their anticipation
(and ease your nerves!) with a well-organized and welcoming room. You
can allay their anxieties with a well-organized lesson. With a first day of
school script, they will see that you know what you are doing.

Melissa Boone-Hand of Texas began her first year of teaching in an
elementary school with a script. She detailed what she would wear, where
she would stand, what she would say, how the room would be arranged, and
what the students would do. She was ready. The students became ready.
Today, she is a successful teacher-leader.

Sacha Mike, a middle school teacher in Washington, had an assistant
principal who did not think she would last a week—what terrible
expectations. Today, her colleagues think she is awesome.

John T. Schmidt of Illinois is so successful that the Homewood-Flossmoor
High School District in Illinois uses him as a demonstration teacher in the
district’s new teacher induction program—after teaching for just two years!

Students will perform better when they know what the teacher expects
of them. Being prepared is the best strategy to use to prevent problems,
because

If you do not structure your classroom, the students will structure the
classroom for you.

Click for GoBe folder information: First Day of School Scripts
Your Room Is an Introduction to You
Have a place ready with a schedule, rules and procedures, a calendar,

and a big welcome.
Have an assignment posted before the students walk in. For
consistency, post the assignment in the same location every day.
Have your script ready for the first day of school.
The students now know what the classroom expectations are. They have an
immediate assurance that you are organized and ready for what matters
most: Their Success!
1. Cultivates a positive reputation.

2. Communicates with parents and students before school starts.
3. Greets the students with positive expectations.
4. Has the seating assignments and first class assignment ready.
CHAPTER 14
THE KEY IDEA:
Arrange seats for the students to accomplish what you want them to
accomplish.
Your Very First Set of Directions to Your Class
How the class reacts to your first directions will be an indication of how
students will react to your directions for the remainder of the year.
You can tell right away how successful you will be in giving directions by
the success of your first request. Your very first instructions to your students
will probably be to tell each one of them where to sit.

They will react in one of two ways:
1. They will follow your orders promptly and courteously.

2. They will grumble and argue over everything you want them to do for
the rest of the year.
Yes, the rest of the year! Here’s why.
Greet your students as they enter the classroom.
One of the most successful techniques is to meet and greet your students at
the door as they enter the classroom or line them up in an area for your
greeting and instructions before entering the classroom.
Succeeding With Your First Request

Is present in the room or at the door when the students arrive.
Assigns seating to everyone upon entering the room.
Has an assignment on each desk ready for the students.
What you do the instant a student enters the school, the library, the office, or
the classroom communicates immediately if the student is welcome there.

The teacher is standing at the door with a smile and an extended hand to
shake. The teacher bids everyone to enter, and each student receives a
nonthreatening smile that conveys a message of safety. The welcome mat or
red carpet is at the door for the class. This conveys a positive message to
the students.

People welcome people. Textbooks, chalkboards, lectures, worksheets, and
examinations do not welcome students to school. Teachers, bus drivers,
food service workers, administrators, secretaries, aides, custodians, and
counselors invite students to have a successful experience at school.

Upon entering the classroom, the students find a pleasant environment.
Your name, the room number, the period, and the class name are on the
chalkboard. Directions for seating (whether assigned or open) are reiterated.
Information about the first assignment, which is on the desks or posted for
all to see, is clearly stated and tells the students to get to work even before
the bell rings. The message you are relating to these students is that the
classroom is a safe, positive, work-oriented environment where every
second will be devoted to success and learning.

If students are invited to have successful experiences in the classroom, they
will know they are welcome, appreciated, cared for, and wanted. And if the
students feel wanted, they will be more likely to accede to your
directions and requests.
How to Make Your First Request Effective

Step 1. Check each registration card at the door.

Step 2. Put a friendly smile on your face.

Step 3. Look each student in the eyes and verbally welcome and
acknowledge each one. “Hello, come on in;” or “Glad to see you” are
inviting comments.

Step 4. Lower your voice to a firm but soft tone. Speak slowly and tell the
student if seating is open or assigned.

Step 5. Follow this with, “When you sit down, you will find an activity on
your desk (or posted). I think you will enjoy doing it. Please begin working
on it right away. Thank you.”
Failing With Your First Request

The Ineffective Teacher
Is nowhere in sight when students arrive.

Reshuffles the whole class after everyone has found a seat.
Grumbles about all the administrative details that must be done before
class can begin.
Imagine the students walking into the classroom with no teacher in sight.
Some students find a chair; others wander around. But they all ask, “Who’s
the teacher? Is this the right room? Is this history?” And they all respond, “I
don’t know.”

The bell rings, and suddenly a teacher appears from an office or from
around a corner, like a monster from a dungeon. It is Cold Start Charlie, the
perennial ineffective teacher. He can always be found in the faculty lounge,
gulping coffee, and puffing away on his cigarettes. Before the first day of
school, he’s already griping about the same thing he’s been griping about
for years.

Hurrying down to his classroom, he arrives just as the bell rings. The
students immediately read the menacing look that dares anyone to breathe
out of unison. He never introduces himself and may or may not identify the
class or period. Standing in front of the class with the posture of a drill
sergeant, he says, “When I call your name, come up and bring your
registration card for me to sign.”

When seemingly everyone has been registered, he looks up and asks if
everyone has been called. One hand goes up. Discovering that the student is
in the wrong classroom, Cold Start Charlie tells him where he should be. As
the student leaves the room, all eyes are focused on him, with two messages
behind the stares, “Dummy. How can you be so stupid as to be in the wrong
room?” and “Isn’t he lucky not having to put up with this jerk of a teacher
for the rest of the year!”

A student has just been humiliated because a teacher was not prepared and
acted in a noninvitational manner. And the students’ first impression of
Cold Start will be reflected in their work for the rest of the year.
Your First Request Will Be Ineffective…
1. If you are not in the room when the students enter.

2. If you do not check any of the registration cards before the students
enter the room.
3. If you do not tell the students your name, the room number, the period
or grade level, and the class.
4. If you do not welcome the students.
5. If you reshuffle the class after everyone has taken a seat.
6. If you grumble that you have to do administrative work.
7. If you have provided no assignment and the students have nothing to
do while you register the class.
Seating Arrangements or Seating Assignments?

Should I assign seats or allow students to sit wherever they choose? That
question is appropriate only after you decide what you want the students to
do. Seating assignment is not the issue. Seating assignments come after
seating arrangements are determined. Seating arrangements take priority.
The purpose of arranging seats is to accomplish classroom tasks.
The teacher must know what the students are to accomplish before
arranging the seating. Then the desks are arranged to maximize the
accomplishment of the tasks and to minimize behavior problems. After the
seats are arranged, students may be assigned seating in whatever order is
desired.
Group activity
Test, video, or lecture

Story time
Discussion or demonstration
Performing arts
Arrange Seats for Communication

Seating arrangements may not be the most exciting topic, but the placement
of chairs can profoundly affect the outcome of a lesson. The main purpose
of a seating arrangement is communication.
The effective teacher uses a variety of activities to engage the students

during the school year.
A variety of seating arrangements will be used.
The best seating arrangement is conducive to communicating.
How people communicate will determine the success of what you want
to accomplish.
Is the teacher communicating with the students? Are the students

communicating with each other? Are the students communicating with an
audience? Are the students communicating with a computer? Are the
students communicating with a distance-learning teacher?

Chris Bennett teaches theater arts. His class is in the auditorium and the
seats are bolted to the floor in rows. He communicates with the students;
they communicate with each other; and they communicate with the other
students on the stage in this manner. What better way to have a sense of the
audience than to sit in rows of seats.

LaMoine Motz is a high school science teacher. His classrooms feature
inquiry-based science activities. The students are in “lab groups,” meaning
they are in small groups engaged in activities. This same arrangement is
used whenever small groups are engaged in work, regardless of grade level
or subject.

Tony Tringale teaches fifth grade. During social studies, he finds that a
horseshoe-shape arrangement is best because of his lecture-discussion style.
He talks, and he leads lots of discussions. In this seating arrangement, the
students see him and they see each other.

Click to read Sidebar story: Inner-Outer Discussion

Angelica Garcia teaches performing arts. During music, her younger
students sit on the floor facing her. An “x” on the floor indicates where they
are to sit. Her older students stand in rows of risers facing her.

Robin Barlak teaches preschool special education. For her students, several
of whom are severely disabled, the students sit in a half circle on the rug, in
the same place each day, facing her during large-group time.

Steve Geiman teaches physical education. There are no seats, unless you
consider the bleacher seats in fixed rows. Sometimes the students stand in
columns and rows, sometimes huddled around the coach, and sometimes in
lines facing different directions for drills.
Seating
Seating Arrangements
Seats are arranged to coincide with the specific task you have designed.
Examples
First-day registration and procedures

Cooperative learning
Listening to a lecture
Sitting to hear a story
Class discussion and interaction
Small-group activity
Taking a test
Individual research or deskwork
Seating Assignments
Seats are assigned to maximize learning and classroom management and
minimize behavioral problems.
Examples
By age
By height
In alphabetical order
For peer-group tutoring
For paired problem solving
Placing lower-performing and more challenging students at the front of
the room
Seating Arrangements
To determine seating arrangements for the accomplishment of classroom
tasks, you need to ask the following three questions, in order:
1. What do I want to do?

Do I want to read a story; do small-group activities; teach discipline,
procedures, and routines; lecture; show a video; conduct a chorus; lead
exercises; have individual study?
2. What kind of seating arrangements are possible?
You may be limited by the size or shape of the room or the available
tables and chairs in the room.

Click to read Sidebar story: What If the Chairs Cannot Be Moved?
Whatever the classroom arrangement, do not seat students with their backs to you or
to the front of the classroom on the first day of school. If you are their focus of
attention, as you should be at the start of school, the students will acknowledge your
importance and listen to what you are communicating to them.
3. Which seating arrangement will I use?

Different seating arrangements need to be used to accomplish various
tasks efficiently. The students must sit in a way that helps facilitate
what you want them to accomplish.
There is no one form of seating that should be permanently used the

entire school year. Change the seating in your room as frequently as
you deem necessary for your purposes.
The only way for students to learn how your classroom is organized
and structured is to have the seats arranged so that every pair of eyes
will be looking at you. If you want to teach your rules, procedures, and
routines, do not arrange the room in a series of centers or circles in
which half the students have their backs to you. Discipline rules,
procedures, and routines are explained in Chapters 18 to 20. These are
best taught with the chairs arranged in columns and rows.
Problems When Students Have Their Backs to You
1. You explain a rule of discipline, and the students sitting in a small

group look at each other and roll their eyes toward the sky. They have
just invalidated the rule by their defiant actions.
2. You explain a procedure, and half the students must turn around and
write it down and then turn around again. You have just invalidated the
procedure for teaching procedures.
3. You explain another procedure, and you cannot tell if half the students,
with their backs to you, understand because you cannot see them
practicing the procedure. You have just invalidated a routine of making
sure students are learning.
Click for GoBe folder information: Assorted Seating Configurations

Seating Assignments
The effective teacher assigns students to their seats on the first day of
school. Don’t make finding one’s seat on the first day of school a frustrating
treasure hunt. The task should be over in a matter of seconds. It is not a
topic for class discussion. It should then be a closed issue because you are
the teacher in charge of the instructional program. When you wish to
rearrange the room furniture and equipment, or the seating, deal with the
changes in the same expedient way.

You will have a much more effective class, most of the time, if you
assign students to their seats. For group work, you should assign students
to their groups and then assign the groups to their workstations or seating
arrangements. If you are hosting a dinner party with guests at three separate
tables, for instance, you don’t ask your guests to get their own utensils out
of the drawer and then sit wherever they please. If you are a good host, you
tell your guests where you’d like them to sit.

Airlines, theaters, and restaurants—the good ones—will designate a seat or
seat you in a chair of mutual choice. Do likewise in the classroom. You are
the teacher, the conductor, the facilitator.
Reasons for a Seating Chart
1. Facilitates roll taking

2. Aids name memorization
3. Separates problem students
Seating assignments are sometimes made for social and behavioral reasons.
When you do not want certain students to sit together, separate them.
Before going to an assembly, say, “Please wait for me to place you before
you take your seat.”

Seating assignments will help expedite roll taking, which should be done
without interrupting students during the “bellwork” assignment. (See
Chapter 16.)

Seating assignments are not permanent. Use small sticky notes with
students’ names on them. This will allow you to easily move a student.

Seating assignments and seating arrangements should not become issues in
the classroom. Student success and the instructional program are your
major focus.
1. Arranges the seats to expedite the task at hand.

2. Assigns seating on the first day of school.
3. Has all the seats facing the teacher for the activities of the crucial first
day of school.
CHAPTER 15
THE KEY IDEA:
Have an assignment ready and posted when the students enter the
classroom.
Your First Priority When Class Starts
Your very first priority when the class starts is to get the students to
work.
Many large department stores have a greeter as you enter the building. They
welcome you with a nice smile and say, “Would you like a basket?” and all
but push one into your hands. You take it because they want you to have
this basket, and it’s big, because they want you to fill the big basket and
spend and spend even more. And you feel so good because your presence as
a potential customer has been acknowledged.

Effective teachers do the same. They greet students at the door with a smile
and say, “Here’s your assignment.”

The students take it and get to work, right away. That’s why these
teachers and their students are so successful.

This is no fantasy. It happens every day in thousands of classrooms. The
students walk in, sit down, and get to work. No one even tells them to do
this. In some countries it is the teacher who goes from class to class.
Regardless, the students are in the room and they all know what to do.
Daily and In the Same Place

Your first priority is not to take roll; it is to get the students to work
immediately.

It is no different in the private sector, even for the students who work part
time. Workers do not stand around waiting for directions or asking
questions like, “What do you want me to do?” They are expected to begin
working at the appointed hour.

When class begins, you can easily get students to work if three criteria have
been met:
1. They have an assignment.

2. They know where to find the assignment.
3. They know why they are to do the assignment.
Common sense and research on the effective classroom emphatically

tells you to
POST YOUR ASSIGNMENTS EVERY DAY!

Post the assignments in the same place every day. Even if it is the same
assignment, post it. Once they know the assignment is in the same place
every day, there is no need to waste class time for students to ask, “What is
the assignment?” or “What am I supposed to do?”
Assignments Are to Be Posted Daily and Consistently
1. Post an assignment before the students enter the room.

2. Post the assignment in the same location every day.
Click to read Sidebar story: Sample Assignments
Are We Doing Anything Today?

The ineffective teacher keeps the assignment a mystery until it is
announced. It may be announced in different ways and posted in
different places each day.

Sometimes there may be no assignment, even though the students ask for
one. This may be because the teacher does not know what should be done,
what students are to learn, or how to teach it.

You can always identify classes where no assignments are posted.
Ineffective teachers say things like this:
“Where did we leave off yesterday?”

(Translation: I have no control.)
“Open your books so that we can take turns reading.”
(For what reason?)
“Sit quietly and do the worksheet.”
(To master what?)
“Let’s watch this movie.”
(To learn what?)
“You can have a free study period.”
(Translation: I do not have an assignment for you. I am
unprepared.)
The textbook is not the curriculum. Having students fill in worksheets to

keep them busy and quiet is not the curriculum. Teachers who have no
curriculum follow the textbook, page by page, cover to cover, and look for
busywork for the students. When this happens, you have students who walk
into the classroom and say things like this:
“Are you going to show us a video?”

“Are you going to read to us?”
“Are you going to lecture to us?”
“Are you going to let us have a study period?”
Or worse yet,
“Are we going to do anything today?”

“Are we going to do anything important today?”
“Did I miss anything important while I was absent?”
In classes where students make comments like these, they take no

responsibility for their work. The teacher is the only responsible person in
the classroom. That’s why they ask the teacher what is going to happen.
They look to the teacher for direction, for entertainment, and for work.
It’s All in How You Start

In tennis you are allowed two serves for each point. How you play the first
serve will allow you to dictate the point.

In knitting, how you begin the first row will determine your success with
the rest of the stitches. In fact, you can expect to start all over again if you
find out later that you began incorrectly.

In dating, know that the first sentence out of your mouth will determine if
you will be allowed a second sentence!

To prepare the students for the day’s instruction, they should be told to
enter the classroom and begin with a morning or class routine.

The effective teacher
Has a bellwork assignment already posted before the students enter the
classroom.
Posts it in the same location every day.
A Sample Typical Morning Routine
Quietly walk into the classroom.

Remove coat or jacket. Hang it up.
Empty backpack or book bag.
Have two sharpened pencils, books, and materials ready.
Hand in all completed homework.
Read the agenda for the day.
Begin BELLWORK assignment on your own.
Click to read Sidebar story: One Month of Instruction Lost

Opening assignments can be posted on the chalkboard, a bulletin
board, or a transparency, or can be distributed when the students enter
the classroom. If you are a floating, migrant, or resource teacher who has to
move from room to room, have the assignment on a transparency, on a flip
chart, or on your laptop ready to display the second you enter the
classroom.

In classes such as physical education and K–1, the assignment does not
have to be posted. If it is not, the procedure is rehearsed and is repeated
daily so that when students come to class they just know what to do.

Effective teachers have different names for these opening assignments.
These are some common terms for this activity:
Assignment Energizer
Bell Ringer Opening Activity
Bellwork Prime Time
Do Now Sponge Activity
DOL (Daily Oral Language) WOD (Word of the Day)

Click to read Sidebar story: Opening Assignments

Bellwork assignments are not graded. Do not begin a class by threatening
the students. A bellwork assignment is a procedure and procedures are not
rules. Thus, they have no consequences or punishments.

Click to read Sidebar story: Daily Geography Practice
Effective Schools Have Schoolwide Procedures
Wanda Bradford is the principal at Harris Elementary School in Bakersfield,
California. She showed various parts from the video series, The Effective
Teacher, to her staff. She did not mandate anything; rather, her teachers
chose to start each day with a bellwork assignment. Thus, this became a
consistent school wide procedure.

She reports, “We start each day with a structured opening. Each teacher has
a daily opening and the students start the day on task.” She describes the
success of her school in a poem:
Each day begins with learning

when students come to class.
And without a lot of chatting,
they start the day on task.
With assignments clearly posted
students need not be told,
to quiet down and get to work
while the teacher takes the roll.
If daily routines are followed

less wasted time is spent.
Classes will run smoothly

with great class management.
Research has been proven
achievement gains will rise,
when effective teachers start the day
with time that’s maximized.
The goal of her poem is student achievement; the teachers achieved this
by using routines to manage their classrooms.

Think about Harris School in Bakersfield. Better yet, think about your own
school. Imagine…
The students walk into a class, sit down, and immediately get to work.
No one tells them what to do; they know where to find the assignment.
They go to their next class, sit down, and get to work.
And on to the next class
The next class
And the next
And this becomes the prevailing culture of the school. The next year the
students go from 3rd to 4th grade, 6th to 7th grade, and 11th to 12th grade,
and this is the prevailing culture in the school district.
Just Think…
Just think how much easier life would be if the teachers supported
each other with routines that were consistent from classroom to
classroom.
Just think what the achievement of these students would be if this
were the prevailing culture of the school.
Just think how effective the schools would be if this were the
prevailing culture of the entire district.
To accomplish all of this, no money is spent. No costly, faddish programs

are installed. Nothing is controversial and the concept works regardless of
what grade is taught, what subject is taught, and what educational
philosophy is espoused by the district.

Click to read Sidebar story: Ready to Show Up and Work

Click for GoBe folder information: The Workers Start the Day

The key is that the staff works together as a family. This creates a sense
of consistency, making life so much easier for everyone. And, most
importantly, student achievement is increased because there is more
time for instruction and learning.

1. Has the assignment posted daily.
2. Posts the assignment in a consistent location.
3. Informs the class where to find the assignment.
4. Is a leader in promoting schoolwide procedures.
CHAPTER 16
THE KEY IDEA:
Simplify the roll-taking process so it does not take away from
instructional time.
The Results of Effective Roll Taking
The effective teacher starts the class immediately with an assignment,

not roll taking.
Becky Hughes, a Kansas band teacher, doesn’t even take roll. Each of
her students’ names is on a musical note, Velcroed to a chart. When
students enter the classroom, they know the procedure. They take their
names and put them into the envelope next to the chart.

A designated student is already hitting “C” on the piano and everyone tunes
up in their seats. When the bell rings, Becky raises her baton; when the bell
stops ringing, she brings the baton down. They play. No yelling at the
students to get into their seats. Becky offers a smile and they play, with
energy, the school fight song.

While this is happening, a student monitor looks at the notes left on the
chart and submits the attendance record for her.

Heidi Olive, a teacher in Nevada, knows that the first five minutes of
class are critical. She has either a preview or review activity posted. The
format of the activity varies. Students might be asked to write a reaction to
a quote or newspaper article, copy a timeline, brainstorm emotions felt in
response to a piece of music, or answer questions on the previous night’s
reading assignment. Whatever the opening activity, its primary purpose
is to engage students the minute they walk through the door and to
provide her an opportunity to handle attendance and other housekeeping
duties. The opening activity also provides a jumping-off point for the day’s
lesson.

It’s obvious that structuring the opening of class is critical for student
involvement the rest of the school day. It’s like the opening of a movie—it
needs to capture your attention and keep you in your seat. If there is no
opening-of-class activity, the students will be out of their seats, waiting for
the class to begin.

Starting on time is a common procedure in the adult world. Businesses open
on time. Weddings, meetings, ball games, and television programs all start
on time. At least, they are supposed to, just as classes are supposed to start
on time.

Click for GoBe folder information: Attendance Keeper
A Strange Sense of Attendance

In our nanosecond-driven world there are some teachers who are still taking
roll at the beginning of each day or period, wasting five or more minutes of
student learning time and arguing with the class as to who is absent.

Arguing? Yes. Students have a strange sense of attendance. They believe
that if they are anywhere on campus, or even within a mile of the school
site, they are present; whereas, most teachers consider a student absent if a
warm body is not in an appropriate seat.

When this teacher comes to a name in the roll book that gets no response or
sees that a seat is empty, the teacher says, “Ah, Ernie is absent,” and is
about to mark Ernie absent. Then a voice, maybe more than one, shouts out
—without permission—“Ernie is not absent. He’s coming down the hall.
He’ll be here.” Or “I saw him in the library. There’s a long line. He’ll be
here.”

Now what is this teacher going to do? It’s the teacher against the class. The
class says that Ernie is present on the campus, but the teacher does not see
Ernie in his seat. She marks Ernie absent, nonetheless.

And with four absences in the class, the scene repeats itself four times. Each
time, the noise level rises and more on-task time is wasted.

Or, this teacher reads every name from the roll book and the students
respond, “Here or Present.” Then someone says, “Hey.” The class giggles.

“Yo.” The whole class breaks up. But the teacher, glancing up for a second,
goes right on.

The students quickly learn that the teacher does nothing when
inappropriate behavior occurs. The students could care less about the
attendance process, so the noise level gets louder and louder. This is
followed by frustrated demands to quiet the class down. And class hasn’t
even started yet.

By comparison, the effective teacher has a classroom in which the students
all know how to begin.

Please do not take roll at the very beginning of the class.
Roll taking is not the responsibility of the students, so do not take up

class time with the process.
Effective Roll Taking In an Effective Class

The effective teacher starts the class immediately with an assignment,
not roll taking. The effective teacher knows how to develop a classroom in
which the students responsibly start working on their own. Effectively
taught students know the following:
How to enter the room quickly and courteously
How to go to their seats and take out their materials
Where to look for their assignments
To begin their work immediately
There are many ways to take roll; however, your first priority is to get
the students on task.

As soon as the tardy bell rings, your first task is to scan the room. It is not to
take roll, but rather to look for students who are not at work. You quietly
signal these students to get to work immediately. Use a firm smile and a
hand gesture that clearly indicates that you want them to work.

They know where the assignment is posted, and they know what to do. You
are maximizing academic learning time.

As soon as the class is at work, proceed to do whatever administrative
chores are necessary. Taking roll is usually one of these.

Click to read Sidebar story: The Student Who Is Absent

The Outcomes of Ineffective Roll Taking
Each time the class yells out a response, the noise level gets higher.
Confrontation builds up between the class and the teacher over
whether or not a student is absent.
Valuable minutes are wasted.
Many students sit, bored, while precious learning time is wasted on a
bookkeeping chore that really does not involve the class.
Three Ways to Take Roll Efficiently and Effectively

There are many other ways to take roll. Regardless of which method you
use to take roll, you should take roll quickly and quietly without
disturbing the class.
1. Look at your class and refer to your seating chart. Mark whoever is
absent. Do not involve the class; they are on-task.
2. Have folders or something personal in a box at the door. When the
students come in, they are to take their folders, go to their seats, and
get to work on the posted assignment. After the students are at work,
you look in the box. You see three folders left, note the names, and
mark these students absent.
3. Some teachers have each student’s name on a clothespin. Clip these
pins to a cutout, chart, or a seasonal object like a jack-o’-lantern or
heart. When the students come in, they move their clothespins
indicating they are in attendance. After the students are at work, you
note which pins have not been moved and mark these students absent.
Assign a student the task of transferring, at an appropriate time, the
clothespins to the original position.
Other administrative tasks can be accomplished at the same time, such as indicating
whether or not lunch will be purchased.
The research is emphatic. The more time students are on task, the better
their achievement and learning. The effective teacher knows how to get the
students on task immediately, after which preparing the attendance count
for the administration is done in private.
1. Has a posted assignment ready for the students.

2. Does not disturb the class during roll taking.
3. Takes roll quickly and quietly.
4. Prepares the attendance count after the students are on task.
CHAPTER 17
THE KEY IDEA:
A grade record book must show the results and progress of each
student at all times.
It’s Really a Grade Record Book
An organized grade record book allows you to assess for the learning of
every student at any given moment.
There was a time when students would come to class and sit passively in
rows, listening to a teacher. The only activity might be some reading and
writing, done quietly and personally.

The students were never told the purpose of the lesson, nor did they have
any clue as to why they were doing it. They would never dare to question
the teacher’s authority or ask, “Why do we have to do this?”

Tests were given at intervals governed by the grading period—not to assess
for learning. The test questions were rather arbitrary because teachers never
explained to the students what they were studying.

Then, the teacher gave a grade. Yes, the teacher was the Supreme
Determiner as to what grades would be given to each student. Some
teachers even proudly said, “I only give out one A and three B’s.” Although
it was useless to argue about grades, there was lots of arguing from many of
the students—and parents. The teacher actually had no idea what was being
covered. Yet, “Will I be able to cover all of this before the semester is
over?” was the major concern of numerous teachers.

COVERAGE was the teacher’s mission; not STUDENT LEARNING.

With a teaching system such as this, a grade book was necessary only to
record the attendance and the test grade given by the teacher. The grades
were averaged for the report card, and life continued on for the ineffective
teacher who was focused only on covering the textbook.

Click for GoBe folder information: The Fallacy of Textbooks
What Kind of a Grade Record System?

For the effective teacher, recording what and how well students are
doing is essential in assessing and helping each student reach maximum
learning capacity.

The question is, “Do I record grades and records in a traditional book or use
a software program?”

The answer may be both. If you live in fear that the grade book will be lost,
it’s nice to have an electronic version. However, network systems
sometimes go down, and computers can crash. It’s comforting to know you
have at least the minimum records in a hard-copy book. Many teachers use
a software program, but keep a grade record book—just in case.
A Traditional Grade Record Book

From Day 1, you will need a book in which to keep student records. It must
be ready before you see a single class. This book is typically called a “grade
book,” and it comes in all different sizes, shapes, and configurations. A
grade book should more correctly be called a student record book or a
grade record book. A grade record book contains far more than grades. It
is used to keep various records about each student.

The problem with many grade books is they have only one or two lines
on which to record information for a student.
Record books organize essential information for immediate retrieval.

Thus, you have these problems:
You have only enough space to show one record, such as attendance.
To record additional information, you have to turn to another page and
possibly write all the names again. You are constantly flipping pages.
If the number of students in your class exceeds the number of lines on
a page, you have to repeat the information at the top of every page.
The major problem comes when you need a progress report or a
summary for the grading period. Because there is only one line to
record all information for each student, you must sift through
attendance, homework, projects, tests, and anything else you may
record about the student to determine the student’s progress. As a
result, progress is not readily apparent at a glance.
If you are planning to buy your own grade record book, you must first
determine how you will be grading and what records you will be keeping so
you will know what to look for when you shop.

It is imperative that you decide before you begin the school year just
what you want to record. People in other professions do the same thing:
Accountants set up the categories on a ledger before entering numbers.

Businesspeople title the columns on a spreadsheet before entering data.
Statisticians name the columns in a baseball box score so the results
can be entered in the right places as the game progresses.
Brides-to-be design a chart to record information about the people
coming to the wedding.
Designed properly, a grade record book should let you see each
student’s RESULTS and PROGRESS immediately.
You must determine what you want for each student; for example:

Attendance Project grades
Homework assignments Extra-credit work
Classroom work Class participation
Test grades Classroom behavior
Skills mastered Cumulative progress
Keeping the Three Basic Records

To keep good student records, you probably need three or even four lines
after each student’s name. Because most commercial grade books have only
one or two lines after each name, you may have record-keeping problems if
you use an inadequate grade book.
The three basic records in a grade record book each require a separate line:
1. Attendance
2. Scores
3. Running Total
First Line: Attendance

An attendance record is probably mandated by the administration, if not by
the school board. Attendance is a fact of life in most of our everyday
endeavors. Schools are paid, people are paid, and students are graded by
their presence on a job or in school. So make the recording of attendance as
efficient and as unobtrusive as possible. (See Chapter 16.)
The four common attendance records you need to keep are “present,”
“absent,” “unexcused,” and “tardy.”
1. Present. Usually, nothing is noted in the space. This tells you that the
student was in class on this day.
2. Absent. Typically, an A is noted in the space, reminding you that the
student was absent on this date. If the student brings a note that
excuses the absence, you may want to draw a diagonal line through the
A. This tells you that you have seen a note or received authorization
from the office, excusing the absence. If you do not see a diagonal line,
it means that you are still waiting to see the excuse.
3. Unexcused. If no note is presented explaining the absence, place a
check or a breve, the mark used to indicate a short vowel sound, above
the A.
An unexcused absence is simply one for which the student does not
have a note of explanation, typically from a parent, a doctor, or another
teacher. In some schools, you will determine if the absence is excused
or not. In other schools, the attendance office will process this for you.
How you treat an unexcused absence may be determined by school
policy. Ask the administration. A school may allow only so many
unexcused absences before administrative action is taken. A good
school will notify the home at once if an unexcused absence or cut has
been determined.
Also, ask other teachers how they treat unexcused absences. In most
cases, an unexcused absence does not release a student from
responsibility for missed work or assignments. The student must
make up the work.
An unexcused absence might mean the teacher is not obligated to help
the student make up the work; for instance, the teacher may have to
explain to the student:
You cut the class, so you must accept responsibility for

having missed the lecture, movie, or activity. You must find
the material you missed on your own. That’s the consequence
when you do not show up for class.
4. Tardy. This is typically denoted with a T. If the student has a pass

excusing the tardiness, erase the A you recorded for that student
earlier. If the student does not have a pass, the student is tardy. Erase
the A and write a T, or just write a T over the A. Find out what the
school policy is concerning tardiness. You may be asked to refer the
student to the office after a certain number of tardy arrivals.
For a stress-free way to take care of assignments missed during
absences, refer to the sidebar story, “The Student Who Is Absent,” in
Chapter 16.
Second Line: Scores
You really need a second line to record the results of individual
assignments, such as tests, projects, papers, worksheets, and homework.
You can show results using whatever system you choose, in letter grade
or numerical form. However, a numerical system is much better if you
want to weight each score differently or if you want a running progress
report.
Third Line: Running Total
Teachers are bombarded with requests for results on students’ progress.
You will get calls from parents, requests from the counseling
department or the main office, forms to complete for determining
extracurricular activity eligibility, and students’ questions about their
own progress. An up-to-date overview of the progress of each
student must be available at all times.
With a three-line grade record book, as you enter each score on line 2,
add it to the previous score on line 3 and update the running total on
line 3. The running total allows immediate access to any student’s
cumulative grade. With a three-line grade record book, details of a
student’s progress are available at any time.
With a three-line grade record book, you have a running progress report
and can turn your grades in instantly. While all others are gnashing their
teeth, “trying to get their grades in,” you can have time to explore other
interests, go to the gym, take in a movie, or rest with a good book
because you have a grade record book that shows the results and
progress of each student at all times.
Click to read Sidebar story: “The Three-Line Attendance and Grade
Record Book”
An Electronic Grade Record Program

Times have changed. Assessment for student learning is now the forte of
effective teachers. In fact, effective teachers gather in groups to discuss
specific students who need help, just as a group of doctors would gather to
assess and plan the best treatment for a patient.

Like a doctor’s detailed record of a patient, a detailed record-keeping
system is necessary to help each student succeed. For this to happen, an
electronic grade record program may be what you need. You need a
program you and your colleagues can access instantly that will provide on-
the-spot feedback about a student.

The school or school district may already have a grade record program
installed. If not, here are some resources where you can find dozens of such
programs:
www.educational-software-directory.net/teacher/gradebook
www.gradebooks4teachers.com/
As you will see in Unit D, for a student to master what you want the student
to learn, you will need a grade record program that allows you to see the
student’s grades on the activities that are tied to the benchmarks. For this
you will need a grade record program for benchmark scoring.

Click for an example of a recording page for benchmark scoring

If you are looking for a personal electronic grade record program, consider
that you may want to record:
activities (lab work, art work, technology work)

writing assignments
homework
classwork
participation
projects (library research, term papers)
performance records (singing, reciting, dancing)
bonus points for enrichment activities
scores tied to benchmark’s test grades
Your electronic record program needs to be
1. user-friendly to learn and to enter data.

2. simple in how you can manipulate the data to help students stay on
track.
3. able to provide instant and accurate presentation of grades for the
entire class, by student, including current standing in the course.
4. able to accommodate online reporting from home.
5. connected to every computer if you have a networked classroom.
6. easily switched from individual to group instruction.
A good grade record program will allow you to diagnose students’

weaknesses and tailor instruction to their needs.

It will also allow teachers, students, and parents to access records, grades,
and assignments and to communicate with one another outside the
classroom.

Obviously, the software must offer a layer of protection so that only invited
members can enter the site. Many schools have grade record programs set
up so the family at home can view only their child’s scores and attendance.

Students like online grade record systems. For many students, visual
references are easier to understand and remember.

What student hasn’t repeatedly asked, “How am I doing?”

Students tend to be more reflective and better problem solvers when
they can see their own record in private and post their reactions or
reflections online, rather than being uncomfortable in the classroom.
1. Knows what results should be recorded.

2. Designs or modifies a grade record book to record these results.
3. Keeps a running progress of student work.
4. Has detailed records to allow for assessment and learning.
CHAPTER 18
THE KEY IDEA:
Have a discipline plan and then work the plan.
Discipline With a Plan
If you do not have a plan, then you are planning to fail.
When it comes to handling behavior problems in the classroom, there are

two kinds of teachers—reactive and proactive.

The ineffective teacher or the teacher who doesn’t yet know what to do
is a REACTIVE teacher. With no organized classroom structure (as
described in the first 17 chapters of this book), this teacher reacts to every
problem with yelling, screaming, punishments, threats, and coercion to
whip the classroom into compliance. The reactive teacher goes home angry,
tired, and stressed out.

The effective teacher is a PROACTIVE teacher. Because 80 percent of
classroom problems are caused by ineffective teachers, the effective teacher
has a proactive plan to prevent problems from occurring. The effective
teacher knows that the #1 problem in the classroom is not discipline; it
is the lack of procedures and routines—the lack of a plan that
organizes a classroom for academic success. The proactive teacher knows
how to prevent problems and thus have a successful classroom. This teacher
can go home at the end of the day happy, with the knowledge that students
have learned.

Click to read Sidebar story: I Did Not Even Have a System
It is highly recommended that you read Chapters 18, 19, and 20 in one
sitting.
A well-managed classroom will minimize your discipline problems.
Click to read Sidebar story: Continuum of Discipline Plans
Discipline Plan Where Teacher Is in Charge
Discipline Plans Have Rules or Guidelines

The basic structure for a discipline plan where the teacher is in charge has
three parts:
1. Rules: What the student is expected to follow.

2. Consequences: What the student encounters if a rule is broken.
3. Rewards: What the student receives for appropriate behavior.
To have a safe and effective learning environment, first establish firm

rules that students are expected to follow. The rules should be discussed
so the students know that the rules are not orders or punishments. The
purpose of rules is to set limits or boundaries, just as there are rules in
games to maintain order.

Clear rules promote consistency in the classroom. Students prefer
knowing the rules, consequences, and rewards rather than having a teacher
who arbitrarily changes or makes up new rules to fit the moment.
Ineffective teachers make up rules as a reaction to problems, which makes
the rules feel punitive. Setting rules before a problem arises allows the class
to have an understanding of the expected behaviors in the classroom.
Rules immediately create a work-oriented atmosphere in which

students know what you expect from them.
After thorough deliberation, decide on your rules, and write them
down or post them before the first day of school.
Clearly communicate in both verbal and written form to your students
what you expect as appropriate behavior.
It is easier to maintain good behavior than to change inappropriate behavior
that has become established.

Click to read Sidebar story: What Can I Do?
The Two Kinds of Rules

Rules are used to set limits. Students expect teachers to give directions
and set boundaries. Limits are important in school because different kinds
of behavior are expected or tolerated by different teachers. For example,
wandering around the room may be permitted by some teachers but not
others.

Students need to feel that someone is in control and responsible for
their environment—someone who not only sets limits but also
maintains them. School must be a safe and protected environment where
students can come to learn without fear.

The function of a rule is to prevent or encourage behavior by clearly
stating student expectations. There are two kinds of rules: General and
Specific. General rules are very broad; whereas, specific rules are precise.

Click to read Sidebar story: How Many Rules?

General Rules. Encompass a wide range of behaviors:
Respect others.
Be polite and helpful.
Keep the room clean.
Advantage: Addresses numerous behavior concepts and expectations in

broad terms.

Disadvantage: Must be explained. For instance, students must be told that
respecting others includes no hitting, no stealing, no tattling, and so on.

General rules are more successful when used by effective veteran
teachers who have learned how to encourage good classroom behavior
over the years. These teachers know how to calmly give the student a
signal, a wave of the hand, or a stare and the student behaves.

Specific Rules. Typically focus on particular behaviors:
In class when the bell rings.

No offensive language.
Hands, feet, and objects to yourself.
Advantage: Clearly state the expected student behavior without ambiguity.

Disadvantage: Need to limit rules to no more than five, as explained in
“How Many Rules?” on the previous page.

Specific rules are generally better for the newer teacher or the
experienced teacher who is looking for a better discipline system. You
can always move from specific rules to general rules during the school year
as students learn about your expectations for their behavior.

Click to read Sidebar story: These Are Not Good Rules
What Should My Rules Be?

Some people call rules guidelines or expectations. Regardless, be sure you
know the difference between a rule (Chapter 18) and a procedure (Chapters
19 and 20). Use rules to state your specific behavior expectations, not
what work you want performed.

Here are some examples of specific rules that you may want to consider for
your discipline plan.
Universal Specific Rules
1. Follow directions the first time they are given and thereafter.
2. Raise your hand and wait for permission to speak.
3. Stay in your seat unless you have permission to do otherwise.
4. Keep hands, feet, and objects to yourself.
5. No cursing or teasing.
Specific Rules for Elementary Grades
1. Wait for directions with no talking.

2. Eyes front when the teacher is talking.
3. Change tasks quickly and quietly.
4. Complete the morning routine.
5. Report directly to the assigned area.
Specific Rules for High School
1. Be in your seat when the bell rings.

2. Bring all books and materials to class.
3. No personal grooming during class.
4. Sit in your assigned seat daily.
5. Follow directions the first time they are given.
Specific Rules for the Playground
1. Swing only forward and backward on the swings.

2. Do not throw ice or snow at anyone.
3. Sliding paths must be clear before you start your slide.
4. Only two on the seesaw at a time.
Specific Rules for the Cafeteria
1. Follow correct traffic flow from serving counter to table, and from
table to trash to exit.
2. Choose a seat and remain there.
3. Eat all your food in the cafeteria.
4. Raise your hand to be excused when finished eating.
5. Scrape food into bins with a rubber spatula and put utensils in the
water.
Classroom rules should be posted for the first day of school, with a copy ready for
distribution to each student.
Discipline Plans Have Consequences

Rules must have consequences. Some students know they can break certain
rules because the aftermath is consistent and predictable: Nothing will
happen to the violator. The responsible adult may find this hard to accept,
but many people—children and adults—believe they have done nothing
wrong until they are caught.
The Two Kinds of Consequences
Positive consequences or REWARDS result when people abide by the

rules.
Negative consequences or PENALTIES result when people break the
rules.
Consequences are what result when a person abides by or breaks a

rule. Spend time discussing a fact of life: Every action results in a
consequence. Consequences are not punishments. It is simply what
happens when a person does something. For instance, if you overeat, smoke
cigarettes, or park in a no-parking zone, there is a consequence for each
action. Study hard, save money, or show kindness, and there is a
consequence for each action as well. Help students understand that if they
break a rule, they are not being punished. Rather, they have consciously
made a choice to break a rule and accept whatever happens.

A consequence is the result of a person’s chosen action.
A typical set of negative consequences posted by a teacher.
Consequences are not punishments. At the most, they may be considered

penalties. Students are used to penalties, however, because there are
penalties in the games they play. The issue is CHOICE. People who cannot
accept choice as part of responsible living cast themselves as victims.
Victims blame others for their actions. Thus it is advisable to spend more
time discussing consequences than discussing rules. Come to an
understanding that their actions or choices result in consequences.
Successful people accept that life is a series of consequences. And
consequences can be positive or negative.
Do Not Stop the Lesson

If you stop a lesson to penalize a student, you disrupt the lesson, interrupt
an important point you are making, or disturb people while they are
working. Do not stop instruction when carrying out a consequence.
When you see a violation of one of the rules, immediately implement

the penalty.
Implement the penalty quietly as you continue with the lesson and the
class continues their work.
Click to read Sidebar story: Why Are You Picking on Me?

Here are some suggested ways for implementing penalties.
1. Whiteboard. Do not stop teaching. Just go to the designated area and

write the student’s name or place a check after the student’s name.
You may need to take a few seconds at the end of the period or day to
remind those students of their penalty.
Failure to work off the penalty automatically moves the student up to
the next level of the consequences, or doubles the penalty.
2. Ticket. You may feel that putting a student’s name on the board may
be too embarrassing. Consider another method, such as handing out a
yellow card, as it is done in soccer when a penalty is called. Or adopt
the concept behind the traffic ticket. Come up with a method for giving
the student a ticket. There is no need for a fancy form. A piece of
paper with the student’s name and the number of the rule broken is all
that is needed.
The ticket method is ideal for circumstances where you do not have a
whiteboard, such as physical education and theatre classes, an
assembly, or a field trip.
You will need to keep a record of who has been given a ticket. This
can be done in your grade record book, with a carbon, or with
carbonless forms.
3. Pattern. Have students make patterns or cutouts to represent
themselves for the bulletin board. When you see a rule violation, go to
this board and “flag” the student’s pattern. A flag could be the addition
of a sticky note, removing the pattern, or turning the pattern over. If
the pattern has been laminated, use a felt-tipped marker.
Discipline Plans Have Rewards and Positive Consequences

Everyone likes and expects special recognition, rewards, and incentives
when good work is done. Perks, praise, honors, prizes, and awards are
commonplace.

Although rewards are a fact of life, today the wholesale bribery system
of giving out endless supplies of stickers, candies, and other tangibles
has got to come to a halt. Let’s stop the “What’s in it for me?” attitude
prevalent in classrooms.

In addition, the Child Nutrition and WIC Reauthorization Act of 2004
makes the use of food items to reward good behavior no longer acceptable;
it can actually nullify your school’s and district’s efforts toward compliance
with the Act.

Self-discipline is what discipline is all about. You can’t teach self-
discipline if the students are always looking for more treats, raffle tickets,
and goodies from the Treasure Box.
The best reward is the satisfaction of a job well done.
If you must use a reward, one that is popular for any subject or grade level
is 30 minutes of free time on Friday as a classwide reward. Everyone has
to work together cooperatively the entire week for the reward. The 30
minutes of free time on Fridays is effective and simple because it is not a
tangible prize—and your students will never grow tired of it. Besides, the
time is used, mostly, for schoolwork. There are no popcorn parties, pizza
parties, or videos to plan for and clean up after—just free time to work!

Like rules and consequences, you will want to post your rewards. Indicate
the time factor associated with the reward. Will the reward be given daily,
weekly, monthly, at the end of the quarter, when?

Explain the simple system by which the reward is to be earned. The teacher
does not give rewards; the students earn rewards.

The most common way of earning rewards, on a class basis, is to put a tally
mark somewhere when you spot someone following directions or doing
good. If you don’t like tally marks, use marbles in a jar, raffle tickets, or red
indicators on a drawing of a thermometer. When the class has earned a
predetermined number of tally marks, your students can collectively have
the reward.

Click for a sample discipline plan

Discipline Plan Where Both the Student and Teacher Are in Charge
My Action Plan
The most common form of a cooperative discipline plan is with a
contract or some kind of an agreement from the student.

Some elementary classes have “Power Centers.” This is a desk set aside
for those children who must be sent to reflect on their misbehavior. They
are told they can return to class activities when they tell the teacher, “I Have
the Power,” meaning I have the power to discipline myself and behave. If
the child starts to waver, quickly ask, “Do you Have the Power?” Smile and
you’ll get a smile back.

Other grade-level classrooms have “Time Out Centers” which are similar to
penalty boxes in hockey.

“My Action Plan” is a simple technique that not only addresses the specific
problem, but simultaneously teaches the student responsibility, problem
solving, and self-discipline.

Direct the student to a desk set aside with a pencil and a copy of “My
Action Plan.” (You can download a copy at EffectiveTeaching.com in the
Going Beyond folder for Chapter 18.)

Step 1. Show the student a copy of “My Action Plan,” and be prepared to
work with the student on answering the three questions:
What’s the problem?

What’s causing the problem?
What plan will you use to solve the problem?
What’s the problem? Indicate the rule or rules the student has
violated.
What’s causing the problem? The student is to list all the factors
that are causing the problem to occur.
Work with the student in a PROBLEM-SOLVING mode here.
Share with the student that the only way a person can solve a
problem is first to isolate and identify it. You are not interested in
degrading or scolding the student. You want to teach the student
how to solve a problem, a technique that the student can use in
future life.
What plan will you use to solve the problem? The student is to
write the action plan needed to solve the problem.
Have the student look at the factors causing the problem. Show
the student that the way to solve a problem is to change or
eliminate the factors causing the problem. Help the student see
the logic of this.
Click for a My Action Plan sample

Have the student write a plan based on the causative factors listed under the
second question. The student now takes RESPONSIBILITY for the plan.
You did not tell the student what to do. The student, through problem
solving, devised his or her own plan to correct the problem. You are
teaching responsibility.
The three key concepts in the value of using “My Action Plan” are
1. Problem-solving
2. Responsibility
3. Self-discipline
Step 2. Have the student commit to responsibility by signing the action

plan.
If the problem is not corrected, go back and modify the third part
of the action plan. It is much better to teach problem-solving,
responsibility, and self-discipline than to yell, scream, and flunk.
Yelling, screaming, and flunking benefit no one. Learning to be
self-disciplined and responsible benefits all of society. Through
persistence, have the student work on the action plan repeatedly
until the problem is corrected.
Commend the student when success occurs.
Step 3. For the student to carry through with his or her responsibility,
encouragement is needed from the home and the school to get the student to
achieve SELF-DISCIPLINE.
Tips for calling home are in the Going Beyond folder for
Chapter 18 at EffectiveTeaching.com.
Click for GoBe folder information: More Help with Preventing

Misbehavior

Click to read Sidebar story: The Self-Manager Plan
Discipline Plan Where the Student Is in Charge
The Raise Responsibility System

The ideal of discipline plans is to place the student in charge of his or her
behavior. Marvin Marshall (MarvinMarshall.com) teaches The Raise
Responsibility System. The plan teaches that democracy and responsibility
are inseparable. Even though it is a noncoercive discipline system, it is not
permissive. The system teaches four levels of social development.
Anarchy: Lowest level; absence of any social order; only interested

in themselves, as in the case of infants.
Bossing: Bossed to behave; bothers and bullies with own standards;
only obeys when more authority is exercised or threatened.
Cooperation/Conformity: Motivation is external; acts appropriately,
complies with teacher expectations, and follows procedures; also
applies to outside influences, whereby a student conforms to negative
peer pressure.
Democracy: Highest level; motivation is internal; takes the
initiative to develop self-discipline and act responsibly because it is
the right thing to do; realizes most satisfaction from efforts.
The Raise Responsibility System has three stages of implementation:
1. Teaching: Proactive. Levels are taught at the outset, in contrast to

waiting until misbehavior occurs. Most effective if students visualize
what each level would look like and reflect on their level of chosen
behavior.
2. Asking: Student recognition of own chosen level of behavior. The
teacher asks a student to identify or reflect on the level. Defending
oneself is completely eliminated. Student is separated from the deed.
Ask, “What level do you think you are behaving at?” Discuss the level,
not the behavior.
3. Eliciting: Redirects inappropriate impulses. Request, “Please take a
moment and reflect on the level you have chosen.”
Effective Communication of Your Discipline Plan

Now that you have thought out, constructed, and posted your discipline
plan, all which is left is to communicate this plan to your students on the
first day of school. How you communicate your plan will determine its
success or failure.
The Ineffective Teacher
May have no clearly defined rules.

Communicates rules sporadically and as they are suddenly needed to
stifle a situation.
Conveys rules in a gruff, angry, and condescending manner.
Winces, shrugs, or conveys via facial expressions or body language
disbelief in what is being said.
Conveys that “I’m only doing this because the administration wants
me to do it.”
Implies that “I was hired to teach the subject matter, not to maintain
discipline.”
Tells students, “If you don’t want to learn, that’s not my problem.”
Berates students with useless phrases to convey expectations of
appropriate behavior, such as “Don‘t you know any better?” or “How
many times do I have to tell you?”
Has a discipline plan that does not degrade students.

Communicates the plan at the start of school in a firm but controlled
and friendly manner.
Does not wince or convey disbelief in what is being said.
Makes eye contact with each student while presenting the plan.
Provides an understandable reason for the plan.
Provides a copy of the plan for each student and the home.
Enforces the plan consistently.
Tells students that the administration supports the plan.
Reviews the plan with new students.
Has positive expectations that all students will abide by the plan.
Has self-confidence and faith in his or her capabilities.
Teaches students the concept of responsibility.
1. Thinks through a discipline plan before school begins and conveys the
plan to the students when school begins.
2. Discusses the plan so students understand its logic and accept it as
reasonable.
3. Involves the home to help guarantee and enforce the plan.
4. Uses discipline to help teach young people self-discipline and
responsible behavior.
CHAPTER 19
How to Teach Students to Follow Classroom
Procedures
THE KEY IDEA:
A smooth-running classroom is based on the teacher’s ability to teach
procedures.
The Problem Is Not Discipline
The number one problem in the classroom is not discipline; it is the

lack of procedures and routines.
You have now arrived at the two most important chapters in this book.
What you are about to read can provide you with a smooth-running, well-
oiled learning environment. For this to happen, you must implement the
practices and procedures described in Chapters 19 and 20. The information
in these two chapters on classroom management will help you become a
proactive teacher and will assist you in reducing the number of
misbehaviors in the classroom.
Effective teachers teach students how to responsibly follow procedures.

Ineffective teachers use controlling tactics to coerce the students into
compliance.
A vast majority of the behavior problems in the classroom are caused

by the failure of students to follow procedures and routines. There are
three main reasons why students do not follow procedures:
1. The teacher has not thought out what happens in the classroom.
2. The students have not been taught how to follow procedures.
3. The teacher spends no time managing the classroom with procedures.
Thus, the students cannot follow procedures that do not exist.

Click to read Sidebar story: Why You’re Frazzled
What Is Classroom Management?

Classroom management consists of the practices and procedures that a
teacher uses to maintain an optimum environment in which instruction
and learning can occur.

Classroom management and discipline are not the same. You manage a
store; you do not discipline a store. You manage a team; you do not
discipline a team. Likewise, effective teachers manage a classroom; they do
not discipline a classroom. Teachers who view classroom management as a
process of organizing and structuring classroom events tend to be more
effective than teachers who view their role as disciplinarian.

Teachers who are effective classroom managers
have planned procedures for classroom organization.

have instructional procedures to maximize student engagement.
systematically teach these procedures.
It is not what teachers do to stop misbehavior that characterizes

effective group management, but how they prevent problems in the first
place. Effective teachers implement a systematic approach toward
classroom management with procedures at the beginning of the school year.

Click to read Sidebar story: I Knew They Would Do That

Click to read Sidebar story: Could I Have the Plans Back?

Click to read Sidebar story: Effective and Ineffective Classrooms: A
Comparison
The Person Who Works, Learns
Students readily accept the idea of having a set of uniform classroom
procedures because it simplifies the task of succeeding in school.
Procedures allow a wide variety of activities to take place during the school
day, often simultaneously, with minimal confusion and wasted time. If there
are no procedures, much time is wasted organizing and explaining each
activity, even for recurring activities. The lack of procedures also leads to
students’ acquiring undesirable work habits and behaviors that are
subsequently hard to correct.

No learning takes place when you discipline. Learning takes place only
when a student is at work. Discipline temporarily stops misbehavior and
disrupts the learning process.

Effective teachers know that the more time students spend on task,
called academic learning time, the more the students learn. Who is
working and learning in your classroom?
The Difference Between Discipline and Procedures

Classroom management should not be equated with discipline.
Discipline plans have rules. Classroom management plans have
procedures. Please DO NOT call a procedure a rule.

Procedures are not found in a discipline plan; nor should a procedure be a
threat, a rule, or an order. Procedures lay the groundwork for student
learning. A procedure is simply a method or process for getting things
done in the classroom.

Procedures and routines are different from a discipline plan. Do not
confuse procedures with discipline. There are two major differences.

DISCIPLINE concerns how students BEHAVE.
PROCEDURES concern how things ARE DONE.

DISCIPLINE HAS penalties and rewards.
PROCEDURES HAVE NO penalties or rewards.

A student is generally not penalized for failing to follow a procedure or
rewarded if a procedure is followed.
Example of a Procedure
There is a procedure for opening a lock on a locker. It’s usually two turns to
the right, one turn to the left, and a final turn to the right.

There is no penalty if the procedure is not followed. The lock just does not
open. Likewise, there is no reward if the procedure is followed. The lock
simply opens. To do anything in life successfully, you simply follow the
procedures.

Student success or achievement at the end of the school year is directly
related to the degree to which the teacher establishes good control of
the classroom procedures in the very first week of the school year.
Procedures set the class up for achievement to take place.
A rule is a DARE to be broken, whereas a procedure is not.

A procedure is a DO, a step to be learned.
Why Procedures Are Important

Students must know from the very beginning what they are expected to
DO in a classroom work environment. Discipline dictates how they are to
behave; procedures and routines teach what they are to do or work at.
Procedures and routines offer security. Students cannot get down to the
serious business of learning unless they feel secure in the classroom. They
want instruction and guidance on all the how-to’s in class—how to head a
paper, how to ask for help, how to sharpen a pencil, how to get to work,
how and when to use the computer, and so on.

Since a PROCEDURE explains how you want something done, it is the
responsibility of the teacher to have procedures clearly stated. A
ROUTINE is what the student does automatically, without prompting or
supervision.

Procedures are necessary for an effective classroom for several reasons.
Classroom procedures are statements of student expectations that are

necessary to participate successfully in classroom activities, to learn,
and to function effectively in the school environment.
Classroom procedures allow many different activities to take place
efficiently during the school day, often several at the same time, with a
minimum of wasted time and confusion.
Classroom procedures increase on-task time and greatly reduce
classroom disruptions.
Classroom procedures tell students how the classroom is organized,
thus reducing discipline problems.
PROCEDURE:
What the teacher wants done.
ROUTINE:
What the students do automatically.
Students Accept and Want Procedures

Effective teachers manage with procedures. Every time the teacher
wants something done, there must be a procedure or a set of
procedures. For instance, have procedures for taking roll, exchanging
papers, registering the students on the first day, taking turns speaking, and
moving from task to task. If you don’t, time that should be spent on learning
will be wasted getting these tasks done.

Classroom procedures address such issues as these:
What to do when the bell rings

What to do when the pencil breaks
What to do when you hear an emergency alert signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the restroom
Tell your students that classroom procedures are for their benefit.
Following procedures will help them do their work with less confusion
and thus help them succeed. Knowledge of classroom procedures tells
your students such things as these:
How to enter the classroom

What to do when they enter the classroom
Where to find the assignment
What to do when you want their attention
How a paper is to be done
Where you want the paper placed
What to do if they want to sharpen a pencil
Where to find assignments if they have been absent
What to do upon dismissal of class
Every classroom needs to have a set of procedures, which allow the class to
operate smoothly. A smooth-running, effective classroom is free of
confusion and is a pleasure to teach and learn in.

Click to read Sidebar story: No Need for Discipline

A smooth-running classroom is the responsibility of the teacher and the
result of the teacher’s ability to teach procedures.

Click to read Sidebar story: Procedures Are a Part of Life
Procedures Are Part of Life

Procedures are important in society so that people can function in an
acceptable and organized manner. Everyday life is full of procedures—
for instance:
Telephone directory. At the front of a telephone book are
procedures on how to make a long-distance call, make a foreign
call, contact directory assistance, get emergency help, upgrade
your services, and contact the business office.
Airplane. After the “discipline plan” is stated at the beginning

of the flight, (and yes, there are penalties and fines associated
with those rules) the flight attendants explain the procedures.
These procedures include how to fasten the seat belt, how to use
the oxygen mask, where to find the life vest, and how to find the
aisle in case the cabin fills with smoke.
Elevator. If you are waiting to enter the elevator, step aside to

allow passengers to exit before you enter. If you are already on
the elevator when more passengers enter, step to the back of the
elevator and make room for the new arrivals. Or, if your floor is
the next stop, step out, allow new passengers to enter, and then
reboard.
Wedding. At the conclusion of a wedding ceremony, a

procedure is followed. The bride, groom, and wedding party
leave. They are followed by the parents in the first row, who are
followed by each row of guests from the front of the seating
area.
Procedures demonstrate how people are to function in an acceptable

and organized manner. When we say that someone is ill-mannered, it is
because that person doesn’t know or doesn’t care about the local customs,
culture, or procedures. To function successfully with classmates and other
people, the best guideline is the old saying, “When in Rome, do as the
Romans do.”
In the first few days of school, teach only procedures necessary for the
smooth opening of class.

Delay the other procedures until the appropriate activity arises.
Procedures Are Part of School Life
As in everyday life, procedures must be followed in the classroom. Here are
some that nearly every teacher must teach.

Procedure for Dismissal at the End of the Period or Day. When the
dismissal bell rings, are the students already standing at the door waiting to
leave, or do they just get up and leave, even if you are in the middle of a
sentence? You can always tell who is running the class—the students or the
teacher—by how the students behave at the end of the period or day.

Procedure for Quieting a Class. Do you know how to quiet a class in 15
seconds or less? It can be done easily! Do you yell, scream, and flick the
lights—all to no avail? Or if you do succeed, does it take a long time to get
the students’ attention, not to mention years off your life span from stress?

Procedure for the Start of the Period or Day. When the students enter, do
they know what to do, where to sit, and what materials to have ready? Or do
they sit and wait for the teacher to tell them what to do?

Procedure for Students Seeking Help. Do your students raise their hands
when they want your help, flapping their hands to attract your attention,
calling your name at the same time, stopping work in the process,
accompanied by muttering and complaining to their classmates because you
do not respond instantly?

Procedure for the Movement of Students and Papers. Do your students
take forever to pass their papers in and even longer to change from group to
group or task to task? And when they turn their papers in, do they throw
them in a pile on your desk or punch each other in the back as the papers
are passed forward?
The Three-Step Approach to Teaching Classroom Procedures

Most behavior problems in the classroom are caused by the teacher’s failure
to teach students how to follow procedures. Telling is not teaching. Students
must be physically engaged in the process if you want them to learn it.
The Three Steps to Teaching Procedures
1. Teach. State, explain, model, and demonstrate the procedure.

2. Rehearse. Rehearse and practice the procedure under your
supervision.
3. Reinforce. Reteach, rehearse, practice, and reinforce the classroom
procedure until it becomes a student habit or routine.
Step 1. Teach Classroom Procedures Clearly
Effective teachers know what activities need to be done and

have worked out the procedures for each of them. These
procedures are posted or distributed to the students early in the
school year or when the activity surfaces in class. Unless the
students read well, primary grade teachers should explain the
procedures verbally rather than post them.
It is essential that you have the procedures for each opening-

of-school activity ready on the first day of school. Revise and
hone these procedures year after year until they become models
of efficiency. Remember that the effective teacher has a script for
the first day of school.
Step 2. Rehearse Classroom Procedures Until They Become Routines
All procedures must be rehearsed!
Effective teachers spend a good deal of time during the first

weeks of school introducing, teaching, modeling, and rehearsing
procedures. Do not expect the students to learn all the
procedures in one day, especially at the elementary school level.
Behaviors must be taught, modeled, practiced, monitored, and
retaught.
Watch a good music, drama, athletic, or foreign-language coach.
Such people are masters at the rehearsal technique. They tell and
show you a technique, even have you watch a video of the
technique. Then they have you do it repeatedly while they watch
you. Some people call this technique “guided practice.”
Parents have their children practice the piano because the more
they practice, the better they play. The reason coaches have their
teams run the plays over and over again is that the more they run
the plays, the better they will be able to execute the plays during
the game.
Rehearse
Have students practice the procedure, step by step, under your

supervision. After each step, make sure the students have performed it
correctly.
Have students repeat the procedure until it becomes a routine. The
students should be able to perform the procedure automatically without
teacher supervision.
Click to read Sidebar story: Run the Play, Sing the Song

Step 3. Reinforce a Correct Procedure and Reteach an Incorrect One
Again, watch a coach, because good coaches are the best

teachers. As the coach guides a team, class, or student through
practice, corrections are made instantly. The coach tells, shows,
demonstrates, cajoles, and even loudly calls out commands until
the task is done right.
And when it is done right, the coach responds with words of

praise, hugs, pats, and smiles. But good coaches don’t stop there.
They reinforce the correct technique by having the student do the
acquired technique over and over again, each time exhorting the
student to do it better.
Reinforce
Determine whether students have learned the procedure or whether

they need further explanation, demonstration, or practice.
Reteach the correct procedure if rehearsal is unacceptable and give
corrective feedback.
Acknowledge the students when the rehearsal is acceptable.
Click to see sample signs of classroom procedures

Click for GoBe folder information: I Did Not Start on the First Day of
School
Using the Three-Step Approach to Teach Procedures

The following are examples of how some procedures are taught. You may
not need or want them, but note how each procedure is taught. Then
substitute your own procedure, using the teach, rehearse, reinforce
technique just described.
How to dismiss a class

How to quiet a class and gain the students’ attention
How students are to ask you for help
How students are to pass in papers
What to do during transition
How to take lecture notes
How to complete a rubric
Click to read Sidebar story: For Whom Does the Bell Toll?
Procedure for Dismissal at the End of the Period

Teach
Students, there is a procedure at the end of the period. You are to
remain in your seat (or at your desks with the chairs pushed in)
until I dismiss the class. The bell does not dismiss the class. You
do not dismiss the class. The teacher dismisses the class. Thank
you.
You will want to explain the criteria for dismissal, such as how clean you
want the desk or work area, and where and how you want the chairs and
equipment to be positioned. Show and demonstrate this procedure. Have
several students (never one, because it creates a show-off situation)
demonstrate the procedure. Praise each so the students know that you are
validating the correct procedure.
Rehearse
Be alert a few seconds before the bell rings on the first day of school.
Anticipate that you will need to make an immediate correction if the
procedure is not followed. If the class starts to file out, it is too late to
correct the procedure. The failure to correct a procedure will only escalate
the problem until the students dismiss themselves and are really the ones in
control of the class.

On the first day of school, remind the class of the dismissal procedure a
few seconds before the bell rings at the end of the period or day. This
will reduce the hassle of correcting the class; however, if any students begin
to leave at the bell, simply say,

No, no, no. Tom, Joel, Anne, please return to your desks.

Do not scold, yell, or demean. And do not use meaningless phrases or
questions like “Listen to me” or “What did I say about the dismissal
procedure?” You do not want a discussion, an argument, or a response. You
want all students at their desks. Calmly, but in a voice of authority, tell the
students who began to leave to return to their desks.
Reinforce
Every time a procedure needs to be corrected—
1. REMIND the class of the procedure.

2. Have the class EXPERIENCE the procedure.
Remind: Class, I would like to remind you of the procedure at

the end of the period. You are to remain at your desks until I
dismiss the class.
Experience: Look around the room. You are all at your desks
(and your chairs are pushed in). This is the correct procedure,
and I thank you for doing it correctly.
Well done. Please do it again tomorrow. Have a nice day!
Effective teachers have the students see, feel, and experience each
procedure. The students see all the others remaining in their seats and
experience the procedure correctly. Ineffective teachers only tell students
what to do. The students do not experience what should be done. That is
why many teachers fail when they want students to follow procedures.

Rehearse the procedure every day to reinforce the procedure until it
becomes a routine. By the end of the third or fourth day, the procedure will
have become automatic.

Thereafter, all you need to do a few seconds after the bell rings is smile and
say, “It’s been nice seeing all of you. See you tomorrow. Have a nice day.”
This is much better than, “You’re dismissed.”

Click to read Sidebar story: Why Children Never Tell Mom They Are
Going Out

Click to read Sidebar story: How to Teach a New Student All the Class
Procedures

Click to read Sidebar story: The Greatest Gift
Procedure for Quieting a Class

Click to read Sidebar story: Procedures Are Everywhere
Teach
Students, I have a procedure when I want your undivided
attention. You will see me stand here with my hand up. Or I may
tap a bell because some of you will not be able to see my hand
while you are working in a group. When you see my hand or
hear a bell, the procedure is as follows:
1. Freeze.
2. Turn and face me; pay attention; and keep your eyes on me.
3. Be ready for instruction. I will have something to say.
Let me repeat and demonstrate what I said.
Repeat and look for class understanding.
Byron, please tell me the procedure when you see my hand or

hear a bell.
Byron does so.
Yes, yes, yes. Thank you, Byron.
Repeat this with several more students.
Is there anyone who does not understand or know what to do if

you see my hand or hear a bell?
Rehearse
Good, let’s rehearse the procedure. We will be working together
this year, so let’s get to know one another. Please look at the
person to the right of you. You will have two minutes to
introduce yourselves and get to know one another.
After two minutes, hold up your hand or ring the bell, perhaps doing both
this first time. Do not say a word when you raise your hand. Do the
demonstration exactly as you will be doing it for the rest of the year. Be
patient and wait until the class does the three steps and pays attention.

Do not give up as you wait for the students to give you their undivided
attention. Compliment them when you have their attention.
Thank you. You practiced the procedure correctly.
Now please look at the person to the left of you. You may have
two minutes to introduce yourself and get acquainted.
After two minutes, hold up your hand or ring the bell. Compliment them
when they have complied.
Thank you. You followed the procedure correctly.

We are not finished with the rehearsal. You will often find
yourself out of your seat—working in groups or alone
somewhere in the room away from your seat. So let’s try a
different scenario.
I would like two of you to stand by the pencil sharpener, two of

you at the sink, two of you at the bookcase, and one of you at the
computer.
You then hold up your hand and watch for the seven students to pay
attention.
Reinforce
Thank you. That was the correct procedure when you see my
hand or hear a bell. Please do the same thing each time you see
my hand or hear a bell.
You keep using the same language because you must use the same
procedure if you want the students to exhibit the same routine.

Click to read Sidebar story: Praise the Deed, Encourage the Student

Click to read Sidebar story: She Quieted 100 People in Five Seconds

The “Give Me Five” hand signal is not the only way to quiet a class or
group. Create your own technique or steal from the list that follows:
1. A principal holds up an orange card at an assembly and can quiet an

entire student body in seconds.
2. Many teachers simply say, “May I have your attention, please?”
3. A Texas teacher says, S-A-L-A-M-E, which rehearses out to Stop and
Look at ME.
4. A football coach says, “Gentlemen, please.”
5. A teacher in Arizona plays a table-top chime.
6. A pre-K teacher sings a song.
Click to read Sidebar story: Works With 800!
Procedure for Students Seeking Help

Hand raising is not effective when students want your attention. There are
better methods for students to use to get your attention.

The class is at work and you are walking around the room helping. You see
a hand up and say, “Pam.” The whole class stops to look at you and Pam.

Pam says, “May I sharpen my pencil?”—a reasonable request.

You say, “Yes,” or “No,” and the class goes back to work.

A few seconds later, you see another hand up. You say, “Carlos,” and the
whole class stops to look at you and Carlos.

Carlos says, “I need your help”—an appropriate request.

You say, “Wait a minute,” and the class goes back to work.

Every time you speak, you interrupt the class. These interruptions can
occur frequently, often two or three times a minute.

You would be distracted if the principal beamed announcements two or
three times a day, no less two or three times a minute. Before you complain
that the principal creates too many interruptions during the day, consider
how many times a teacher interrupts a class when the students are
concentrating on their work.
Student Methods for Getting the Teacher’s Attention Without

Interrupting the Class

Hand signal: The student signals with different numbers of fingers.

Toilet tissue tube: The student signals with a colored tube.

Styrofoam cup: The student signals with the position of a cup.

Index card: The student signals with a message on an index card.

Textbook: The student signals with an upright textbook.
Hand Signal
With this technique the students signal the teacher with a predetermined
number of fingers. The number of fingers raised corresponds to a
predetermined request established by the teacher.

Post a sign on the wall with your hand signal chart. Then train your students
to use the system.
If they wish to speak, they are to raise the index finger.

If they wish to leave their seat, they are to raise two fingers.
If they need your help, they are to raise three fingers.
If they need to go to the bathroom, they cross two fingers.
When you see a signal, silently respond to the signal with a nod or shake of
the head or a gesture of the hand.
To Obtain the Teacher’s Attention, Raise—

One Finger: “I wish to speak.”
Two Fingers: “I wish to leave my seat.”
Three Fingers: “I need your help.”
The important thing is that the class is not disturbed.

Click to read Sidebar story: A Difference in the Noise Level Alone
Toilet Tissue Tube

Use an empty toilet tissue tube and wrap one end with red construction
paper and the other end with green construction paper. The tube is placed
with the green end up on the student’s desk.

The procedure when the student wants the teacher’s attention is to turn the
tube so the red end is up and to continue to work. When the teacher comes
to help the student, the green end is turned back up.
Styrofoam Cup
Tape a short length of string to the bottom of a Styrofoam cup. (Styrofoam
cups are noiseless.) Tape the other end of the string near the edge of the
desktop, and leave the cup dangling off the table.

The procedure when the student wants the teacher’s attention is to place the
cup on the desk and to continue to work.
Index Card
Fold and tape an index card into a three-sided pyramid. On one side write,
“Please help me.” On another side write, “Please keep working.” Leave the
third side blank. Place the card on the table so the blank side is facing the
student.

The procedure when the student wants the teacher’s attention is to turn the
card so that “Please help me” is facing forward. The student sees “Please
keep working” and is reminded to continue to work.
Textbook
High school teachers may appreciate this simple system. The procedure
when the student wants the teacher’s attention is to take a textbook and
place it in an upright position and to continue to work.
Instructional Procedures for Student Learning

Just as there are classroom procedures that organize the structure of the
classroom, there are Instructional Procedures that govern the academic
work of the students.

Some basic instructional procedures include the following:
1. How to work in groups

2. How to take lecture notes
3. How to read the textbook
4. How to do the homework
5. How to summarize each day’s learning
These procedures apply to any subject or content area. Just as classroom

procedures lay the foundation for structuring the classroom, instructional
procedures lay the foundation for acquiring information and learning.
What If Procedures Do Not Work?

They just won’t stop talking. What about the kid who blurts out? What
if…? Here are the four most frequently asked questions about
procedures:
1. What if they do not do the procedure? “I tell them, I remind them

over and over again and they just will not do it” is the anguished
statement made most often. Just telling someone will not get them to
do it. A procedure must be rehearsed and rehearsed.
2. What if they forget the procedure? Students forget and blurt out in
class. We all forget. A student knows the procedure, but just forgets.
There is no need to rehearse it again as there is a much better, quicker,
and saner way. Just say,
“And what’s the procedure, please?”

Stand in front of a mirror and calmly repeat this statement over and over
again a thousand times until it becomes an automatic response to you. This
is the statement:


“And what’s the procedure, please?” “And what’s the procedure, please?”
Repeat it a thousand times. Do it calmly and with a firm, but caring smile.

The next time you see a student do something that should not be done, the
next time a student blurts out, simply go over to the student and with no
anger or stress, and with a firm, but pleasant smile, just say,


The statement and body language are not confrontational. It’s a question.
After the student corrects himself or herself, acknowledge the response with
a smile and go on with teaching.
1. What if a new student comes into the classroom?

2. What do I do if all else fails? Assuming you have mastered the skill
of how to teach a procedure and the student just will not cooperate and
be part of the class procedures, you have the alternative of turning the
procedure into a rule. Be sure you know the difference between a
procedure and a rule. If you choose to convert the procedure into a
rule, inform the student there will be a consequence. Follow through
on this consequence the next time the procedure is not followed.
The decision is yours to make. With consequences comes enforcement
and compliance, maybe even coercion. Think twice, because it may
still be easier to try and teach the responsibility of doing a procedure.
Click for GoBe folder information: Procedures at Home
Helping the At-Risk Student

Students who are at-risk can be helped. Students who are labeled at-risk
are really “at-promise” kids, a much more positive expectation of what you
want the outcome to be. At-risk has nothing to do with the student’s
intelligence, gender, skin color, national origin, or socioeconomic
background. At-risk means the student is in danger—at-risk—of failing or
dropping out of school.

The reason a student is failing is typically because the student has not done
the work, and failure to do the work results in failing grades in the
classroom. Most at-promise students are failing because they have not been
taught many of the academic procedures discussed in Unit D. These
techniques offer at-promise students opportunities to succeed.
How to take lecture notes

How to read a book
How to do the homework
How to work in groups
How to understand the assignment
How to study for the test
And a plethora of other things students are expected to DO in the
classroom (Note the word DO, rather than behave.)
Here is the #1 solution for helping at-promise students.

They need STRUCTURE!
In a well-managed classroom students are taught how to DO things. They

are taught structure—the structure of how to do things. We compound the
disadvantage of students who are at-risk, when we place them in a
classroom that lacks STRUCTURE (translation: disorganized and chaotic).
The Effective Classroom has STRUCTURE.

Procedures + Routines create STRUCTURE.
Effective teachers manage and instruct with PROCEDURES and
ROUTINES.
Procedures give students and teachers structure. Many students come

from dysfunctional (unstructured) homes. The effective teacher provides
structure so students have something familiar and secure they can rely on.

Having special procedures is reassuring to a student—it gives the
student something to fall back on. Procedures don’t have to be elaborate,
but they need to have a certain regularity—consistency. They can be as
simple as knowing where to line up for an elementary student and knowing
where to go quickly in the face of danger for a secondary student. It’s ironic
that teachers have a lounge where they can retreat, but students do not have
a safe haven where they can retreat.

Once you have procedures in place, you can have responsible students.

The only way to have responsible students and to help students who
may be at-risk is to have procedures and routines for which the
students can feel responsible.

Click for GoBe folder information: You’re Worth It

Click to read Sidebar story: Procedures to Rehearse With Students

Procedures and routines established early in the school year free up the rest
of the year to devote to teaching and learning in the content areas.

Remember, it is the procedures that set up the class for success to take
place.
“You seemingly waste a little time at the beginning to gain time at the
end.”
_Lim Chye Tin
1. Has well-thought-out and structured procedures for every activity.

2. Teaches the procedures for each activity early in the year.
3. Rehearses the class so procedures become class routines.
4. Reinforces a procedure when appropriate and reteaches a procedure
when necessary.
CHAPTER 20
THE KEY IDEA:
Student learning improves in a well-managed classroom.
Organized and Predictable
Effective teachers have invisible procedures. Observers in the

classroom don’t see them, but they know they exist. That is why
effective teachers’ classrooms run so smoothly.
When you walk into a room, you do not pay attention to the floor. But if it
were missing you would. It’s the same with classroom management.
Teachers who have a well-managed classroom have invisible procedures.
The class just flows along smoothly with student learning. That’s because
effective teachers spend time during the first week of school organizing and
structuring their classrooms for student learning.

The most important factor that must be established the first day and first
week of school is CONSISTENCY.

Consistency means the classroom is organized and predictable. There
are no surprises; the teacher and the students know how the class is
structured and run. The students know what to do. They know the
procedures.

For instance, the students know the procedures for
Coming to attention
Entering the classroom and starting work
Asking for help
Walking down the hall
Riding in buses or cars
In the instructional realm, they know the procedures for
Bellwork
Taking lecture notes
Working in a group
Studying for a test
Distributing materials
As a result of these procedures, the teacher is not constantly yelling or

ordering the students what to do. The students know what to do and are
learning in a well-organized classroom.

Click to read Sidebar story: A Place of Acceptance
Procedures Produce Permanent Change

Students who know what to do in the classroom produce results, and
results produce learning and achievement. This is because students take
responsibility and ownership for the tasks that need to be done, resulting in
fewer behavioral or discipline problems and increased academic learning
time.

Procedures result in PERMANENT behavior changes.
Handling behavioral problems only results in TEMPORARY behavior
changes.

Stated in a similar manner,
Effective teachers MANAGE their classrooms with procedures

and routines. Ineffective teachers DISCIPLINE their
classrooms with threats and punishments.

A teacher with no opening morning routine is inviting disaster in the
classroom the first day and every day of the school year.

In Chapter 19 we shared classroom procedures that include
Class dismissal
Quieting a class
Students wanting teacher’s help
Helping at-risk students
In this chapter we will present classroom procedures for
Starting a class
Movement of paper
Transition
The pencil problem
In this chapter we will also address instructional procedures for
Dividing into groups

Structuring group activities
Remember, there are specific steps for teaching a procedure—Teach,

Rehearse, and Reinforce. If you need to review this technique go back to
Chapter 19.
Procedure for Teaching a Procedure

Teach
Rehearse
Reinforce
You’ll create many more procedures that apply to your classroom

environment. The more procedures you have in place, the more you will
maximize the time students have to learn.
Procedure for the Start of the Period or Day

Effective teachers always have the procedure for the day posted or ready for
distribution when the students arrive. This procedure should be
implemented consistently so it becomes a routine for the students.

Preparation is critical:
A carpenter will have all the tools accounted for before beginning the
job.
A surgeon will have the instruments ready before beginning the
surgery.
A chef will have all the food items and kitchenware ready before
taking the first order.
A teacher will have the class ready to learn.
Procedure for the Movement of Paper

If your students are sitting in columns and rows, it is more effective to have
them pass their papers across the rows to the side of the room than up the
row to the front of the room.
Students should pass their papers across the rows, not up the rows.
Why? Here are the problems with passing papers up the rows to the front of
the room.
1. If papers are passed up the row, you cannot see what is happening
behind each student’s back as you stand at the front of the room
waiting for the papers.
2. Some students tap, poke, shove, and hit the back of the student in front
to announce that the papers are coming up the row. Others wave the
papers in the face of the student in front. No matter what is done, the
student in front is irritated, words are spoken, and the disturbance in
the class increases.
3. When papers are passed from hand to hand, some papers may fall to
the floor. It follows that the more students who handle the papers, the
more likely it is that papers will fall, which detracts from valuable
learning time.
4. There are frequently more students up a given row than across rows,
therefore more students handle a stack of papers.
5. Thus, passing papers up a row takes longer to accomplish and is
frequently accompanied by student agitation.
We’ve established that there are advantages to passing papers across

rows to the side of the room. Now we need to establish a procedure:

Step 1. Have the students place their papers on the desk next to theirs,
starting with the student at one end of the row.

Step 2. The next student is to add his or her paper to the stack and place the
papers on the next desk. Do not have the students pass the papers from hand
to hand. This will eliminate flicking of papers as they are passed.

Step 3. As the students pass the papers from desk to desk, monitor the
procedure, making adjustments and corrections when necessary and
praising students when appropriate.

Step 4. Walk to the side of the room and look across all the rows to monitor
the procedure. This tactic allows you to see across the rows, whereas you
cannot see behind the backs of students when you stand in front of the room
while they are passing papers forward.

Step 5. Pick up the papers, or ask a student to pick up all the papers. If the
students are sitting at tables instead of chairs in a row
Have the students place their papers at the head of the table (point to
the designated spot).
Have students or an aide pick up the papers or do so yourself.
It is not a good procedure to have the students place their papers in a basket
on the teacher’s desk. This procedure involves too much movement and
often results in a mess. Sometimes papers are claimed to be turned in when
in reality they are still in the student’s possession. Whatever procedure
you choose to use for collecting papers, rehearse the procedure the first
time you collect papers.
The Procedure for Transition

There will be transitions all day long. You can’t prevent it. Times and
schedules are mandated. Students go from one activity to another, from one
class to another, from one teacher to another. There’s recess, break time,
lunch time, assembly time, club time, and a host of other things happening
at school. Transitions can also include quickly moving from reading books
to completing worksheets, from watching a video to participating in a
discussion—from writing to recitations, from cleanup to preparations for
class dismissal.

You want transitions in your classroom. Nothing would be so boring as to
sit in one chair for seven hours doing one task day after day. No matter the
transition, a procedure will help make it happen smoothly, without turmoil
or commotion. Effective teachers have procedures that quickly facilitate
transition time.

Students do not perform well when given an abrupt order to do something
else. To help students ease into a transition, you must prepare them for it.
It’s best to say, “In two minutes I will want you to…”

Transition is difficult for some students to handle because it requires a
student to do three things at one time:
1. Close one task.

2. Prepare for another task.
3. Refocus on a new task.
The key to a good transition is clarity and simplicity of instruction.

Keep it short, simple, and easy to do.
Step 1. Close. Give the student a time warning. “In two minutes, I will say
‘change’” (or a word of your choice).

Step 2. Prepare. “When I say ‘change,’ I would like you to close or put
away…”

Step 3. Refocus. “Then get your history book out, turn to page 222 and
start with question 3.” In addition to verbal instructions, always write the
page number and question number on the board. Remember that you are
asking someone, a young person perhaps, to do step 3 while they are trying
to process steps 1 and 2.

When the transition begins, do not talk during the transition time.
Talking distracts the students’ ability to switch properly. If constant
directions are being given, then your transition instructions are not short,
simple, and easy to do.

Watch carefully and if someone is not shifting properly, give a firm smile
and a hand signal or point to the directions on the board. The student will
understand.

Click to read Sidebar story: Everyone Returns on Time

Click to read Sidebar story: Transition Tunes
Procedure to Solve the Pencil Problem

Don’t get upset. Don’t spend time muttering about the lack of responsibility
these days. Don’t waste another precious moment of learning time in the
classroom.

Don’t fight it.
Just give them a pencil.

Notice the two cans pictured. One can is labeled, “New Pencils” and has
sharpened pencils in it.

The other can is labeled, “Used Pencils.”
Put the cans at the entrance to the classroom. As students enter, they can
select a sharpened pencil to use during the class period or school day. At the
end of the class or day, the students return their pencils to the “Used
Pencils” can as they exit the room. Appoint a class helper to sharpen the
pencils for use the next day or period.

There will be no more whining, “I forgot my pencil. I can’t do my work,
today.”

This is just one way to handle the pencil problem. As part of an end-of-day
procedure, some elementary teachers have students put a sharpened pencil
in their mail cubby and retrieve it upon entering the next morning. With
their pencils sharpened the day before, the students are ready to write as
soon as they enter the classroom.

The concept is simple: If the student doesn’t have a pencil, have one
available to use. You design the procedure that works for you and your
students to achieve that goal.

The same procedure applies to pencil points that break during class time.
Instead of the constant grinding of the pencil sharpener, use your “New
Pencils” pencil can for the replacement pencils. The students put the pencil
with the broken point in the “Used Pencils” can and take one for use from
the “New Pencils” can. It’s a procedure that only involves the student with a
broken pencil point and not the entire class.

Click to read Sidebar story: Code Red
Procedures for Groups

Developmental psychologist Jean Piaget is credited with saying that kids
learn best by doing and then thinking about what they’ve done. Hands-on,
minds-open learning is one of the best methods to engage students in
their own learning.

Analyzing data from The National Assessment Report on 14,000 eighth-
grade math and science tests, Educational Testing Service found the
following:
Students whose teacher conducted hands-on learning
activities outperformed their peers by about 70% of a grade
level in math and 40% in science. (Wenglingsky, Howard.
(2000). How Teaching Matters: Bringing the Classroom Back
Into Discussions of Teacher Quality. Educational Testing
Service.)
An added value of having students involved in group activities is they are

getting the training in leadership, group decision making, and conflict
management they’ll need to be successful in later life.

The better the students work together, the more learning that takes
place.

Group learning is a structured situation. There are procedures to learn so
that during the activity, the students clarify opinions, compare impressions,
share solutions, and develop skills for leadership and teamwork. A group of
people who care for and are committed to one another are going to achieve
the goal of an activity more quickly than if each were to attempt the task
alone.

Click to read Sidebar story: Compete Only Against Yourself
How to Divide Your Class into Groups

The question is not how to divide the class but rather how quickly and
smoothly the class will divide itself when the students are asked to do so.

Some teachers have no problems dividing their students into groups. When
told to, the students do it rapidly and with ease. Other teachers have
problems getting their students to divide into groups. When told to do so,
the students whine, complain, and even refuse to work with other people.
Why?

Effective grouping is dependent on two major factors:
1. The class climate

2. The explanation
The Class Climate

Quite simply, if the students dislike the class or the teacher, or are not
successful, grouping will be difficult. It is important that all the
determinants of successful student cooperation be in place before the
class is divided into groups.

There are determining factors that may affect student cooperation. When
students do not cooperate, the ineffective teacher helplessly wonders,
“What am I supposed to do?” and looks for a quick fix to resolve the crisis.
There are no quick fixes in education. It is the teacher who is responsible
for the success of the classroom. The effective teacher knows this.

Click to read Sidebar story: Factors of Success

Click for GoBe folder information: How to Motivate Your Students
The Explanation
How quickly students move into groups depends on how explicitly the
teacher explains why groups will be formed and how.

“OK, divide into groups of four” is not how groups are set up. Vague
directions like this are sure to provoke comments like these:
Can I work with Andrew?

Do I have to work with Charlotte?
How long do I have to stay in this group?
There is no need to solicit class input on grouping, because there will be no

permanent groups in the class. Simply use this as a guide and tell your
students the following:
Number of People in a Group: The class will be divided into groups

many times. Each time there is a need for a group, the size of the group
and the people in the group will depend on the nature of the activity.
Some activities may take two people; others may take four, eight, or
whatever. In fact, whatever number is needed, that will be the number
of people in the group.
Length of Time in a Group: Each time the class is divided into
groups, the length of the group activity will depend on the nature of the
activity. Some activities may take two minutes; others may take two
days or two weeks. When the activity is finished, the group will be
disbanded.
Teaching young people to work well in groups will not happen overnight.
Teaching the procedures for group work occurs incrementally and requires
time, patience, and constant reinforcement. The societal shift from teaching
students to “think for themselves” to a Y Generation era of people thinking
with each other in teams sets well the stage for group activities in the
classroom.

Students inherently like to work—and play—together. So the problem is not
student participation or interaction. It is inadequate instructions. When the
directions, whether verbal or written, do not state what is to be done
and what is to be accomplished, the students will create their own
version. The teacher must structure and write the activity for maximum
understanding before the activity begins.
How smoothly students move into groups depends on how clearly the
teacher explains the mechanics and responsibilities of the group
assignment.
Click to read Sidebar story: They Knew the Names of Only Six Students
How to Structure Group Activities

Corporations spend hundreds of millions of dollars to find and train people
to work together. Likewise, the effective teacher invests time to teach and
train students to work together.
Group Structure
1. Specify the group NAME.

2. Specify the group SIZE.
3. State the PURPOSE, MATERIALS, and STEPS of the activity.
4. Teach the PROCEDURES.
5. Insist on INDIVIDUAL ACCOUNTABILITY for the work of the
group.
6. Teach EVALUATION METHODS the students can use to determine
how successfully they have worked together.
1. Specify the Group Name. Learning together is epitomized by the

concept of a support group. There are support groups for people trying
to lose weight, stop addictions, overcome fears, and learn parenting
skills. Support groups exist for single parents, senior citizens, abused
children, battered wives, and war veterans. Networking groups, start-
up groups, even CEO groups support each other in expanding their
businesses.
Consider calling your groups support groups and each member of the
support group a support buddy.
A support group is formed by people, with like needs and goals,

who join together to care for and help one another solve
problems and achieve success. Support groups in the classroom
are formed for the same reason.
2. Specify the Group Size. The size of the group is a factor of how many
jobs are needed to complete the activity. For instance, in a group of
four—
Student 1 is responsible for getting the materials and returning
them to the appropriate place when the day or period is over.
Student 2 is responsible for seeing that the steps of the activity
are followed.
Student 3 is responsible for making observations, recording
data, and taking minutes while the activity progresses.
Student 4 is responsible for overseeing the writing of the group
report.
3. State the Purpose, Materials, and Steps of the Activity. The

students must be assigned an activity that is structured enough so they
will know what is to be done and how to do it.
Click for GoBe folder information: Distributing Materials
4. Teach the Procedures. Here are four procedures for you to consider
with your students:
You are responsible for your own job and the results of the group.
(In the working world, you are responsible for your own job and the
results of the people you work with.)
If you have a question, ask your support buddies. Do not ask your
teacher. (In the working world, you do not raise your hand for help.
You seek, ask, research, and Google because you are expected to act
on your own initiative.)
You must be willing to help if a support buddy asks you for help.
(In the working world, you are expected to apply teamwork skills.)
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. (In the working world, negotiating and reaching agreements
are the keys to success.)
5. Hold the Individuals Accountable for the Work of the Team. The
teacher acts as consultant to the group after setting the objectives,
assignments, and procedures. Problems are turned back to the group
for resolution.
The support groups are to cooperatively write reports and give team
presentations. The students are accountable for the quality of their
group work and the results of their work.
The support group will get a group grade and that grade will be
each individual’s grade, so it is important that each member of the
group support the others’ achievement efforts and contribute
equally to the group’s success.
Click to see a sample group activity
6. Teach Evaluation Methods Students Can Use to Determine How

Successfully They Have Worked Together. Tell your students to
write down the group procedures. See the activity for a list of the
procedures. After each procedure, have students state whether the
support group followed the procedure most of the time, sometimes, or
not at all.
For each procedure, have the support groups discuss how they can
improve their team skills. The procedures that must be discussed are
those that received a rating of “most of the time.” By reviewing them,
and being aware of why they followed certain procedures most of the
time, students can apply their successful ways of working together
toward improving those procedures that were rated lower.
The more time students work together and the more responsibilities
students take for their work, the greater the learning that takes place.
Click to read the Sidebar story: LEARNING
A Plan in Place
Sarah Jondahl, a teacher in California, was ready the first day of her
teaching career with a specific, consistent classroom management
action plan in a binder. Although the binder took months of work to
compile, her plan resulted in her success from the very first minute of her
teaching career.

Sarah’s plan includes a letter she sends to her students prior to the first day
of school. It tells a little about her background and sets her students’
expectations for lots of work and learning. It also contains the class’ first
homework assignment.

She scripted or planned the first day of school as follows:
Greet Each Student at the Door
Direct them toward their assigned seats (alphabetical)

Tell children to read and follow the instructions written on the board
(the bellwork)
Introduce Herself
Teach Classroom Procedures
Teach Classroom Rules, Consequences, and Rewards

Communicate the Expectations of the Classroom
Two major problems in a classroom are movement and noise. Sarah had
these solved on her first day of school. She planned out exactly how her
students were to enter the classroom in the morning, come in from recess,
line up to leave the classroom, get ready for lunch, walk in the halls, and get
ready for dismissal. She then taught and rehearsed her students in how to be
successful with the procedures.

Click for GoBe folder information: Hallway Procedure

Today, Sarah is an experienced teacher and she says, “My classroom
management plan is based on establishing procedures I learned from the
book, The First Days of School. Having procedures in place from day one
and teaching my students about these procedures made the educational
experience in my classroom extremely effective.”

Teachers like Sarah Jondahl will succeed in any kind of a school, because it
truly makes no difference what grade level or subject you teach, whether
you teach in a public, private, or charter school, whether your school is
traditional or year-round, or whether your students are urban or rural. All
effective teachers have procedures to assist in managing a classroom
and maximizing learning time.

Click to read Sidebar story: An Elementary Teacher’s Experience

Click to read Sidebar story: A High School Teacher’s Experience
Sarah’s Sample Procedures

These are some of the procedures and routines Sarah has ready to teach on
the first day and first week of school. Steal from her list of ideas as you
plan for your classroom!
Entering the Classroom

Students enter the classroom quietly and calmly, put their
belongings away quickly according to the morning routine, and
do the “bellwork.”
Bellwork
Each morning there is a “bellwork” assignment on the board or
overhead projector. Students enter the classroom and get started
on the assignment.
Quieting the Class

The teacher raising her hand quiets the class.
Taking Class Roll

A student is taught the procedure of how to be the “Attendance
Keeper.” This student places an “Absent” folder on that desk of
the student who is absent. A glance around the room can quickly
establish who is absent.
Class Motto
Every morning the class says the classroom motto, which is
posted on the wall in the front of the room. Everyone stands and
says the motto together to start off our day.
Collecting Seat Work

Work is collected according to the configuration of the desks. If
the desks are arranged in rows, students collect their seatwork by
passing the papers across their rows. Students seated at tables
collect their work by placing their finished papers in the middle
of their table. The student whose job is to collect papers, walks
around the room and picks up each table’s stack of papers and
puts them in the finished work basket at the front of the room.
Turning in Work
There are two baskets placed in the front of the room. One
basket is labeled “class work” and the other is labeled
“homework.” Children place their work in the appropriate
basket.
Notes From Home

Students place any notes from home in the basket labeled “Notes
from Home.”
Restroom Breaks
Individual students are allowed to go to the bathroom four times
a month without having a tally pulled. They use their daily
agendas as their pass and have the teacher sign and date when
they are going. Only one student may use the restroom at a time.
Students are excused as a class to go to the restroom during
lunch and recess.
Going to Lunch
Students form two lines by the outside door, one for “home
lunches” and one for “school lunches.” The students buying their
lunches line up in alphabetical order. Students are picked up
after lunch on the blacktop as they wait in the area of their
classroom number. (Numbers are painted on the blacktop.)
Cafeteria
Students follow the cafeteria procedures as well as the classroom
rules. Students clean up their sitting areas after they are done.
Students should be on their best behavior by saying “Please” and
“Thank You.”
Working in Learning Groups

Students are placed in teacher-chosen groups at all times. They
are reminded of the procedures for Support Groups.
1. You are responsible for your own work.
2. You are to ask a “support buddy” for help if you have
a question.
3. You must help if you are asked for help.
4. You may ask for help from the teacher after the entire
group agrees on a question.
Selecting Monitors
Students are chosen to do things in class by picking a Popsicle
stick from the can labeled “Pick a Stick.” Each student’s name is
written on the bottom of a Popsicle stick. The sticks are all
placed in a can. The teacher draws a stick to pick students for a
variety of things.
Pinning Up Class Work

Students pin up their work on the clothesline at the front of the
classroom. Whenever an activity that requires glue or paint is
completed, the clothesline is used to hang the paper to dry. At
the end of the day, students remove their dried papers and stack
them in the “Class Work” basket.
Keeping the Noise Level Down

A traffic signal is used to remind students of the noise level for
the classroom. A large cutout stoplight is hung in the front of the
room with three black circles and a hook on each circle. Green,
yellow, and red circles have been cut to fit over the black circle.
The red circle is hung from its hook to indicate silent time, the
yellow circle for whisper time, and the green circle for talk
freely time.
Classical music is played during class time. Children keep their
noise levels lower than the sound of the music.
Sending Notes Home

Notes to go home to parents at the end of the day are placed in
the cubbies. This is the cubby keeper’s job to do. Students are
responsible for sharing all of the notes with parents each
evening.
When a Student Is Absent

When a student is absent, an absent folder with a yellow sticker
is placed on that student’s desk. Copies of all papers passed out
during class or any notes that need to go home are placed inside
the folder. When the student comes back to school he/she knows
to complete the missed work in the yellow folder. The absent
work is placed on the shelf in the front office of the school for
parents to pick up after 3:00 P.M.
Changing Groups/Transitions
The teacher gives a verbal announcement of “five minutes left”
before changing centers, lessons, activities, etc. When it is time
to change, a variety of methods are used:
1. Play music.
2. Snap/clap rhythm pattern led by teacher.
3. A bell is rung.
Students know what these different signals mean and make the
change quickly and quietly.
If the Teacher Is Out of the Classroom
Students remain on task while the teacher is out of the room.
Classroom rules and procedures are followed as they continue
their work. The classroom aide or a teacher next door is
available for help if needed.
Daily Closing Message

At the end of the day the class reads the daily closing message, a
short summary of the day’s events. One child is chosen to read
this message to the class as everyone else follows along. The
daily closing message is prepared by the teacher during the day
and then photocopied for each student to share with their parents
that evening.
This communication tool is a great way for teachers to keep
parents aware of upcoming events, important information, and
the children’s day in school.
Saying “Thank you”

At all times remember to say “thank you” to one another. Along
with thank you, “please” should also be used at all times.
End-of-Class Dismissal
The bell does not dismiss the class; the teacher dismisses the
class. Students are dismissed when called upon, either
individually or by groups.
Transportation
Students follow the school’s rules and classroom’s procedures
even when riding in vehicles on school outings. When walking
to or from the school bus or a car, the procedures for the halls are
followed. Students stay seated while on the bus or in the car and
respect the property. Seat belts are worn at all times. Low voices
are always used in the vehicle. There is no eating in the car or
bus unless the driver says it’s OK.
Teacher success can be traced to the ability of the teacher to manage
the classroom. Sarah Jondahl is an example of a successful and highly
effective teacher.

Click for GoBe folder information: Create a Classroom Management
Plan
The Class Runs Itself

Once you establish structure and responsibility, you can have the most
exciting classroom in school, doing all the challenging and fascinating
things students love to do. You will also be able to leave school knowing
that if you were not in class tomorrow, the class could responsibly run itself.
The ineffective teacher begins the first day of school attempting to teach a
subject and spends the rest of the year running after the students.

The effective teacher spends most of the first week teaching the students
how to follow classroom procedures.
When students know how the class is run, they will be more willing to
do whatever you want them to do. You can then have an exciting and
challenging classroom that maximizes student learning time because
procedures and routines manage the classroom.

Click to read Sidebar story: I’m Managing My Attitude, Too
1. Structures the class with procedures and routines.

2. Teaches classroom and instructional procedures.
3. Has a classroom that can run itself.
Unit D
Third Characteristic _Lesson Mastery
The effective teacher knows how to design lessons to help students
achieve.
Chapter 21
The greater the structure of a lesson and the more precise the directions on
what is to be accomplished, the higher the achievement rate.

Chapter 22
The purpose of a test is to determine if a student has mastered the
objectives.

Chapter 23
The purpose of a scoring guide is to assess for student learning.

Chapter 24
How to Enhance Student Learning
Teachers are more effective when they work together in teams.
CHAPTER 21
THE KEY IDEA:
The greater the structure of a lesson and the more precise the
directions on what is to be accomplished, the higher the achievement
rate.
Learning Basics
Learning has nothing to do with what the TEACHER COVERS.

Learning has to do with what the STUDENT ACCOMPLISHES.
We owe it to kids to teach them what they do not know and to teach it well.
Politicians, the press, parents, and even the students are all clamoring for
engaging curriculum. Learning. The future of humanity depends upon it.
Students come to school for one reason only—to learn.

Remember we stated that Chapters 19 and 20 on procedures and routines
are the most important chapters in the book. You must get your classroom
organized for learning. Unit D is the most important Unit in the book. It
will show you how to get your students to learn and achieve.

Assuming you have mastered the skill of positive expectations and
classroom management, you are now ready to teach the knowledge and
skills students come to school to learn.

But you can only teach the knowledge and skills if you have built a
caring relationship and have created a safe, organized classroom.

The effective teacher knows how to
Teach for student learning (Chapter 21)

Test for student learning (Chapter 22)
INSTRUCTION – What the teacher does to teach for learning
Assess for student learning (Chapter 23)

Enhance student learning (Chapter 24)
ASSESSMENT – What the teacher does to assess for student learning

The effective teacher is learner focused. The student is the learner and a
learner must learn! For this to happen, the teacher must be an effective
instructor. Good instruction is 15 to 20 times more powerful than family
background and income, race, gender, and other explanatory variables.
(Hershberg. T. (December 2005). “Value-Added Assessment and Systemic
Reform: A Response to the Challenges of Human Capital Development.”
Phi Delta Kappa Kappan.)
Student learning must be at the heart of all decisions made in the

school.
The research is very specific about student learning.
Mike Schmoker says, “Lay out a sound set of standards and then
actually teach these standards and there will be an immense increase in
levels of achievement almost immediately.” (Schmoker, Mike. Author
of Results: The Key to Continuous School Improvement. (1996).
Alexandria, Va.: Association for Supervision and Curriculum
Development. Retrieved from an email correspondence with authors
April 2007.)
Robert Marzano reported on a study of what affects student
achievement and says, “It is what gets taught!” (Marzano, Robert.
(2003). What Works in Schools: Translating Research into Action.
Development.)
Andrew Porter of the University of Pennsylvania says, “What gets
taught is the strongest possible predictor of gains in achievement.”
(Porter, Andrew. (October 2002). “Measuring the Content of
Instruction: Uses in Research and Practice.” Educational Researcher,
31(7) pp. 3–14. Updated from an email correspondence with authors
August 2007.)
Schools exist and teachers are hired for one reason only: to help
students learn and achieve.

Teachers are charged with getting the students to comprehend and achieve.
There is no one right way to do this. Just like classroom management, there
is no one right procedure for getting the students to do what you want them
to do. There are many options, but they are based on core information.
That’s the purpose of Unit D—to teach you some fundamentals and
understandings all teachers need to know about mastery learning.

This chapter shows how to write assignments in which students
demonstrate that learning, comprehension, or mastery has taken place.
What Is an Ineffective Assignment?
The bottom line in education is student learning. If the students do not

do their assignments, no learning will occur.
It is commonplace for teachers to give assignments and expect students to

complete the assignments. However, not all students complete their
assignments, often because they either cannot understand the assignment or
they fail to see the reason for doing it. In both cases, the assignment may be
poorly designed.

For instance, the teacher says,
“The assignment is Chapter 7, and there will be a test on Friday

covering everything in Chapter 7.”
Chapter 7? The students have absolutely no idea what this means. Neither
do the parents, whom the teachers incessantly proclaim should be more
involved.

An ineffective assignment results when the teacher tells the class what
will be covered. Not only is “Chapter 7” an ineffective assignment, it is not
an assignment at all. It is simply an announcement of a chapter number.

The following are also ineffective assignments:
Open your books to page 143

Pages 404–413
Questions 9 to 19
Moby Dick
Long division
Do this worksheet
Watch this video
Break into groups
Write a paper on the Byzantine period
It is difficult if not impossible for a student to get the work done when
the assignment does not spell out what the student is to learn. There are
no standards, no objectives, and no activities done for a specified reason.
It’s like shooting arrows blindfolded hoping that one will hit a non-existing
target.

When the students have no idea what is to be learned, and the teacher
has no idea what is to be taught, no student learning can take place.

This explains why students come to class every day and ask, “What are we
going to do today? Or they ask that really nerve-racking question, “Are we
doing anything important today?” Don’t blame the students, because they
truly do not understand the assignment. Some students call this “mystery
learning.”

Ineffective teachers stumble from day to day, wondering what to do next.
Their students ask, “Why are we doing this?” Or they declare, seemingly in
unison, “We’re bored.” When this happens, no learning takes place and
behavior problems ensue.

Common sense dictates that if you do not teach it, students won’t learn it. If
a salesperson does not up-sell the product, the customers aren’t going to
buy it. If the pitcher does not throw the ball, the batter will have nothing to
hit. And, if you don’t send invitations to a wedding, the guests are not going
to come!

Stop asking, “What video am I going to show? What activity am I going to
do? What worksheet am I going to give out?”

The only one doing any work in these questions is the teacher. And when
the test scores come back disappointing, as they surely will be, this teacher
will become angry and blame the students: “Well, I covered the material. If
they don’t want to learn it, it’s not my fault.”
Here’s what you should be asking:
What do I want the students to learn?

What do I want the students to accomplish?
Convey to the students what you want them to learn or accomplish so that
they can take control of their own learning. When the students know what
they are to learn, it becomes “mastery learning,” rather than “mystery
learning.”
Learning has nothing to do with what the TEACHER

COVERS.
Learning has to do with what the STUDENT
ACCOMPLISHES.
The role of a teacher is not to COVER. The role of a teacher is to

UNCOVER. The effective teacher uncovers the lesson by telling the
students, up front, what the students will accomplish.

Click to read Sidebar story: Stop Covering and Start Accomplishing
The Four Steps to Creating an Effective Assignment

Look at the word “assignment.” It means that someone will be assigned a
task, and at the end of the task a result or a product should be evident. For
instance, you say to an assistant, “Please type this letter and then give it to
me so that I can sign it.” The letter may go back and forth a couple times,
but the assistant has been given a clear assignment and the expectation is a
completed and correct letter.
The Four Steps to Creating an Effective Assignment
1. Determine what you want the students to accomplish.

2. Write each accomplishment as a single sentence.
3. Give the students a copy of the same sentences.
4. Post or send these sentences home with the students.
Here’s another example: You go to the bakery to inquire about cakes for
your wedding. The baker produces a binder of pictures showing various
wedding cakes. After one is selected, you say, “On Saturday, July 18, I want
that cake delivered to the church fellowship hall at 3 P.M.” The baker has
been given a clear assignment: a specific product is to be delivered at a
specified time and place.

Similarly, good classroom assignments specify what the students are to
do or learn. The finished product is what the teacher wants produced
as evidence of having completed the assignment.

Step 1. Determine what you want the students to accomplish. The
question that must be asked repeatedly is, “What do I want my students to
learn?” not “What am I going to cover?”

This is a question best answered by the school or district curriculum guide.
This guide pairs what the student is to learn with state standards. Standards
identify what is essential for students to master. Most states have
standards. In Virginia, they are called Standards of Learning (SOL); in
Arizona, they are called Arizona’s Instrument to Measure Standards
(AIMS).

Standards form the core or backbone of the curriculum. With
standards in place, schools then can create guides for the curriculum.
These guides tell the teachers what the students are to master and
recommend methods to teach the content. When you are hired, ask for
the curriculum guide for your teaching assignments.

Click for GoBe folder information: You Teach the Students, Not the
Textbook

Click to read Sidebar story: What Is a Standard?

Click to read Sidebar story: What Is a Curriculum?

Too often, new teachers have little or no access to information about what
exactly they are to teach their students. Too many are handed a key to the
classroom and sent off to teach, without adequate information about
curriculum and available resources, and often without knowing what their
students are expected to learn before going on to the next grade.

Click for GoBe folder information: The Emergency Teacher

A research group at Harvard, The Project on the Next Generation of
Teachers, discovered that
Few teachers began teaching with a clear, operational

curriculum in hand, and even fewer received curricula that
aligned with state standards.
(Kauffman, D., S. M. Johnson, S. Kardos, E. Liu, and H. G.
Peske.
(March 2002). “Lost at Sea: New Teachers’ Experiences With
Curriculum and Assessment.”
Teachers College Record, 104(2), pp. 273–300.)
This recipe for discouragement and failure on the part of new teachers and
their students can be alleviated if a district has a curriculum guide for each
subject and grade level and then shows new teachers how to implement the
curriculum guide.

Click to read Sidebar story: A Curriculum Work Plan

Click to read Sidebar story: Are You Teaching for Accomplishment or
Just Telling the Students What to Do?

Click to read Sidebar story: “Your Assignment Is Chapter 24”

Step 2. Write each accomplishment as a single sentence. To teach for
accomplishment, you must have a series of single sentences that clearly and
precisely state what is to be accomplished. These single sentences are called
OBJECTIVES or LEARNING CRITERIA.
OBJECTIVES are what a student must achieve to accomplish what the

teacher states is to be learned, comprehended, or mastered.
The Objective of the Lesson Is the Aim of Learning
Objectives help students anticipate, focus, and understand the purpose

of a lesson.
Focusing on objectives makes a huge difference in student learning. The

research of Kevin Wise and James Okey showed that “the effective
classroom appears to be the one in which the students are kept aware of
instructional objectives and receive feedback on their progress toward these
objectives.” (Wise, Kevin, and James Okey. (1983). “A Meta-Analysis of
the Effects of Various Science Teaching Strategies on Achievement.”
Journal of Research in Science Teaching, pp. 419–435.) In other words, if
students know what they are to learn, you increase the chances that they
WILL learn.

Click to read Sidebar story: Only One out of 12

Objectives are classroom learning targets. The students know what
they are aiming for; thus, they know what they are responsible for
learning.

When both the student and teacher are moving toward the same target, goal,
or objective, learning can occur.

The students must be given a set of objectives at the beginning of their
assignments telling them what they are responsible for accomplishing.

Objectives give purpose to a lesson. Students get more done when they
see where they are going and what they are doing.

Objectives are important for the teacher too, because they specify what the
teacher is to teach. Effective assignments occur when teachers teach with
the end results in mind.

Objectives serve two purposes:
1. The lesson objectives tell the students what is to be accomplished.

2. The lesson objectives tell the teacher what is to be taught.
As the students and the teacher are moving toward the same goals,
there is a greater chance for learning to take place.
“To begin with the end in mind means to start with a clear
understanding of your destination.”
_Stephen Covey
Each objective must begin with a verb that states the action to be taken; it
must show an accomplishment. The most important word to use in an
assignment is a verb, because verbs help clarify whether or not an
accomplishment has taken place.
To teach for learning, use words, especially verbs, that state how to
demonstrate that learning has taken place.
Verbs are “action words” or “thinking words.” The chart on the next page
lists some verbs that can be used. The verbs have been organized into levels
like floors in a building. The chart is based on the work of Dr. Benjamin
Bloom of the University of Chicago, and is known as Bloom’s Taxonomy.
(Bloom, Benjamin S. (ed.). (1956). Taxonomy of Educational Objectives:
Cognitive Domain. New York: Longman.) His taxonomy arranges verbs
into six related groups:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Thinking Words to Use in Assignments

All the verbs in a group invoke a specific kind of thinking skill needed
to complete an assignment. The verbs tell what the student is to do. Each
level becomes more complex in thinking skill required as you progress from
knowledge to evaluation.
1–Knowledge: define, fill in the blank, identify, label, list,
locate, match, memorize, name, recall, spell, state, tell, underline
2–Comprehension: convert, describe, explain, interpret,

paraphrase, put in order, restate, retell in your own words,
rewrite, summarize, trace, translate
3–Application: apply, compute, conclude, construct,

demonstrate, determine, draw, find out, give an example,
illustrate, make, operate, show, solve, state a rule or principle,
use
4–Analysis: analyze, categorize, classify, compare, contrast,
debate, deduct, determine the factors, diagnose, diagram,
differentiate, dissect, distinguish, examine, infer, specify
5–Synthesis: change, combine, compose, construct, create,

design, find an unusual way, formulate, generate, invent,
originate, plan, predict, pretend, produce, rearrange, reconstruct,
reorganize, revise, suggest, suppose, visualize, write
6–Evaluation: appraise, choose, compare, conclude, decide,

defend, evaluate, give your opinion, judge, justify, prioritize,
rank, rate, select, support, value
Levels of Student Thinking Desired in an Assignment

The level of thinking you want from a student in an assignment is based
on the level from which you select the verb to use. The type of thinking
required at each level becomes more complex as you go from knowledge to
evaluation.
1–Knowledge: This thinking skill tells you that a student can

recall or recognize information, concepts, and ideas in the
approximate form in which they were learned. Use these verbs to
ask a student to recall information.
2–Comprehension: This thinking skill tells you that a student
can grasp and interpret prior learning. Use these verbs to ask a
student to show comprehension or understanding.
3–Application: This thinking skill tells you that a student can

transfer selected information to a life problem or a new task with
a minimum of direction. Use these verbs to ask a student to use
learning in a new situation.
4–Analysis: This thinking skill tells you that a student can

examine, take apart, classify, predict, and draw conclusions. Use
these verbs to ask a student to show that he or she can see parts
and relationships.
5–Synthesis: This thinking skill tells you that a student can

originate, combine, and integrate parts of prior knowledge into a
product, plan, or proposal that is new. Use these verbs to ask a
student to take parts of information to create an original whole.
6–Evaluation: This thinking skill tells you that a student can

appraise, assess, or criticize on the basis of specific standards
and criteria. Use these verbs to ask a student to make a judgment
based on criteria.
What Objectives Accomplish

Objectives or criteria are written to accomplish two things: assign and
assess. (Chapter 23 discusses assessment.)
1. Assign. Objectives give direction or tell a student what is to be

comprehended or mastered in an assignment.
2. Assess. Objectives tell the teacher if additional study is needed to
master an objective.
Each objective should be stated as a single sentence. Here are examples of

typical objectives:
Name, in order, the parts of the digestive system.

Summarize the class discussion on important study skills.
Plan a pizza party.
Categorize the contents of the box.
Create a new ending for the story.
Judge the effects of global warming.
Click to read Sidebar story: Why Do Students Get Low Grades?
When and How to Write Objectives

Objectives state what you want students to accomplish. The students must
know before the lesson, assignment, or activity begins what they are
responsible for learning.

Objectives must be written before the lesson begins because objectives tell
the teacher what is to be taught and what they are to assess for learning.

Objectives are to be given to the students when a lesson begins so the
students know what they are responsible for learning and what they will be
tested on.

Writing objectives is easy. There are only two things to do.

1. Pick a verb. Refer to the list, and use the verb you select as the first
word in a sentence.
Only you know which verb to pick because you know what you want
or need to teach. Only you know the level of competence and readiness
of your students. Only you know what you want to prepare your
students to do next.
Refrain from choosing verbs all from one category, because this would
challenge your students at only one level of thinking.
Objectives Begin with Verbs

Verbs are action words that do two things:
1. Verbs tell the student what is to be accomplished.

2. Verbs tell the teacher what to look for to see if the student has
accomplished what the teacher specified.
Click to read Sidebar story: Applying Bloom’s Taxonomy to the Study of

Antarctica
2. Complete the sentence. The verb tells the student what action is to be
taken and the rest of the sentence tells the student what is to be
accomplished or mastered.
Make sure the sentence is precise and easily understood by you, the
students, and their parents.
Words like the following are not good action verbs because it is difficult, if
not impossible, to determine from them what the student is to do. They are
also not on Bloom’s list. Do not use these verbs when you write
objectives.
appreciate
be happy
enjoy
like
beautify
celebrate
love
understand
It is important that a layperson can easily read and understand an objective.

The more understandable the sentence, the greater the chance that the
student will do what is intended.

Objectives should be clear, concise, explicit, in student-friendly language,
and aligned to the tests. Do not write complex objectives like the following,
taken from a published elementary science program:
Given two different molds growing on the same plate, the student
will describe the inhibiting reaction at the interface of the molds.
Write precise objectives that state what you want the student to accomplish.
The above objective could have been written in a straightforward and
simpler way for all to understand:
Describe what happens when two molds grow together.
Objectives do not have to be written; they can be stated verbally. This is a

useful approach in the primary grades and certain special education
situations. You need not present all the objectives at one time, either. For
elementary students, it may be more appropriate to state the objectives one
or two at a time.

Most importantly, you must continually look at the objectives to make
sure the class is on course.

For instance, if you are driving, you refer repeatedly to your map. If you are
building a house, the contractor, inspector, and you refer frequently to the
blueprints. And if you are at a conference, you refer to the program to
determine the topic of the next session and where it will be held.

Schools typically have an open house about a month after school begins.
When the parents ask you, “How do I tell what my child’s assignment is?”
tell them how you give assignments.

When you show the objectives to the parents, use the analogy of a map,
blueprint, shopping list, or agenda. This will help them understand what
you are teaching. The better they understand what you are teaching, the
better they can help their children do what they need to learn.

When the objectives of a lesson are matched to the district and state
standards it is called alignment. What the student is to learn and how you
teach it fit together smoothly.

Click to read Sidebar story: How to Write an Objective

Step 3. Give the students a copy of the objectives.

The assignment below, used with great success for years, is presented as an
example only. Ignore the subject and focus on how the objectives for the
assignment are written as “study guidelines.” Then apply the example to
your own subject matter.
Students can be in control when they know what objective they are
responsible to learn.
Click to read Sidebar story: The Optimum Length of an Assignment
How to Use Study Guidelines to Help Students Achieve
1. The first time you give students the assignment, explain to them the
concept of “study guidelines.” They are guides that you have prepared
to help them complete the assignment. You want to be their guide and
help them be successful.
2. Use the analogy of a map, program, agenda, or shopping list to explain
the use of study guidelines. For example, explain to the students that
just as a traveler would use a map as a guide to a destination, each
sentence serves as a map to guide them in their study of this unit. The
study guidelines are to be presented as “user friendly,” not
intimidating.
3. Tell students that the best way to use the study guidelines is to place
them next to whatever source they are studying, such as their
textbooks, worksheets, or notes. They are to use the study guidelines,
just as their parents might use a road map as a guide while driving.
4. Tell students that the central concept for the lesson is between the two
horizontal lines at the top. They are to focus on this as the key idea for
the assignment (as opposed to meaningless assignments like “Chapter
24,” “decimals,” or “The Middle East”).
5. Point out the numbered sentences on the study guidelines. It’s not
necessary to use the term objectives, but you might choose to do so.
Explain to the students that these sentences tell exactly what they are
responsible for, and that they must master these specifics if they are to
understand the key idea.
6. Tell students that each sentence will be the subject of a series of
questions on the exam. The students will be tested for their
comprehension and mastery of each sentence or objective. (See
Chapter 23.)
Study guidelines assist students and parents in clearly defining the

expectations for success in and mastery of the concepts presented in the
lesson.

Click for an example of a study guidelines

Step 4. Post or send the objectives home with the students.
The Objective Is the Object of the Lesson
Write the objective on the board. Students are more likely to buy into
the lesson and are more likely to participate in activities if they
understand why they’re doing it.
Begin a lesson by pointing to the objective so that everyone knows
where they are going.
Refer to the objective during a lesson to allow the students to check for
their own understanding. This helps them recognize when they don’t
understand the lesson.
Bring closure to a lesson with the objective to assist the students in
focusing on their learning.
Increase Achievement
Simply tell students what they will be learning before the lesson begins and
you can raise student achievement as much as 27 percent.
(Hattie, John A. C. (2009). Visible Learning: a synthesis of over 800 meta-
analyses relating to achievement. New York: Routledge. Retrieved from an
email correspondence with authors in October 2008.)
What About Students Who Need Additional Directions?

Objectives are fine for average to above-average students who can be
entrusted with a responsibility and will “take the ball and run with it.”
These students will grow up to be teachers, retailers, or executives and will
be able to translate a plan or a project into concrete results. They are
people who know how to solve problems and achieve on their own.
They do not have to be told what to do!

There are many students (and adults), however, who want to be told what to
do. These students are not necessarily below-average students. They may be
students who have no background in your subject, or who face a linguistic
or cultural barrier. For these students, write specific questions or procedures
for each objective. This is an example of how to differentiate instruction.
Example
This example is based on objective 3 from the Study Guidelines in the
previous link.
Objective
Give examples of the different types of nutrients.
Accompanying Questions
1. Name the different kinds of nutrients.

2. Define and give examples of proteins.
3. Define and give examples of carbohydrates.
4. Define and give examples of fats.
5. Explain why proteins are important for your body.
6. Explain why carbohydrates are important for your body.
7. Explain why fats are important for your body.
Accompanying Task
For students who really need lots of direction, next to each
question, give the page number or location where the answer
may be found.
Click for an example of a study guidelines
The Key to Having Students Do Their Assignments
The Three Major Factors When Writing an Objective
1. STRUCTURE: Use a consistent format.

2. PRECISENESS: Use succinct, clear sentences.
3. ACCOMPLISHMENT: Tell what is to be achieved.
To maximize the frequency with which your students will do their

assignments and to maximize your effectiveness as a teacher—
1. Write assignments for accomplishment based on objectives, not

“coverage.”
2. Write the objectives so succinctly and clearly that even outsiders, such
as parents, can understand the assignment.
3. Give students the objectives in advance so they know what they are
responsible for accomplishing.
“Education is not a process of putting the learner under control but one
of putting the learner in control of his or her own learning.”

Allison Preece
University of Victoria
British Columbia, Canada

1. Writes objectives that tell the student what is to be accomplished.
2. Is able to align objectives with state or district standards.
3. Knows how to write objectives at all six levels of Bloom’s Taxonomy.
4. Posts the objectives for students to accomplish.
CHAPTER 22
THE KEY IDEA:
The purpose of a test is to determine if a student has mastered the
objectives.
The Purpose of a Test
The major reason for giving a test is to find out if the students have
accomplished the objectives of the assignment.
Objectives must be written before the unit or lesson begins because

objectives tell the students what they are to learn and tell the teacher
what is to be taught.
The test must be written before the lesson begins, because the test will
be used to assess for student learning.
Give students the objectives at the beginning of the lesson so they know
what they are responsible for accomplishing. Students like to have lesson
objectives because they tell them what they are to learn. Objectives also tell
students the basis upon which they will be evaluated, because the test is
aligned to those objectives.

Tests do not determine objectives; objectives determine tests. Students
like objectives because they see in bite-size chunks the purpose of a lesson.

If a test cannot be written to assess for learning, then the objectives have not
been written correctly to measure for learning.

This chapter discusses the construction of tests and how tests are used to
assess for accomplishment of the objectives.
“When you have measurements, you have performance.

When you have no measurements, you have excuses.”
_Peter Drucker
Click to read Sidebar story: When You Assess, You Help
When to Write a Test
Both the assignment and the test are to be written concomitantly—in

tandem—at the beginning of the assignment.
The assignment and the test must be written together because they are
interrelated and must therefore correlate with one another. Tests are to be
used to monitor and assess for learning. Tests should NOT be used merely
to verify teacher coverage of materials. Tests SHOULD be used to
determine if a student has or has not accomplished and comprehended
the stated objectives of the lesson.
These are not valid reasons for writing tests:
Passage of time
Material covered
Curve grading
Period to kill
Passage of Time. Learning has nothing to do with time intervals, such as

the length of a grading period, the due date for deficiency notices, or
because “two weeks have passed and it’s time for a test.” If grades are
needed for report cards, you should structure the assignments, not the test,
to fall within the grading period.

Material Covered. Tests should not be written at a particular juncture
simply because “enough material has been covered.” Your criteria, not the
volume of material, should determine when to test your students.

Curve Grading. It is a mistake to state arbitrarily, “I want each test to be
worth 50 points so that I will have a sufficient point spread to grade the
class on a curve.” The purpose of testing is not to compare one student to
others. Tests are used to help the teacher determine what an individual
student needs to learn.

Period to Kill. The number of questions on a test is not to be determined by
the length of the class period. The length of a test is determined by each
task, or the number of questions necessary to assess what each student
knows and can do; in short, whether each individual has accomplished the
objectives of the lesson.

Click to read Sidebar story: What We Know About Grades
When to Give a Test

Call your assignments whatever you want: lessons, chapters, units, or
topics. But to determine achievement for each assignment, you must
administer a test.
Each assignment must have a set of objectives that state the specifics
of student accomplishment to be demonstrated.
Each assignment must have a set of questions written for each
objective.
The test must be written at the beginning of the assignment, concurrent
with the writing of objectives.
The test is to be given when the students have finished the assignment.
How to Write a Test

Every question must correspond to an objective. That makes it very easy to
write a test. All you do is write a set of questions for each of the
objectives.
The objectives govern what questions and how many questions are to
be written for a test.
Click to read Sidebar story: Show Examples of Your First Assignment

and Test

The purpose of a test is to determine how well each student has
mastered the objectives of the lesson. For the sake of illustration, a written
test will be used here. However, it need not be a written test. It can be a
musical number to be performed, an oral response, or the creation of a
project or product. Regardless, the test must be correlated to the
objectives of the lesson.

Step 1. The basis of every test is the objectives for each assignment.
Have these available as you write the test.

Step 2. Look at the first objective. Write a set of questions for the objective.
Avoid writing only one question. If the student guesses at the answer, you
will not know if the student has mastered the objective.
Two Examples
Objective:
List the steps of the scientific method.
Test Question:
Which of the following are steps of the scientific method?
a. observe, experiment, hypothesize
b. experiment, study, conclude
c. hypothesize, think, observe
d. collect data, state principles, draw conclusions
Objective:
Change words ending in y to plural form.
Test:
pony
battery
key
party
decoy
sky
play
Step 3. Use any type of question. The questions do not even have to be on a
written test. The questions can be oral or physical types, whereby the
teacher asks the student to perform a skill or produce a finished product.

Step 4. Repeat steps 1–3 for each of the remaining objectives. When you
have written a set of questions for each objective, you have finished writing
the test.
What Objectives Govern
1. Objectives govern what students are to learn or turn in for the

assignment.
2. Objectives govern how the teacher writes the test.
This is an example of a test that might have been written for a chapter or
lesson on OBSERVATION. It has four key parts:
1. Concept. The key idea or major point of the lesson.

2. Objectives. The tasks the student is responsible for accomplishing.
3. Questions. Questions correspond to the objectives. Note the
parentheses to the left of each question. The first number shows which
objective the question corresponds to.
4. Remediation. Look at the parentheses again. The second number
shows the part of the textbook where the answer to the question may
be found. (The next section, “The Test as a Corrective Tool,” explains
how to use this information to help the student study.)
Click for an example of a test written to objectives

The test you have just constructed in Steps 1–4 is a criterion-referenced test.
The kind of test most teachers unknowingly write is the norm-referenced
test. There is a major difference between the two types of tests:
A criterion-referenced test requires that each question be written to a

prestated criterion or objective. Since the students know what criteria
they are responsible for, a percentage grade system should be used.
The only person a student competes against in a criterion-referenced
test is himself or herself. The student knows, for instance, the standard
for an A is set at 93 percent.
A norm-referenced test is used to determine placement on a normal
distribution curve. Students are “graded on the curve,” after a norm-
referenced test. Norm-referenced tests are used to determine
competitive ranking, such as for position on a team, entrance into a
school, or placement on an organizational chart.
Norm-referenced tests have their place, as when you are trying to determine
class rank or who will be on the first team. When you are teaching a
lesson, however, you are not teaching for rank. You are teaching for
accomplishment, and you want everyone to succeed.
The primary role of a teacher is not to grade a student. The teacher’s

main role is to help every student reach the highest possible level of
achievement.

To teach for accomplishment, use objectives and a criterion-referenced
test.
Click to read Sidebar story: It’s Simple to Record Your Grades

Click to read Sidebar story: You Already Know Before the Test Where
Most of the Students Will Fall on a Curve
The Test as a Corrective Tool

Assume that you have returned from a visit to the doctor. Your friend or
spouse asks you, “What happened at the doctor’s office today?”

You say, “The doctor is running a test on me.”

This does not mean that the doctor is going to grade you on a curve. It
means that the doctor is awaiting the results of the medical tests. When the
results are studied, the doctor then determines what needs to be done to
correct your illness.

A criterion-referenced test is to be used, in the same way, as a diagnostic
instrument. A test tells you if the student needs corrective help.

If you do not correct and remediate, learning gets worse as the year
progresses.

It’s no different from everything else in life. If you do not correct an illness
such as a cold, or a bad habit such as smoking, your body or your life just
gets worse.

After 10 chapters or units of study, many students have retained only 10 to
20 percent of what has been covered. The poor performance occurs because
the ineffective teacher rolls through the school year, covering the chapters
and giving tests for points to record in a grade book. After the test, the
teacher blithely moves on to the next chapter without concern for students
who do not comprehend the chapter.

So, what do effective teachers do instead?

Click to read Sidebar story: Objective Mastery

Click for GoBe folder information: I’m Still Not Sure
If a Student Misses a Question

If a student misses a question, help the student take corrective action.
Assume that the student answered question 6 incorrectly on the test shown
in the test example link.
6. Following are some steps of the scientific method:
(3-1B)
a. observe, experiment, hypothesize
b. experiment, conclude, study
c. hypothesize, think, observe
d. collect data, state principles, draw conclusions
3-1B
3 = OBJECTIVE Objective 1B = REMEDIATION Answer
correlation: source:
The first number tells you which The second number, 1B, tells you
objective the question correlates that the correct answer may be found
with. This tells you that the student in Chapter 1, Section B, of the
has not learned or mastered objective textbook. Tell the student to review
3. this section, or give the student
another form of the same
information; learning may be more
effective in a different style.
Tests are to be given for the students’ sake, not the teacher’s. The purpose
of a test is not to accumulate points to grade the students. The purpose of a
test is to help the teacher assess what the student has or has not
learned.

Click to read Sidebar story: A Symbol of Failure
Do You Grade All Tests?

There are two kinds of criterion-referenced and norm-referenced tests:
FORMATIVE TESTS and SUMMATIVE TESTS.
Formative tests are like drills and practice tests. They are given
during the formative, developmental, or teachable period when the
student is in the process of mastering an objective. You may not want
to grade these tests. These simply let you and the students know how
well you are teaching and they are learning the objective.
Formative tests are used to determine what remediation is needed
for a student to master the content, skill, or objective.
Summative tests are given at the end of a unit when you want to sum
up what the student has learned, and then to determine a grade.
Tell students up front which tests they are taking for practice and
which tests they are taking for evaluation.

Click to read Sidebar story: Formative and Summative Tests in Our
Daily Lives

After giving a summative test and determining that a student did not master
a certain objective, a corrective activity must be assigned. A corrective
activity is one that is presented to the student in a differentiated form or
with an alternate explanation so the student can grasp and learn the
objective through a different approach.

After the student has completed the corrective activity, another formative
test or a summative test should be given to determine mastery. It should be
the same kind of test as first given, but the questions must be asked in a
different way.

Some authorities, including Bloom, believe that you should test and retest
until mastery is attained. Others believe that testing twice is sufficient
because much of the content covered in class is spiraled, and the student
will be exposed to the content again later on in the school year. (Guskey,
Thomas R. (1996). Implementing Mastery Learning. Belmont, Calif.:
Wadsworth.)

Click for GoBe folder information: Your Students Can Outperform 98
Percent of the Regular Students

The purpose of formative testing followed by corrective activities is not
unique to education:
A doctor does a laboratory test, prescribes medicine, and then repeats

this procedure until the patient is cured.
A baseball player watches a video of his or her swing, makes
corrections at bat, and repeats this procedure until the batting average
improves.
A chef tinkers with a recipe, making changes until a perfect sauce
results.
The effective teacher tests and corrects, tests and corrects, because the
teacher wants all the students to achieve.

The ineffective teacher delights in giving out only a few A’s. Teachers do
not give grades; students earn grades. Also, the ineffective teacher is
satisfied with grading people on a curve and labeling half the class as
“below average” or “failures.”
The purpose of teaching is to help all students succeed, not to label

students as failures.
Through testing and correcting, the effective teacher is seeking 80 to 90

percent mastery for each assignment. If each assignment reaches 80 to 90
percent mastery, after 10 chapters or units of studies, most students will
have attained 80 to 90 percent mastery.

The students are successful and happy and the teacher spends much of the
time encouraging the students to do even better.

Click to read Sidebar story: Teach to the Objectives

Click to read Sidebar story: They Beg Me to Test Them

Click to read Sidebar story: Lessons in High School
Begin With the End in Mind

You’ve planned many things backward, such as a wedding, a party, or a
vacation. You begin by setting the date for the event, then plan backward
with a schedule listing what is to be done leading up to the event.

Good lesson design works much the same way. The end product for the
student is achievement of the objectives. To reach that point, the teacher
plans two things:
1. What method to use to assess for the achievement of the objective

2. What instructional strategies to use to teach the objective
While this technique seems so common sense, there are many teachers who
construct lessons by identifying a thing (like weather) and thinking of fun
activities to do about weather (like making cotton cloud pictures). After a
week of weather-related activities, it’s test time. The teacher recalls all of
the activities and creates a test based on topics covered. This piecemeal
approach leaves students and the teacher wondering what students are
supposed to learn, and what the teacher is supposed to teach. Achievement
is never the focal point for the teacher or the students.

Grant Wiggins and Jay Tighe have formalized the lesson design process
with a term called Backward Design. (Wiggins, G., and J. Tighe. (2004).
Understanding by Design. Alexandria, Va.: Association for Supervision and
Curriculum Development.) Backward Design contends that instead of
planning a lesson around favorite activities, a more effective lesson
should start with the results you want to achieve. Then, plan backward to
what you want to accomplish.

The backward design process includes these steps:

Step 1. Identify Desired Results. What do you want your students to know
and be able to do? These are your lesson objectives.

Step 2. Determine Acceptable Evidence. This would be the “test.” Assess
for student performance of the objective with oral questions, observations,
dialogues, or with the more traditional quizzes and tests.

Step 3. Plan Learning Experiences and Instruction. What activities,
materials, and resources will be used to help the student learn and reach the
desired results?
How to Create a Lesson Plan

You know how to write an assignment and a test. Now, it’s time to put these
together into a lesson plan.
Lesson Plans Are Learning Plans

Although it may be difficult to break from tradition, you may want to
consider calling your lesson plans “learning plans;” for that’s what you are
planning.

You are planning for student learning.
Football coaches have a game plan. Executives have a business plan. Pilots
have a flight plan. Likewise, effective teachers have a lesson or learning
plan. These plans are like diet plans, travel plans, and personal finance
plans. They are constantly being modified and improved. Thus, learning
plans are rarely neat, and never complete. Learning plans are a
continuous process and go on for pages. Keep your plans visible on your
desk. It’s not a secret. It’s a plan you want every student to follow
successfully.

Most schools do not provide learning plans. They provide curriculum
guides that will tell you what the students need to accomplish. It’s up to you
to create the learning plans to guide students to their ultimate destination.

If you do not know where you are going, how will you know when and
if you get there?

This is a simple step-by-step procedure for starting a learning plan:
1. Turn a sheet of 8½-x 11-inch paper landscape or sideways.

2. Along the left side of the page, write what you want the students to
learn or perform. These represent the OBJECTIVES for the lesson.
3. Write the test by matching or aligning the objectives to the questions
being asked on the assessment. Both the objectives and the test are
ready before the lesson begins.
4. Along the right side of the page, write all the resources (lectures,
activities, questions, videos, worksheets and the like) you will use to
teach the lesson objectives. List only resources that are matched to
the lesson objective.
Click to read Sidebar story: What Students Must Know

The learning plan shown has the three components of the Backward Design
strategy for constructing a lesson.
1. Objectives. The objectives state the purpose of the lesson. Effective

teachers state the objectives at the beginning of each lesson, even
before the students ask what they’ll be learning. Every lesson meets
particular objectives derived from state standards.
2. Tests. Whatever kind of test you give, the students must provide you
with acceptable evidence that they have mastered the lesson
objectives.
3. Activities. This is the heart of the learning plan. The better you
instruct, the better your students will meet the objectives. Your
instruction will depend on how well you make use of resources to help
you engage your class.
It’s all right to have videos, worksheets, and activities. In fact, you must
have these. However, the question you must ask first is, “What do I
want the students to learn?” Then start looking for the appropriate
matching videos, worksheets, and activities that will enhance your teaching
toward that goal.

The Internet is loaded with resources to help you create exciting, teachable
lessons. Search “teacher lesson plans” and you’ll have pages of links to use.

In addition, attend conferences, workshops, and college classes. Read the
journals. Most importantly, meet on a regular basis with your team to
exchange ideas. This is the subject of Chapter 24. Working together will
generate a wealth of strategies and spark your own creativity. Without a
learning plan, without a lesson plan, without a guide of some form, you are
not maximizing the time you spend with your students. Teaching is a very
precise skill. Learning plans will allow you to hone your craft and give your
students the chance to soar and achieve.

Testing is a positive way to ensure that everyone stays on the course of
learning.

Click for GoBe folder information: Lesson Plan Links
1. Writes criterion-referenced tests.

2. Uses formative tests to determine the appropriate corrective help.
3. Grades and remediates for percentage mastery, not on a curve.
4. Creates learning plans using Backward Design.
CHAPTER 23
THE KEY IDEA:
The purpose of a scoring guide is to assess for student learning.
The Value of a Scoring Guide
Effective teachers give students a scoring guide that spells out how
students can earn points or a grade for accomplishing a lesson.
As a student, did you ever raise your hand and ask the teacher, “How will
you be grading us?”

Everyone wants to know up front how they will be scored, judged, and
graded. Did you ever have a teacher who passed papers back to you with
points deducted for some omission without first informing the class that it
was an expectation? If so, you probably muttered under your breath, “That’s
not fair. You didn’t tell us how we were going to be graded on this.”

Your job as a teacher is to create success for your students. Scoring
guides are the road maps to that success. Students know up front what
the expectation is, and you know in advance how you’re going to grade it.
Scores should not surprise students. Based on set criteria in the scoring
guide, students should be able to accurately estimate their final grades based
on how well they know they’ve performed.

Scoring guides also improve communications with parents and other
influential adults. Parents, guardians, aunts, uncles, grandparents, care
givers, tutors all know the expectation for completion of a paper, project, or
report, and how it will be scored. They can use the scoring guide as an aid
to help the child succeed.

Students love to be in classrooms where they know what to expect—
how learning will be structured and how they will be graded.
These are the classrooms with procedures in place and with students
who are held accountable for those procedures.
These are the classrooms with scoring guides in place and with
students who are responsible for their own learning progress.
Students love teachers who share with them the expectations for
success in the class.
Scoring Guides Improve Student Learning

You’ve given your students an assignment with objectives (Chapter 21).
These objectives help students to know the content they are responsible for
learning. Objectives give students focus and enable them to check for
their own understanding. As a result, they are more likely to buy into the
lesson and become engaged in their learning.

The objectives are displayed in the classroom so the students see their
goals during the entire lesson.

You have a test prepared (Chapter 22). The students know that the test or
performance required is correlated to the objectives of the lesson. They
know how to prepare for the test, just as you know how to prepare for the
Department of Motor Vehicles driving test. There are no surprises or trick
questions.

Now give the students a scoring guide (Chapter 23). This is presented to
the students at the beginning of the assignment along with the objectives.
Give the students a scoring guide that spells out how their assignment
will be scored or graded.
Parts of a Scoring Guide

A scoring guide has three parts. Each part indicates the factor evaluated
or what counts for a piece of work.
Criteria: Name the category or trait that will be scored.

Point Values: Keep this simple. A scale of values from 0 to 4 fits most
performance levels.
Performance Expected: Define and give examples of performance
levels and corresponding point values. This helps students judge and
revise their own work before handing in their assignments. It gives
them learning expectations and performance goals.
Typically, scoring guides are formatted as a series of columns and rows.

Each row represents a characteristic or trait for assessment as part of the
lesson.
Criteria are related to the objective of the lesson.

Objectives can have multiple criteria for assessment.
Columns are each headed with a point value that the students can earn, such
as 4, 3, 2, 1, and 0 or NS (no score).

Each square on the grid represents the intersection of a criteria and a point
value, just as two points meet on a graph.
A description of the expectation for receiving the point value is paired

to the criteria.
Learning is a definable process and one that all students can experience.
Our charge as teachers is to communicate this process to students in very
concrete terms.

Click to read Sidebar story: Keep It Simple
Helping Students Make Progress to Improve

A scoring guide defines achievement so students can work for
accomplishment.
When a doctor runs a test on you, like a blood test, hearing test, or eye
exam, the purpose is not to grade you and then send you home. Rather, the
doctor assesses the results of the test so the proper medicine or treatment to
improve your health can be prescribed. The goal is progress toward a
healthier you.

Similarly, effective teachers use assessment data collected from projects,
tests, reports, and the various assignments to gauge a student’s academic
progress, with the intent of ensuring the student is making progress toward
accomplishing the objectives of the lesson.

For progress to be made there must be constant assessment for
learning.
Feedback Increases Achievement

Telling students the objectives before the lesson begins can raise student
achievement as much as 27 percent.
Additionally, providing students with specific feedback about their progress
can raise their achievement as much as 37 percent.
(Hattie, John A. C. (2009). Visible Learning: a synthesis of over 800 meta-
analyses relating to achievement. New York: Routledge. Retrieved from an
email correspondence with authors in October 2008.)
Scoring guides are used in competitive sports such as gymnastics and figure
skating. The judges are not subjectively grading the athletes. Rather, they
have a predetermined guide that governs how points are earned after the
athlete completes certain skills, moves, or criteria.

These scoring guides are known to athletes, their coaches, and their
teachers. Together, they work to improve their skill and level of
performance so they can be assessed high on the scale.

With safety harnesses attached, the coach pulls or lifts the cable to control
the movement of the athlete while assessing and teaching at the same time
—over and over again, working toward PROGRESS and
ACCOMPLISHMENT.

Likewise, when students are given scoring guides ahead of time, they can
see how they will be scored and can earn better scores by doing better work.
All the while, the teacher is involved in assessing for student progress and
helping to improve each student’s scores.

To help students reach the highest possible level of achievement, the
effective teacher is constantly assessing for student learning. This helps
students go where they need to go and it helps them determine how best
to get there.

Click to read Sidebar story: A Level Playing Field
Scoring Guides Everyone Can Use

Scoring guides are applicable to all grade levels and across all content
areas. Lessons are designed to ensure that students are taught the
content; scoring guides are used to confirm that the students have
learned what was taught.

Click to read Sidebar story: The Talking Dog
High School Science Scoring Guide

Karen Rogers, a high school science teacher in Olathe, Kansas, is a
National Board Certified Teacher. Although her achievement level in the
profession is high, Karen’s scoring guides are not sophisticated or complex.
She says her students respond better when information is in short and
simple doses, thus easy for students to understand and follow.

Karen has some basic scoring guide templates:
Laboratory Report
Graphing
Group Discussion
Presentations to the Class
Presentations to the Class (listening)
Karen says, “In my science classes, I use scoring guides for writing lab
reports and graphing. Writing a lab report can be overwhelming for
students. On my lab report scoring guide, I list the criteria for each
component (hypothesis, data, analysis, etc.).

That way, students can proceed with their experiments and their reports in a
simple, step-by-step fashion.”

The scoring guides that Karen Rogers uses can easily be applied to all
other subjects where students need to write reports, collect and display
data, be involved in group discussions, make presentations to the class, and
listen when others are making presentations.

Her students find value in using the scoring guides.
Bryan Shephard says he likes them because they “tell you what
you need to know to do the assignment. You don’t have to
remember all the directions the teacher said. You know how to
get 100 percent.”
Nick Jahner agrees. Nick says, “With the scoring guides, you can
control your grade and know what you are going to get in
advance.”
Miles Miller likes them because, “they keep the grading standard
(uniform) and they give you the basic idea of what needs to be
done.”
Click for GoBe folder information: Karen Rogers’ Scoring Guides

Click to read Sidebar story: The Highest Level of Distinction
Scoring Guide for State Standards
New Jersey has core curriculum standards for reading, speaking, writing,
and media. This is one of the standards:
All students will understand and apply the knowledge of sounds,

letters, and words in written English to become independent and
fluent readers, and will read a variety of materials and texts with
fluency and comprehension.
To teach this standard, Norm Dannen of New Jersey created a lesson using
the novel, The Great Gatsby.

Click to read Sidebar story: The Great Gatsby

Click for GoBe folder information: Norm Dannen’s Scoring Guides

Click to read Sidebar story: Fair and Easy
Scoring Guide for Discussion Groups

Diana Greenhouse, a teacher in Texas, uses a scoring guide for her lesson
on the novel, Baseball Fever by Johanna Hurwitz. The book is about a boy
who wants to play baseball even though his father wants him to play chess.
The conflict makes for great class discussions.

Click for GoBe folder information: Baseball Fever Scoring Guide

Diana uses the novel to engage the class in what she calls “Inner-Outer
Discussion.”

After the class reads a novel, she asks the students to construct five
questions for discussion.

In preparation for the discussion, she sets up a double circle of chairs. The
inner circle of chairs faces in, and the outer circle of chairs faces out. The
chairs are back to back, making an inner and an outer circle of seats. This
technique was adapted to her fifth grade class when her daughter came
home from high school and reported on the same technique being used by
her high school teacher.

Students in the inner circle are the first discussion group. Students forming
the outer circle ask questions they’ve prepared for discussion and they take
notes. The questions and notes are all turned in to Diana.

The students are handed a scoring guide before the activity begins. It is
reviewed and discussed so they are aware of what is expected of them as
they prepare for the book discussion.

Diana explains that while the inner circle of students (facing in) is having
their discussion, the outer circle (facing out) simply listens. They are not
allowed to have verbal input; their role is to be active listeners. When
prompted to do so by the facilitator, they ask the discussion questions and
take notes. This helps to develop listening skills.

The students in the outer circle are always eager to have their turn at
discussion because they have been listening and have a tremendous amount
of input bottled up, or written in their notes. Most are very busy writing
down important points or scrawling their thoughts.

Everyone has a novel, a notebook with their questions, paper for taking
notes, and their scoring guide. Diana randomly selects a discussion group
facilitator, and the discussion and learning begin. After 20 minutes, the
groups switch roles and a new discussion group begins. Diana says,
“I look forward to these ‘Inner-Outer Discussions,’ because I

enjoy watching my students take charge of the lesson. They are
developing good thinking, listening, and speaking habits. My
students enjoy the discussions and appreciate the use of the
scoring guide because they know exactly what I’m looking
for and are better able to control their own grades.
“There is total engagement,” she continues. “They say they feel
a sense of power and that thrills me because empowering
students is one of my daily goals!
“This is a wonderful activity to observe. My students amaze me
every time!”
A Multimedia Scoring Guide

Just as Karen Rogers’ scoring guides can be adapted for use in almost every
classroom, on the right is another scoring guide from Norm Dannen that can
be changed to suit the objectives being taught. If your students do
presentations, you will find this scoring guide in the GoBe folder. It is
generic enough to modify and use.

Click for GoBe folder information: Multimedia Scoring Guide
Ready-Made Scoring Guides

It is possible to create your own scoring guides, but many teachers find it
simpler to adopt or modify existing guides. We’ve shared a few scoring
guides to get you started. The Internet has many more examples. These
range from teachers sharing with teachers on various websites to
commercial companies with templates for all grade levels and subject
matter. Google the word “Rubrics” and adopt the guides that best suit your
needs.

Click to read Sidebar story: Assessment Checks Progress
Assessing Student Progress with a Scoring Guide
Unless YOU know where you are going, you will never have students
who know where THEY are going.
Our major role as teachers is to help students make continued progress

in what they are to learn. Students want to know the goals of the class.
When the students and the teacher are moving toward the same goal,
that’s when learning happens. The effective teacher does the following to
move a student toward learning:
1. Aligns the lesson to district or state standards.

2. Presents the lesson with an objective that focuses the goal of the
lesson.
3. Uses appropriate activities that teach the objective.
4. Gauges learning with a scoring guide that is aligned to the lesson
objective.
5. Assesses learning based on a test that is aligned to the lesson
objectives.
As you develop goals for your lessons, always ask WHAT and HOW. But,
don’t stop there. The most important part of the entire process is
sharing the WHAT and HOW with your students. Education is not
trickery and clever tactics to stump students. Our goal is to open the
wonderment of the world and help students discover the joy and fulfillment
associated with learning.

Look at the lessons you prepare and ask yourself these three questions:
1. Do your students know WHAT they are to learn as a result of

experiencing the lesson?
2. Do you know HOW you are going to help your students accomplish
the goal of the lesson?
3. Do your students know HOW they—and you—are going to assess
their learning of the lesson?
If you cannot clearly answer these questions, you are not ready to teach
your lesson. You will only frustrate the students and yourself trying to
figure out what went wrong.

The purpose of designing a lesson is not simply to ensure that students
are taught, but to ensure that they learn. With a scoring guide, teachers
and students have a tool that can easily assess learning.

Click to read Sidebar story: Just Think
The Teacher Is Prepared to Teach
From a student’s perspective, it is very important to feel that “the teacher is
prepared to teach.” It creates a sense of comfort, security, and confidence
to see that the teacher knows what he or she is teaching. With objectives
posted, tests written, and scoring guides created before the lesson begins,
the teacher’s energy is focused on delivering the content and helping all
students achieve the goals of the lesson.
1. Constructs scoring guides aligned to lesson objectives.

2. Uses scoring guides for formative assessments.
3. Teaches students how to use scoring guides for personal assessment.
4. Helps students make continued progress toward lesson mastery.
CHAPTER 24
THE KEY IDEA:
Teachers are more effective when they work together in teams.
The Tools of an Effective Learning Environment
Teachers that work together to achieve specific measurable goals

increase the likelihood of improved student learning.
Three teacher characteristics can be found in schools where continuous

improvement occurs. These traits serve as the foundation for schools
that produce results:
1. Working as a productive team

2. Setting clear and measurable goals
3. Collecting and analyzing ongoing performance data
(Schmoker, Mike. (1999). Results: The Key to Continuous School

Improvement. Alexandria, Va.: Association for Supervision and Curriculum
Development.)

The Consortium on Chicago School Research found that in schools where
teachers worked as teams, students were taught math above their grade
levels. In schools where teachers worked alone, instruction lagged behind.
In these schools, eighth-grade math teachers typically taught fifth-grade
math. (“Rate Your School: Here’s How to Do It.” (October 2000). Catalyst.)
A rapidly growing number of schools have made a momentous

discovery: When teachers regularly and COLLABORATIVELY
review assessment data for the purpose of improving practices
to reach measurable achievement goals, something magical
happens: student achievement. How does his come about?
Through people working collaboratively as a team in a shared
culture. (Schmoker, Mike. (2001). The RESULTS Fieldbook:
Practical Strategies from Dramatically Improved Schools.
Development.)
Effective Schools Have Learning Teams

Most successful companies operate with teams of employees. Notice the
bill at a restaurant. You were served by a team. Notice the closed doors at
stores: “Team Members Only.” A company that wants your business
declares, “Our team will take your design and bring it to fruition from
beginning to end.” The great athletes give credit to the team after a victory.

Effective schools that can demonstrate student learning do it with teacher
learning teams. These are typically grade-level or subject-matter teams.

Teacher learning teams gather to analyze the progress of students toward
curriculum goals.
The core work of a learning team is to analyze student work with the
purpose of improving student learning.
One way to analyze student work is to have team members bring in student
work from a common assignment. The work is divided into three general
piles: excellent, average, and poor. One sample is arbitrarily pulled from
each pile.

The team assesses each of the samples with simple recurring questions:
How can we improve or change our instruction to help the student who is
doing poor work to at least do average work? How do we help the student
who is doing average work to do excellent work? What tools for learning
can we prescribe to inspire each student to move up the achievement
ladder?
Schools Where Students Learn Never Give Up

Schools are for student learning. In Arizona, where 25 percent of the
population is Latino, many schools have low achievement and low
graduation rates; yet there are schools performing well enough to beat the
national test-score odds.

The Center for the Future of Arizona published a study, Beat the Odds: Why
Some Schools with Latino Children Beat the Odds…and Others Don’t.
(Beat the Odds: Why Some Schools with Latino Children Beat the Odds…
and Others Don’t. (2006). The Center for the Future of Arizona.
http://www.arizonafuture.org.) That title says it all.

The report cited several schools, including some along the Arizona-Mexico
border, that were doing quite well. The continued success of schools that
were considered high-achieving and the newfound success of schools that
were labeled underperforming had little to do with funding, class size,
reading programs, parent involvement, or tutoring; in fact, these were found
in high-and under-achieving schools.
The schools that beat the odds had these characteristics:
1. They assessed and reassessed student work.

2. They used the results to teach and reteach.
3. They did not stop until they found a way for every student to grasp
each lesson.
One such recognized school that did this was L. C. Kennedy School in the
Creighton School District of Phoenix. The first-grade teaching team
members Patricia Hicks, Karen Schnee, Julie Kunitada, and Jenny Lopez,
call themselves “experts in the trenches.” Their attitude reflects their
dogged determination not to let anything stand in the way of their students’
success—not the parents, the administration, or “the drinking water!”

The team teaches English language learners and reports that their success

“comes from evaluating test scores regularly, adapting our teaching to
each student’s needs, and not giving up until they get it right.”

They say, “By meeting weekly, we have created a learning community of
teachers that tackle problems and issues. Our team is flexible and pliable,
stubborn and persistent. We accept ownership of the children and believe
that all children can learn.

“Our goal is to
create a safe classroom environment.

give the students something that is meaningful.
break the skill down into small steps so they can feel successful early.
build on each preceding skill until they reach the expected goal.
practice, practice, practice.
be open to ideas and have conversations.
“Most importantly, we never give up.”

When she was a new teacher, Julie Kunitada joined the L. C. Kennedy staff,
and the other members of the team brought her up to speed quickly by
reviewing yearly objectives and discussing how to reach goals. The school
did not assign her a mentor. Everyone in the team, available at all times,
was more than her mentor. They were her teammates.

Julie Kunitada says, “I was not thrown in, but lovingly accepted into the
family.”

All the teams at the school meet weekly. They have grade-level learning
teams that focus on improving student learning. The teams work together to
create a consistent learning environment among the teachers and at grade
level.

These grade-level teams do not function in isolation. They communicate
with the teams at other grade levels. At L. C. Kennedy School, the students
are assisted by the school and its learning teams—not just one teacher
locked in isolation in the classroom. It’s the team approach to learning
that helps them beat the odds.
The Structure of a Learning Team
Pacific Elementary School in Sacramento, California, had an influx of 80
Hmong children in 2003. (The Hmong are Laotians, many of whom were
recruited by the U.S. government to fight in the Vietnam War in the 1960s.
Because of fear of retaliation, they were offered asylum in the United
States, with two of the largest settlements found in St. Paul, Minnesota, and
Sacramento, California.)

Today, 40 percent of the student body at Pacific Elementary School is
Hmong, yet the teachers and the administration handle the increasing
enrollment. How? The school has a culture that is always focused on

There are learning teams, by grade levels, at Pacific Elementary School.
They meet once a week and enjoy the convenience of meeting in one large
room where there is interaction during at-grade-level meetings, as well as
communication among teachers across various grade levels.

There is a formal structure or a “procedure” used at the Pacific
Elementary School’s team meetings. They use the Schmoker Model
(Schmoker, Mike. (1999).) the first half of the meeting and the procedure is
as follows:
1. FOCUS (3–5 minutes)
Identify the specific learning objective and the assessment that will be
used to determine success of the lesson.
Write one learning objective/standard that clearly states the purpose of
the lesson.
Display the objectives/standards for all team members to see.
Ensure the team has a common understanding regarding the
assessment.
2. ASSESSMENT
Create the assessment aligned with the standard/learning objective.

3. QUIET WRITE (1 minute)
Quietly and privately brainstorm on paper elements, steps, or strategies

that might go into an effective lesson (a lesson that would help the
greatest number of students succeed on the assessment).
4. BRAINSTORM (4–7 minutes)
As a team, use good brainstorming protocol (no negative comments,

any and all ideas are acceptable, piggyback on others’ thoughts) to
capture 12–14 ideas for all to see.
5. SELECTION (3–6 minutes)
As a team, select the best strategies, steps, and elements that combine
most effectively to promote student success on the assessment.
6. OUTLINE LESSON (4–10 minutes)
As a team, use the best ideas selected in the previous step to build an
outline of the lesson.
Collect related ideas, sequence them, and add or rearrange ideas as
necessary.
Outline the lesson for all to see.
7. IMPLEMENTATION (back in the classroom)
Teach the lesson.

Assess the results.
8. NEXT MEETING
Discuss the results of teaching (how many students succeeded), along

with the strengths and weaknesses of the lesson or assessment.
Discuss adjustments to instruction relative to each area of strength or
weakness.
All of the information exchanged at the team meeting is recorded in a

“Team Learning Log.”

The second half of the meeting time is spent discussing student work. The
teachers spread papers, tests, projects, or reports out on a table and analyze
the performance of each student. Then they share with each other what they
are teaching and how they are teaching it, and how they can help each other
to improve the instruction so they can better reach the students.
In a learning team, the teachers have the capacity to work together to

enhance student learning.
The school is successful despite having a high-minority student body that is

rather impoverished. In the 2006-2007 school year, the school only had to
hire two teachers. This is a very positive sign because comparable schools
have significantly higher teacher turnover rates.

New teacher Kieu Nguyen says, “I love teaching here because I am not
isolated on my own. It’s amazing how much I have learned from the
experienced teachers. We, as teachers, are better when we collaborate
with each other.”

Click to read Sidebar story: The Honda Story

Click for GoBe folder information: District-Wide Collaboration
Assessment in a Learning Team
Analyze the instruction, not the teacher or the student.
The principals and teachers in successful schools embrace regular

assessment as a way of identifying problems early and attacking
problems immediately. They review the assessment data on a regular basis
to identify problems as they arise. Doing “root cause” analysis, they work
backward through the data to pinpoint deficiencies and they take steps to
immediately correct defects in the instruction.

The deficiency is usually found in the input—the curriculum, the
instruction, the amount of time spent on the objective—and not on the
output (i.e., the students). The teachers, who are the experts in the business,
must be strong and professional enough to analyze their own instruction and
have others analyze it. With input, they must be open to making revisions in
their instructional delivery in order to reach every single student.

Teachers who work in groups must recognize that the problem is not a
personal attack on the teacher; it’s a process of identifying deficient
instructional methods of the teacher.

Click to read Sidebar story: Analyze the Instruction, Not the Teacher
Curriculum Maps Inform a Team

The exchange of curriculum lessons in successful schools is done with
the use of Curriculum Maps. It is done vertically and horizontally. A
curriculum map is a grand spreadsheet that lists what everyone has, is, and
will be teaching. The map is dynamic in that it is constantly changing to
reflect what needs to be taught to improve student progress toward learning.

Flight controllers at airports can see all the airplanes mapped in their
regional sky on their monitors. Train schedules list the arrivals and
departures for all the trains on a particular line. In a travel group, everyone
is given an itinerary, a listing of their stops.

Likewise, effective schools have something similar to a map, schedule, or
itinerary that keeps track of what’s being taught and who is teaching it so
that no student misses the learning train.

Click to read Sidebar story: Curriculum Mapper
Tools that Enhance Student Learning

As you meet in learning teams, it is important to focus on and share some
basic techniques that students should know to increase their chance for
success in the classroom and in life. Some of these techniques include
taking diligent notes, reading textbooks for understanding, organizing
homework assignments, and keeping track of daily lessons. Some of these
concepts may seem like common sense, but the adage, “The problem with
common sense is it’s not so common,” certainly applies.

The skills we are about to share will help students achieve. Teach these
skills and review them with your classes throughout the year.
1. How to Take Notes

2. How to Read a Textbook
3. Homework as an Extension of Classwork
Granted, no teacher should lecture too much, but that’s not the issue.
Effective people have learned the skill of taking notes. That is why they are
effective. Note taking is not used only in a classroom. People take notes
watching television, during a telephone call, listening to a conference
speaker, synthesizing something that is being read, and during an endless
array of situations where they want to recall information.

Notes are personal. It’s what someone wants for personal edification. Teach
a note-taking procedure and you teach a student something useful in life,
especially if that individual values collecting ideas to be turned into the next
great novel or invention.
Note taking is the embodiment of one of life’s greatest skills:

LISTENING.
How to Take Notes

The most commonly used note-taking technique is the Cornell Note-Taking
Method invented by Walter Pauk while at Cornell University.

Note taking is not complicated. In the simplest of forms, it is a piece of
paper divided into three sections. The three sections are called: Record,
Reduce, and Review. The Internet even has a site where you can draw your
own Cornell page, download it, and duplicate it for your students.

The benefit of the Cornell Note-Taking Method is that the notes do not have
to be rewritten. They can be reviewed instantly. The notes are reminders of
the details of the lesson and are used for review and studying prior to tests
or class discussions.
The Cornell Note-Taking Method
1. Record. Record the notes in this space. Teach the students to use
abbreviations and to write in phrases. Leave spaces between thoughts.
Neatness is not important; organization is important.
2. Reduce. In the left column, write simple phrases, cue words, and key
points based on the notes taken. Encourage brevity and simplicity.
3. Review. At the bottom, write one sentence or phrase that summarizes
the notes on the page. Add any questions that remain, or write ideas for
further research.
How to Read a Textbook
Effective readers do not necessarily start at the beginning of a book,
magazine, or newspaper. Newspaper and magazine publishers know this,
which is why parts of the table of contents are put on the cover as teasers to
grab your attention.

They know that effective readers skim, scan, and skip from one page to
another. This method for reading a textbook is called SQ3R, Survey,
Question, Read, Recite, and Review. Teach students how to read a
textbook.
Survey
-Read the summary of the chapter first and find out if they all live happily
ever after.
-Read any indication of a key idea or concept.
-Read all bold-print sentences.
-Read words or phrases in caps, italicized, highlighted, or in boxes.
-Look at the pictures and read the captions.
-Read all the section headings to understand the organization of the
material.
Question
-Ask what this chapter is about.

-Ask what the subsections are about.
The better the student has a sense of what questions to ask, the
better the student will understand the primary message the
chapter or subsection conveys.
Read
-Read each section with the questions in mind.
Recite
-Orally, answer the questions asked.

Review
-Reflect on the questions or the key idea to check for understanding.

Have you ever been in line at a buffet restaurant with no clue as to what is
being served? Ask the people in front of you. They have no idea, either.
Wouldn’t you like to know what’s being served so you can ration the space
on your plate?

Get out of line and go up to the cashier and ask if you can do an SQ3R of
the buffet before you are seated. They gladly allow you to do it.

Survey the layout of the buffet. Is there more than one table? Is there a
section for hot foods? Is there a carver slicing meats? Where is the dessert
table?

Question what is under the lids of the chafing dishes. Look at the sauces.
Are they cream based? Are there any low-sodium, heart-healthy foods
available?

Read the labels on all the food items.

Recite to yourself all of the wonderful choices you selected as a result of
examining the spread.

Review the promises you made to yourself about not overeating. Then, get
in line, ready to dine responsibly at the all-you-can-eat buffet.
Homework as an Extension of Classwork

Homework must fit the lesson objective and the assessment. If not, it’s
busy work and has no value as homework.

Any homework given must be part of the lesson objective and it must help
when the learning is assessed. Again, if not, it is inappropriate homework.

Understanding this concept, Elmo Sanchez in Miami calls his homework
home learning. He assigns only what reviews and reinforces concepts the
students have learned in class.

Homework is not for new learning; this will frustrate many students and
even the parents who are being called upon to teach what has not been
taught in the classroom.

Click for GoBe folder information: Keeping Track of Assignments

Just as effective teachers use guided practice followed by independent
practice, homework or home learning should be additional practice to
reinforce what was learned in the classroom.

If a student takes skating or music lessons, the teacher sends the student
home to practice the lesson, not to create something new.

The key word is “practice.” Ask these questions:
What have the students learned in the class?

What can the students do to practice this new knowledge?
This becomes the homework for the day. In many primary classes, students
get a “take-home” folder with all their work for home learning.

Practice doing homework in the classroom. Spend time during the first two
weeks in class teaching the students how to do the homework before
sending them home with the assignments. A variation is to have the
students start the homework in class and then finish up at home.
Learning Teams Have a Shared Vision

A successful journey begins with a clear picture of the destination.

If you do not know where you are going, then how will you know if you get
there?

The journey to improving student achievement is no different. Everyone
involved—administrators, teachers, students, and parents—needs to
develop a laser focus on improving student learning. They need to create
goals and a map that will lead them there together. This concept is known
as a shared vision.

In a shared vision, the leadership is shared among the teachers; the shared
focus is on student learning. There is staff collaboration around learning
goals; and this is done with a shared decision-making process.
In a school with a shared vision, the leader works on getting everyone

to work together.
People are connected to, rather than separated from, each other.
To implement this shared vision, every learning team consistently asks

these questions of each lesson:
What are the students to learn? (See Chapter 21.)

How will we teach what we want students to learn? (See Chapter 21.)
What will the students need to prepare for learning? (See Chapter 22.)
What will we assess and adjust for student learning? (See Chapter 23.)
Teacher learning teams must meet regularly to see evidence of the

following:
1. Are we teaching to agreed-upon standards?

2. Is progress being made toward improvement of achievement
goals?
Ineffective schools have no teacher learning teams and nothing is shared.

There is curricular chaos, whereby isolated teachers teach wildly divergent
topics in the same grade level at the same school. No one knows and no one
cares what else is being “covered.” Assessment is for a grade and not for
student learning.

In an effective school, the curriculum is constructed for student
learning. The learning teams consistently assess themselves to see if they
maintain and nurture a common, shared focus on student learning.
They create and use a map to allow the learning teams to coordinate
and assess instruction together.
They consistently ask themselves if students need to be taught or
retaught the academic content or procedures needed to succeed.
Common sense says and research supports that the less time teachers must
spend managing classroom conflict, the more time they can spend on
instruction. This improves students’ academic outcomes.

The importance of establishing procedures and routines to free up
instructional time is paramount to effective teaching.
The Hallmark of Effective Schools

These are the characteristics that are well documented about effective
schools, effective teaching, and improved student learning:
The era of isolated teaching is over. Good teaching thrives in a

supportive learning environment created by teachers and school
leaders working together to improve learning in strong professional
learning teams.
Teachers thrive when they feel connected to their schools and
colleagues.
Teachers need and want to belong. If they do not belong in a positive
way, they will belong in a negative way.
The trademark of effective schools is a sense of community,
continuity, and coherence.
Effective schools have a high-performance culture, the hallmark of
which is a shared responsibility for learning among all students.
Schools with these characteristics can produce the largest achievement

gains in student learning ever reported for educational interventions.
This can only happen in schools where teachers work together, assess
together, and learn together, all for the goal of improving student
achievement.

Click to read Sidebar story: When We Wish Upon a School
1. Implements and is part of a learning team.

2. Analyzes student work and instruction as part of a team.
3. Contributes to and helps maintain a shared vision.
4. Never gives up.
Unit E
Future Understandings _The Professional
The teacher who constantly learns and grows becomes a professional
educator.
Chapter 25
The more a teacher learns, the more the students will learn.

Epilogue
How to Develop a Culture of Effective Teachers
The most effective schools have consistency.

CHAPTER 25
How to Be a Teacher-Leader
THE KEY IDEA:
The more a teacher learns, the more the students will learn.
The Professional Educator Is a Teacher-Leader
You make a statement of dignity to yourself and the teaching profession

when you acknowledge and accept that you make a difference.
You have now come to the final unit in the book. The focus of Units A
through D has been on student accomplishment. The focus of Unit E is on
you, the teacher as a student of learning.

You will soon discover that the more a teacher learns, the more each student
will learn; in other words, the more knowledgeable you become in the craft
of teaching, the more you increase the chances that your students will
be successful.
We teach you to plan so you can plan to teach.
The Biggest Secret to Teaching Success

If you want to become a professional educator with a successful future, if
you want to be happy and recognized as a person who makes a difference in
the lives of others, begin by making an impact on your own life. Begin by
making a “difference” in your own life. Here’s the biggest secret to teaching
success:
Beg, Borrow, and Steal!

We talked about this earlier in the book in Chapter 3.

Northern California teacher Kris Halverson recently had a change in
assignments. She embraced that shuffle with a positive attitude by saying, “I
love being on a new learning curve.”

Educator Susie Drazen of New York says, “My professors in graduate
school suggested that we become eclectic teachers—watching all, and only
stealing from the best.”

Whenever Rosemary Wong goes to a meeting, no matter how seemingly
boring or irrelevant the material is, she starts assessing the potential
benefits. “Before the person is even finished explaining his or her
technique, I’ve already figured out how to do it differently or better in
my classroom.”

The human mind is a magnificent personal computer. In fact, it is the
original PC! The effective teacher is always thinking, dreaming, and
planning. Your future happiness and career success depend on your ability
to implement techniques and your capacity to grow with new ideas.

If you do not grow, you will have nothing to give; for a teacher cannot give
what he or she is not. If you do not take responsibility for yourself, no one
else will. It’s that simple. When you acknowledge and accept that you
make a difference, only then will the dignity of the profession be
elevated.
Teachers Who Are Still in Survival Mode

The profession is a mixed bag of personalities, cultures, and ideologies.
Nevertheless, they can all be sorted into two categories:
There are those who simply want a job to earn money to live on.
They work to live, and survive from day to day.
There are those who want to make a difference. They live to work
because the work they do brings accomplishment to themselves and
their students.
Unfortunately there are teachers who say, “But I can’t use your techniques
because I teach high school,” “My students are not reading up to grade
level,” “The buses all arrive at different times so I can’t start the lessons on
time,” or, “You don’t understand the culture my students come from.”

These teachers survive by making excuses. The surest path to stagnation
is to do nothing or just get by.
When you have a school culture in which many of the

teachers do not want to learn, it is obvious the students are
not going to learn either.
On the flip side, there are teachers who have now reached mastery. These
are teachers we identify as professionals and teacher-leaders.
Reaching Mastery
We expect the plumber, dentist, and lawyer to know what they are doing.
We call them professionals. In the same manner, effective teachers are
called professional educators.

A professional is defined not by the business a person is in, but by the
way that person conducts his or her business.

A professional educator is someone who, without prompting, supervision,
or regulation, has an ongoing growth plan to achieve competence and
strives continuously to raise the level of each new group of students.

The effective teacher thinks, reflects, and implements. The effective
teacher models what is expected from the students—the ability to think and
solve problems on their own. Effective teachers use their cumulative
knowledge to solve problems. The accumulation of knowledge requires
perpetual, consistent learning.

The professional educator is always learning and growing. The
professional educator is on an endless journey to succeed with students by
looking for new and better ideas, new information, and improved skills.
Teachers Who Become Teacher-Leaders
The effective teacher also has a personal life plan to guide that individual’s
career, with the goal of becoming a teacher-leader. These teachers are easy
to identify. Teacher-leaders are optimists. They see daily what they are
accomplishing in life, and see clearly the bright future that awaits them.

The term “teacher-leader” is a relatively new concept. For decades, many
educators considered themselves “just teachers.” They did their jobs,
typically in isolation, and if they wanted more money or recognition, they
depended on trade unions to get it for them.

As each generation of teachers became more effective, and as they
demonstrated greater mastery in improving student learning, it occurred to
many of these teachers that they should make a choice to determine or
empower their own lives, too.

They chose to step out of the constraints of being “just teachers,” and onto
the path of becoming leaders. These teachers recognized that leaders are
not “bosses” who implement rules, regulations, and procedures. Leaders are
not merely given the authority to tell others what to do. Real leaders possess
certain qualities that are necessary to achieve group successes.

A leader is succinctly defined as someone who motivates, mediates, and
mentors.
What counts is not the number of hours you put in, but how much you
put into those hours.
Some people go through life adding years to their life.
Others go through life adding life to their years.
Click for GoBe folder information: Teacher-Leaders Network
10 Qualities of Effective Leaders

1. A leader has a vision for achievement.
2. A leader sets a good example.
3. A leader has the interpersonal skills necessary to guide a team of
colleagues.
4. A leader motivates and inspires others toward mutual goals.
5. A leader remains focused on goals.
6. A leader implements deadlines and achieves milestones.
7. A leader mediates conflicts between individuals and among divided
groups.
8. A leader recognizes the importance of proper knowledge and skills,
and facilitates training.
9. A leader shares information and mentors younger and less-experienced
team members.
10. A leader is well-prepared, passionate, and persevering.
In the broadest terms, leadership yields improvement. As it relates to

education, teacher improvement leads to student improvement. Without
teacher-leaders there can be no student improvement.

Thus, it is from teacher-leaders that we ultimately get student
achievement.

Think about these two statements.
Ineffective teachers are all the same.

Effective teachers are all unique.
If you have an “aha!” moment after reading these statements, you are well
on your way to becoming a teacher-leader. Perhaps you’re already there?

If you are scratching your head in wonder, you are still growing and
learning. Give yourself time while you continue to study and discover the
traits of teacher-leaders.

Click to read Sidebar story: Teacher-Leaders

You can predict your life as a teacher 5, 10, 20, even 30 years from now
on the basis of these characteristics.
Teacher-Workers
Manage by crisis.
Are full of excuses.
Dress like laborers.
Sit at the back of the room in meetings.
Complain about professional development.
Complain about people, places, and things.
Blame other people, places, and things.
Are frequently late.
Run their mouths constantly.
Are always asking, “What am I supposed to do?”
Do not subscribe to or read professional journals.
Do not belong to professional organizations.
Seldom, if ever, go to conferences, and even complain about district-
sponsored meetings.
Speak negatively of their obligations, as in, “Do I have to serve?” and,
“I’m only doing this because I’ve got to.”
Are “I” centered.
Talk about not getting respect.
Decide to do what others do.
Worry about their jobs and their job conditions.
Are victims.
Are unwilling to learn or turn elsewhere for help.
View life as, “Another day, another dollar.”
Are survivors.
Teacher-Leaders
Manage by leadership.
Have plans, goals, and vision.
Dress for success.
Sit where they can learn.
Enjoy being part of a meeting.
Compliment people, places, and things.
Collaborate with people, and improve places, and things.
Are prompt and have their materials ready.
Pay attention.
Are able to make decisions and help solve problems.
Subscribe to and read the professional literature.
Belong to professional organizations.
Attend conferences and may even contribute professionally at
conferences.
Speak enthusiastically about their options, as in, “I like being part of
the professional learning team” and, “I enjoy working on the district’s
curriculum committee.”
Achieve success that earns them respect.
Choose to do what they know is best.
Have a career and have options from which to choose.
Have power and are in control.
Are knowledgeable and can turn elsewhere for help.
Believe life is, “You strive to be a peak performer and pursue life,
love, and happiness.”
Teaching is used by many teachers as a way to earn money to pay the bills
and support a family. Their commitment to teaching stops at the dismissal
bell, with no time and little desire to partake in growth and learning
opportunities.

Like workers, leaders have jobs and put in time to earn money. But leaders
are willing to put in additional time to improve themselves, the people they
work with, and the environment in which they work. As a result, leaders
usually make more money. They make more money not because they put in
more time on the job but because they put in more time to improve their
skills and enhance their lives. Life rewards the competent, not the clock
watchers.
A job is something a person does to earn a living; a career is something

a person does as a lifetime pursuit.
Teacher-leaders are professionals. They are not concerned with time and
money; they have their minds set on growing and collaborating with others.

Click to read Sidebar story: Job Titles Do Not Reflect Worker or Leader
Status
Teacher-Leaders Are Proactive

During the course of this book, we’ve shared the techniques of effective
teachers. We’ve also written about the successful implementation of The
First Days of School in our monthly Internet column at teachers.net.

In all our writings, there are two recurrent themes that exemplify effective
teachers:
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 classrooms. They observe, reflect, invent, and apply.
Effective teachers are proactive. Effective teachers have
learned how to prevent problems, rather than reacting to
problems. They are proactive and not reactive.
Ineffective teachers are reactive. Reactive teachers do not have organized
plans for their classrooms, yet they react by blaming the school or
neighborhood environment for their ineffectiveness.
Reactive teachers have little or no control of their classrooms.

Because they are typically disciplinarians, they insist on specific
punishments or consequences for certain students.
Very often, however, these students are among the brightest and most apt to
become bored in unorganized classrooms. Recognizing—if only intuitively
—that they have a reactive teacher, these students learn to manipulate their
teachers by engaging them in games that make these students the center of
attention. The result is that these students actually control the classroom—
not the teacher who is constantly reacting to unacceptable behavior by
doling out punishments to “disruptive” students.

In short, reactive teachers are not leaders; they are workers, and their
students recognize them as such.
Proactive teachers have a classroom management plan that

prevents problems from occurring. They have lessons guided
by standards and objectives and they have positive
expectations for student learning.
Click for GoBe folder information: Are You a Worker or a Leader?
Effective Teachers Have It All Put Together

Teaching is a craft. It requires dedication and commitment.

It requires working with others in learning teams. It requires continual self
improvement. Although some people possess natural teaching abilities, no
one is born with the prerequisite knowledge and expertise of a teacher-
leader.

First, you need to understand that your classroom must be managed.

Just as running a successful store requires good management skills,
teaching a successful class requires thorough preparation. There are no
simple, magic bullets for student learning. You have to work at it.
You have to be willing to learn if you expect your students to

listen.
The most effective teachers become professional educators.

Professional educators become teacher-leaders.
The Most Vulnerable Teachers

The most vulnerable people on the staff are the survivors who cannot
make a choice to plan their lives. They know they should be enhancing
their own lives and the lives of the students they teach. They know they
should work cooperatively with the people on staff who are there to help
them.
“You must become an advocate of what you believe; Otherwise, you

will become a victim of what others want you to believe.”
_Jesse Jackson
But at the faculty meetings and in the staff room, the toxic people shout
about the neighborhood culture, the pay, the conditions, the parents, the
administrators, and the students—their very clients. They do not even like
what other people say or believe. Remember, toxic people need to blame
others to protect themselves.

If you listen to enough people who vilify administrators, parents, and
students, you will believe that administrators, parents, and students are the
cause of your being a victim.

When you see in a given situation what everyone else sees, you become
so much a part of the situation that you become a victim of the
situation.

Successful teachers learn to listen, learn, and lead. Learn to choose to
make a choice!
An Effective Comparison
Think about your favorite store.

Why is it successful? It’s because of three factors:
1. The place is well-managed.

It’s organized and comfortable. You find it a pleasant experience to
shop there.
2. The merchandise is good.
There is a good selection of merchandise. It’s of good quality and the
price entails a good value.
3. The customers are well-treated.
People are polite to you. You are treated with courtesy, respect, and
dignity. Salespeople appreciate your business and have built a
relationship with you.
You can name these stores. They come in different sizes, sell different
merchandise, and can be found in different locations. But they all have the
same three characteristics that drive their success. They have all the pieces
put together for profitable success.

Picture the successful classroom. It is no different. It’s because of three
factors:
1. The classroom is well-managed.

Students find the classroom organized, safe, and pleasant. This is Unit
C on Classroom Management.
2. The lessons are well-delivered.
Students learn, have a good experience, and enjoy being part of the
classroom. This is Unit D on Lesson Mastery.
3. The students are well-treated.
They are respected. They receive additional help if they need it. They
are treated with love and significance. This is Unit B on Positive
Expectations.
You’ve seen or can picture these classrooms. They come in different sizes,
have a diversity of students, and can be found in different locations. But
they all have the same three characteristics that drive their success. Their
students learn because their teachers have it all put together for student
accomplishment.
The Surest Path to Success

Teacher-leaders practice enhancement behaviors. They spend much of their
time participating, learning, and growing to enhance their lives as well as
the lives of those with whom they interact. The surest path to success is
with an attitude of enhancement and cooperation.

They enjoy learning and participating, so they go to conferences,
conventions, and meetings. They exemplify the essence of a learning
community at a school and can interact with, share with, and listen with
other people.

People who use enhancement behaviors are “we” people. You keep
hearing them use the word we, as in, “We need to work in our learning
teams to find a solution to reduce the dropout rate,” “Do we have some
people who can staff the call center for our pledge-night campaign?” or
“We can do it—I know we can do it—so let’s all work on analyzing the
students’ work to see how we can improve student learning.”

“We” people have student success foremost on their minds. They are
restless to improve, constantly adding to their knowledge and repertoire of
skills. Their attitudes and abilities are their strengths. They do not dwell on
problems by whining about people, places, and things, because they have
discovered that life is fuller when chasing a future challenge rather than
bemoaning the past.

It takes work and effort to be a professional. It takes time to go to
conferences, read journals, serve on committees, and interact with
associates. It requires effort to be part of a learning team, give extra help to
students who need it, and take classes to improve personal skills and
understanding. But the rewards and the satisfaction go to those
professionals who are willing to invest in themselves for the benefit of
others. These are choices they freely make to enhance their own lives.
Successful People Choose

Now that you know the difference between a teacher-worker and a teacher-
leader, which will you be? Will you DECIDE to be a WORKER? Or will
you CHOOSE to be a LEADER?
Decide
Look at the two parts of the word decide. The prefix, de-, means “off” or
“away,” as in defeat, destroy, denigrate, and deemphasize. It is a negative
prefix. The stem, cide, means “cut” or “kill,” as in suicide, pesticide,
insecticide, and herbicide. To decide is thus to “cut away” or “kill off”—not
a very happy activity.

Many people make decisions by deciding. Have you ever dined with
someone at a restaurant who cannot select what to order from a menu?
While everyone at the table waits for this person to place an order, someone
impatiently barks out, “How long does it take you to decide? When will you
decide? Can’t you decide?”

And does the person order? No. Instead the person asks the others at the
table what they plan to order and then decides to do the same.

“Oh, you’re going to have a turkey sandwich? I’ll have the same. No
mayonnaise? Oh, OK, make mine the same way. I’ll have the same thing.”

The meal becomes an act of cloning.

And what happens to people who decide in this way? Deciders become
victims because they allow other people to make decisions for them.
Choose
Leaders do not decide. Leaders CHOOSE!

Leaders have control over their own lives. They know that the good
things in life come from what they learn within themselves. They generate
their own happiness, and much of that comes from serving and sharing with
others. Leaders enjoy tackling problems, obstacles, and challenges.

Leaders are achievement oriented. They have a vision that helps them see
beyond their task or job. They know what the word choose means and how
to use it.
Choose means that I am responsible for my choices.

Choose means that I am accountable for my choices.
Choose means that I have control over what I do.
Choose means that I accept the consequences that accompany my
choices. If something fails, I deserve the blame. But if it succeeds, I
have earned the reward.
Worker-decider teachers do not strive for success, happiness, money, or

respect. This is why they do not receive the rewards they long for.

Leader-professional educators are rewarded with whatever they are striving
for—be it happiness, success, money, achievement, popularity, or
professional respect. Leaders are people who strive for results and have
a passionate pursuit for achievement.
Workers Decide
Life’s rewards come from what others get for me.

I expect others to bring me happiness.
Life will be better when I get a new X or more Y.
Life would be easier if I didn’t have to do all these things.
All I want is some peace and quiet.
I can’t do this. I’ve got to go home and feed the dog.
I can’t wait for the weekend!
Leaders Choose
Life’s rewards come from what I earn.

I will generate my own happiness.
Life is better when I share or help others.
Life is fine because I want and choose to do these things.
I enjoy challenges; they are the elixirs of life.
I’ll do this. Then I’ll go home and have a wonderful evening with my
family.
I can’t wait for the math conference!
Now that you know the difference between deciding and choosing, what
will you decide or choose to do?
The Choices We Make Determine Our Future

In December 1, 1955, Rosa Parks, a 42-year-old African American woman,
made a choice. Her choice was made on bus number 2857.

Today, you can board that bus at the Henry Ford Museum and
Greenfield Village in Dearborn, Michigan, and relive history by sitting
in the same seat Rosa Parks sat in that fateful day.

At the time, the Jim Crow law mandated the first 10 rows of a bus were
reserved for whites. Rosa Parks sat, correctly, in the eleventh row, the first
row behind the white section.

However, on that day, all of the seats in the bus soon filled. When a white
man boarded the bus, the driver (following the standard practice of
segregation) asked that all four blacks sitting just behind the white section
give up their seats so the white man could sit there. Rosa Parks quietly
refused to give up her seat.

When the police came on the bus that day, they said to Rosa Parks, “You
know if you continue to sit there, we’re going to have to throw you in jail.”
She answered, “You may do that.” An enormously polite way of saying,
what could your jail possibly mean compared to the imprisonment I’ve been
subjected to for the past 42 years, an incarceration from which I break out
of today?

Her action on the bus that day was ultimately her personal choice.

After her arrest, local civil rights activists initiated a boycott of the
Montgomery bus system. Leading the boycott group was a young Baptist
minister who was new to Montgomery. His name was Martin Luther King,
Jr.

Because African Americans made up about 75 percent of the bus riders in
Montgomery, the boycott posed a serious economic threat to the company
and the white rule of the community. The boycott lasted 381 days, into
December 1956, when the U.S. Supreme Court ruled that the segregation
law was unconstitutional and the Montgomery buses were to be integrated.

It was Rosa Parks’ arrest that ultimately gave every American citizen,
regardless of color, creed, or national origin, the freedom to sit where
one chooses to sit, eat where one chooses to eat, worship where one
chooses to worship, and learn where one chooses to learn.
You Choose to Learn

Although we all have the freedom to learn, note where some people sit at
team meetings. Some arrive early just to be able to reserve seats in the last
row or sit in the most remote corners. Their message is clear, “I do not want
to learn, nor do I want to collaborate.” They behave like the students they
complain about.

If this is your school or the behavior of selected teachers, make a personal
choice and stop allowing negative influences and the school climate from
being your enemy. If you have children, tell them to do this as well.

It’s a sad reality that you may be one of the finest teachers and have the
finest of lessons and programs, but if you work in a negative culture—
the culture always wins.

When Rosa Parks sat down that day, it was partly an acknowledgment that
by conspiring with racism, she had helped create racism.

As a teacher, if you conspire to be part of a negative culture, then you help
create a culture where the children are the losers.

There was a time when we could discriminate against minorities by
restricting them to less appealing places. That way, minorities could not get
anything, while the majority got to choose everything—jobs, opportunities,
and schooling.

However, because of activists like Rosa Parks, today the only person
who can legally discriminate against you is yourself.

Thanks to Rosa Parks and her contemporaries, we now have equal access to
all the opportunities that are available in a free world. She left behind an
inspirational legacy—having choices in school and learning is one of
them.

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.

Click to read Sidebar story: He Made a Choice to Be an Effective
Teacher

Click to read Sidebar story: Life Begins When You Make Choices

Click for GoBe folder information: The Thin Margin for Success
The Basics for a Beginning Teacher

The most crucial time in a new teacher’s life is during the first three
years. Statistics show that some 40 percent of new teachers will opt to
leave teaching in their first few years on the “job.” Although administrators
like to refer to this as attrition, in athletics, it’s called quitting.

Regardless of the reasons former teachers give for leaving the noble
profession, the fact is successful teachers DO NOT QUIT.

The professional educator accepts the responsibility of personal growth and
invests the necessary time to become an effective and successful teacher.

Don’t whine. Don’t blame. Instead, make this your mantra in life:

What do I need to know in order to do what I need to do?

Repeat:

What do I need to know in order to do what I need to do?

Of course, you need to know how to manage a classroom and how to teach
and assess a lesson for student learning. That is the subject of this book. For
additional information go to these websites:
teachers.net
k6educators.about.com
education-world.com
sitesforteachers.com
You also need to know what is happening in the profession so that you do
not become a victim. These are some websites where you can begin your
journey to success. Most are free, but you can also choose to subscribe to
their offerings and have information delivered to your email account.
ednews.org
tcrecord.org
edweek.org
NewTeacher.com
publiceducation.org/newsblast_current.asp
Our purpose is to help you jump-start the first days of school. Use these
same days to jump-start your life, too. Start correctly. Maintain a strong
vision of doing those things that will help you become an effective teacher
—the subtitle of this book.

Keep a laser focus on becoming a teacher-leader. It is the teacher-
leader who is the most significant factor in improving student
achievement.

Research consistently shows that educational fads and innovations are not
the major factors for improving student achievement.

The only factor that is able to consistently impact student achievement
is the significance of a teacher.
The Significance of a Teacher

Society needs models of leadership. What better models of leaders are
there than the teachers of a community?

Teachers can be accurately compared with business executives. Similar to
executives, teachers develop, manage, and evaluate the work and
productivity of a relatively large number of individuals on a daily basis.

When comparing teachers and doctors, teachers actually make more
complex and fewer routine decisions than doctors—and they make them far
more frequently.

More teachers go into teaching because of the influence of another teacher.
This is not true for other professions. Teachers have influence.

Teaching is the profession that makes all other professions possible. We are
the only profession dedicated to making the world a better place for future
generations. They are our legacy.

Commitment, dedication, and hard work make a person a leader.
Ability and talent are not enough. The world loves talent, but pays off
character. Character is the product of ability and talent combined with
relentless practice and tempered by years of training. Even then, leaders
give more because they dedicate their hearts and souls to helping children
achieve.

If you have taught for more than 20 years, then you can recall the
significance of that teary-eyed, emotional experience of a student’s return
visit. Even if you are just starting out, we wish you the same kind of event
sometime down the road.
The Greatest Day of a Teacher’s Life

Perhaps the greatest day of a teacher’s life is when a former student comes
back to visit. There you are, consumed with teaching, when this face
suddenly appears in the doorway. It’s a former student, but you don’t
recognize him. Children have a way of changing after 20 years or so.

You suspect he’s a parent. So, you directly ask, “Yes?”

“Mrs. Riley?” the person replies.

Agitated at the disturbance, because class is in session and no appointment
has been made, you curtly respond, “Yes, I’m Mrs. Riley.”

“Remember me? Keith. Keith Marlowe. I was in your class 23 years ago,
and I sat right there in that chair. Remember me?”

You don’t, but you fake it.

“Oh, yes, Keith. How are you?”

“I’m fine, and how are you, Mrs. Riley?”

“Oh, I’m fine, too.”

“I don’t live here anymore. I live 2,000 miles away, but I come back to see
my parents from time to time. On my way back to the airport, I couldn’t
help but notice that I had some free time, so I decided to come over here to
see you. And, I’m so happy to find you still here.

“For you see, Mrs. Riley, I’ve come here to tell you something.

“I am who I am,
and I am what I am,
and I am where I am in life today,
because of what you represented to me 23 years ago.”

Notice that Keith did not say anything about what she taught him. Nor did
he say anything about some fun activity he did in class.

Keith described Mrs. Riley as a paragon. She was a role model. She was a
significant adult in his life.

He extends his hand to shake Mrs. Riley’s hand and says, “I’ve come today
just to say ‘thank you.’”

Keith smiles, nods affirmatively, turns, and is about to walk out of her life
forever when Mrs. Riley says, “Keith, please don’t leave. I have something
to say.”

With 28 students watching her, and with tears flowing down her cheeks, she
says, “Keith, we teachers rarely get any validation for what we do. But what
you have done today is all we teachers want—the knowledge that we’ve
made a difference in someone’s life.”

Her voice choking now, Mrs. Riley says, “Thank you for making my day.”

Keith responds, “Thank you, Mrs. Riley. But you made my life.” (Wong, H.
(2007). “The Greatest Day of a Teacher’s Life.” So to Teach: Inspiring
Stories that Touch the Heart. Indianapolis, Ind.: Kappa Delta Pi.)
You Are the Difference

You are the determiner of success in your classroom. You make this
possible, not only by what you do, but more importantly through your
positive attitude and your strong affirmation of children. It is your
leadership ability that can and should make a difference in their lives.

What you choose to believe is what you choose to become.
10 Beliefs of Successful Teachers

1. Believe that every child who enters your classroom wants to grow and
learn and be successful and has the capacity to do so.
2. Believe in yourself that you have the skills needed to reach children
and move them to new heights.
3. Believe that every day is a new day with the opportunity to start anew.
4. Believe that you are part of a greater community of educators who are
proud of their profession and dedicated to their calling.
5. Believe that the smile of welcome you radiate to your students every
day will warm the hearts of more bodies than you will ever imagine.
6. Believe in partnerships with colleagues, administrators, and parents
that will nurture children.
7. Believe that you are both a teacher and a learner and grow yourself
professionally each year.
8. Believe that hard work is required for success.
9. Believe that education is the bedrock of humanity.
10. Believe that we are here to help you and your students achieve success.
What teachers do is nothing short of a miracle that humbles and inspires us

all.
You are the window through which children see the world.
You are the sanctuary their heavy hearts come to each day.
It only takes one person to make a difference.
And we applaud that person who does.
Know that you don’t just make a difference. You ARE the difference.
“One hundred years from now it will not matter

What kind of car I drove,
What kind of house I lived in,
How much I had in the bank,
Or what my clothes looked like.

But the world will be a better place because
I was important in the life of a child.”

_Forest E. Witcraf
1. Is a professional educator.
2. Is a teacher-leader.
3. Makes choices.
4. Strives to be the difference in the lives of students.
EPILOGUE
How to Create a Culture of Effective Teachers
THE KEY IDEA:
The most effective schools have consistency.
The Key Is Consistency
The most effective schools have a culture of consistency.
Consistency is what you want when you buy a product and use the
services of a person or company. That’s why you have a favorite hair
dresser, cereal, restaurant, and store. Consistent means that you can depend
on a product or a service. Consistent denotes meeting an expectation. It
means that you know what will happen with a product or service and you
can depend on getting a predictable result. Consistent does not mean status
quo, never changing.

An effective classroom is consistent. Please go back to page 3, the very
first page of the book, and reread the concept of consistency in the
classroom. In part it says, “Students want a safe, predictable, and nurturing
environment—one that is consistent. No one yells at them and learning
takes place.”

This book began with the concept of consistency in the classroom and it
has taken 25 chapters to explain how to establish that consistency. You
know a classroom has consistency when you see everyone at work in a safe,
caring, and focused environment.
Safe: Students are working in a well-managed classroom. (Unit

C)
Caring: Teachers have positive expectations for student success.
(Unit B)
Focused: Teachers are providing instruction on what needs to be
learned. (Unit D)
And now, this book ends with the concept of consistency in the school.

Click to read Sidebar story: The Future

Click to read Sidebar story: The Last Days of School
Proficient and Effective

The subtitle of this book is “How to Be an Effective Teacher.” It is our
firm belief that everyone can become an effective teacher. Study after
study states that effective teachers produce improved student learning.
It is the teachers and their instructional practices, not curriculum

programs, changes in school structure, or legislative mandates that
improve student learning
Let’s look at these two key terms:
Proficient: having knowledge and skills

Effective: having an effect; producing a result
Teachers who are proficient and effective produce measurable student

learning. Programs do not produce achievement; teachers produce student
achievement.
Teachers, not programs, produce student achievement.
The difference between successful and unsuccessful schools is easy to spot:
Unsuccessful schools stress programs and make structural changes.

They spend millions of dollars adopting programs—fads of the year—
in constant pursuit of the quick-and-easy fix.
Successful schools stress practices. Administrators wisely invest in
their teachers—their human capital—and the effectiveness of their
teachers. They don’t teach programs; they teach basic, traditional
academic content. They work at improving the instructional practices
of their teachers because they know that instructional skill is a major
factor in improving student achievement.
Click for GoBe folder information: It’s a Happy Place

Funds are much better spent training and developing teachers than in
buying one program after another. Educational leaders know that what
matters is whether schools can offer their neediest students good teachers
trained in effective strategies to teach strong academic knowledge and
skills.

The ineffective teacher affects little, if any, growth in students. Surrounding
these teachers with programs, schedule modifications, school changes, and
mandates will never improve student learning.

The effective teacher, even in an ineffective school, produces improved
student learning and increased student achievement. (See page 25 for more
validation on this topic.)

That is why effective administrators recruit and then train their
teachers to be proficient and effective.

Click to read Sidebar story: Planning for Learning
The Greatest Asset of a School

Peter Drucker, the famed business guru, coined the term “human
capital” and considered people “assets.” During the industrial revolution,
physical capital such as gold, manufactured products, buildings, and money
were considered the source of most wealth and virtually all economic
growth.

In today’s digital age, human capital is what companies invest in to bring
wealth and economic growth.

Human capital refers to what people know (proficient) and can do
(effective). Human capital is not measured by accumulated physical assets,
but by knowledge, skills, and attitudes. The very idea of human capital
replacing physical capital was so novel it won a Nobel Prize (1992) for its
most ardent exponent, University of Chicago economist Gary Becker.

Companies today depend on their people to create the next trends and great
ideas. Human capital is the wealth and future of a company. People are its
major assets.

Peter Drucker says that if you ask any businessperson to name their
greatest asset, they will tell you it’s their PEOPLE. An asset is what you
invest in to make it grow into greater assets. That’s why businesses spend
$53 billion dollars each year training their people—their assets—to make
them worth more to a company. Thus, they consider their people their
human capital. The better their people, their assets, the more successful the
company.

However, ask a school administrator or policymaker to name their greatest
asset and they will often tell you it’s money or programs. Rarely do you
hear anyone say, their teachers are their most valuable assets—yet the
research says it over and over again:

Teacher instructional quality is the most critical factor by which to
improve student achievement or close the achievement gap.

The most effective administrators, coaches, staff developers, and
teacher-leaders are instructional leaders. A study of seven urban districts
reported that the only reform effort that clearly resulted in student
achievement gains had
clear instructional expectations,

supported by extensive professional development,
over a period of several years.
(Cross, C. T., and D. W. Rigden. (April 2002). “Improving

Teacher Quality.” American School Board Journal, 189(4), 24–
27.)
Ask the baseball manager, construction foreman, or senior partner in a law

firm, what they do with new employees. They will tell you that all
employees are trained from the day they arrive, and the training continues
until the employee leaves.

Now, ask a school administrator what they do with a new teacher. Some do
nothing. Most will tell you they assign a mentor to the new teacher and
rarely monitor the result of the relationship.

Click for GoBe folder information: Use Coaches, Not Mentors

The only way to close the student achievement gap is to close the
teacher instruction gap. Teach the teachers well and they will teach the
students well.

Effective schools have a culture where they consistently invest in
teacher capital.
Creating an Effective School Culture

Effective schools have a culture, based on their human capital. An
effective culture has two characteristics: Beliefs and Practices.
1. Beliefs: The vision, goals, and beliefs of a group.

2. Practices: What people do and practice to achieve the belief.
All good schools have a vision or belief and it is always STUDENT

SUCCESS.
Schools achieve the belief by what they do—the practices used by the
teachers.
Ineffective schools do not have a culture. They do not nurture their teachers
as human capital. They have a building with a collection of people isolated
in their offices or rooms, doing what they claim are their jobs. The only
thing these people have in common is the parking lot.
The role of an administrator is to establish, nurture, and disseminate a

culture.
Lee Douglass is a principal in an urban school district. Her 600 students are
mostly minorities with family structures and income levels that are
challenging. Yet, the test scores at her school are extraordinary. The kids
and teachers love coming to school and the teachers never leave! Lee
Douglass has established a successful learning culture at her school.

Click for GoBe folder information: A Most Effective School

Each school day starts with a teacher beating a drum. When the students
hear the drum they gather and stand in a designated line. They know the
procedure as they want to be recognized with the “line-of-the-day” award.

Then a group of adults raise their hands. A hush falls over the playground.
No voices are used; there are no orders and no yelling.

The morning routine begins—conducted by a group of students. Each
week a different class leads the routine. A different student from the class
steps forward and leads the students in the prescribed order of the day:
“The Pledge of Allegiance”

30 seconds of silent meditation
The school song (on Tuesday and Friday only)
The school motto
The school pledge
The school slogan
(All of the above are done to cement daily the culture and vision of the
school.)
A teacher reviews the life skill for the week

Lee Douglass makes a few quick announcements and the line-of-the-
day award is given.
The line-of-the-day-class leads the students off the playground and all of
the classes follow and fan out to enter various doors of the school building.

As each class walks down the hall, there is no talking, pushing, or shoving.
This is because the procedure is “zip and flip,” meaning the lips are zipped
close and the arms are folded (i.e., flipped) gently across each other.

When the respective classes enter their rooms, yes, there is a bellwork
assignment awaiting them, and the school day begins.

Everyone is at work in a safe, caring, and focused environment.

The kids love the school. The parents love the school. And the teachers love
the school.

One day, Lee Douglass reported that she looked up at the group of parents
gathered behind the lines of students and there was a 3-year-old child
standing at the end of one of the lines. He had learned all the lines and was
reciting with the students. He said to her, “I’m ready to go to school!”

With a schoolwide morning routine the school culture is reinforced
every day.

When Lee Douglass is assigned to start a new school, she takes a critical
mass of 8 to 10 teachers—her human capital—with her and they help her
instantly implement a positive culture in a new school.

One year, Lee Douglass was asked to consult in a school district where
seven schools were on a state probation list. In one year, she turned six of
the schools around and they came off the state list. The one school that
didn’t make it? The principal said, “I lost the notes from the meeting.”

Click to read Sidebar story: How She Created a School Culture
The Importance of Teachers

More than 200 studies have shown that the most significant factor in
improving student learning is a knowledgeable and skillful teacher.
(National Commission on Teaching and America’s Future. (November
1997). Doing What Matters Most: Investing in Quality Teaching.
Washington, D.C.)
It’s the teacher!

We’ve known this for decades, yet we still do not work to implement
the obvious.

As a teacher’s effectiveness increases and as the human capital grows, the
first group that benefits from this improvement is the lower-achieving
students.

Click for GoBe folder information: It Turned Our School Around

The achievement gap facing poor and minority students is not due to
poverty or to family conditions, but to systematic differences in teacher
quality. These differences produce long-term consequences. A student who
is taught by an ineffective teacher for two years in a row, for example, can
never recover the learning lost during those years.
The Significance of a Teacher

A UCLA study attributed to John Goodlad reviewed 40 years of educational
ideas and found that only one factor increased student achievement.

The one factor that increased student achievement was the significance
of a teacher.

Additionally, a large-scale Harvard-published study found that every extra
dollar spent on building human capital and raising teacher quality netted
greater student achievement gains than did all other uses of school
resources. (Ferguson, R. “Paying for Public Education.” Harvard Journal
on Legislation. 1991.)

It’s the teacher and how the teacher is trained that produces student
achievement gains.
The Three AREs

Teachers ARE important.
Teachers ARE influential.
Teachers ARE able to make a difference.
_Helen Morsink
The Importance of Administrators

Effective administrators create a culture where the focus is on how
teachers instruct and how students learn, not on programs, structures,
fads, or ideologies.
Superintendents: There is a direct link between a superintendent’s

leadership and student achievement. When superintendents keep their
districts focused on teaching and learning (not programs), student
achievement improves. (Waters, J. T., and Robert J. Marzano. (2006).
School District Leadership that Works: The Effect of Superintendent
Leadership on Student Achievement. Aurora, Col.: Mid-continent
Research for Education and Learning (McREL).)
Principals: A study reviewing 30 years of research concluded that
principals who are instructional leaders and concentrate on teaching
the right instructional practices (not programs), can elevate a school
scoring in the 50th percentile another 10 to 19 percentage points.
(Waters, J. T., R. J. Marzano, and B. A. McNulty. (2003). Balanced
Leadership: What 30 Years of Research Tells Us About the Effect of
Leadership on Student Achievement. Aurora, Col.: Mid-continent
Research for Education and Learning (McREL).)
The Importance of Professional Development

More than 80 percent of a school district’s budget is spent on teachers’
salaries, yet many administrators and policymakers turn around and ignore
teachers as assets after they are hired. Teachers are summarily dumped into
the classroom to survive with no structured, coherent growth-development
program. As embarrassing as it sounds, some teachers are not even
provided with a curriculum.

The best way to have effective teachers is through a comprehensive
induction program that begins before the first day of school.

You cannot create a good school without good teachers. It is the
administrator who creates a good school. And it is the teacher who creates a
good classroom.

Comprehensive training programs are the norm for most jobs. Ask the
baseball manager, construction foreman, or senior partner in a law firm
what they do. Ask the workforce at leading chains like Domino’s Pizza,
Starbucks, The Cheesecake Factory, and McDonald’s. Every employee is
trained.

Even the best educated of new employees need on-the-job training.
Despite completing college and medical school, doctors spend years
working as hospital residents before entering private practice. Newly
elected judges, armed with law degrees and years of experience, attend
judicial college before assuming the bench. Pilots receive initial training
and recurrent training every time they change positions, such as from co-
pilot to pilot, and when they fly a different type of plane, such as from a 737
to a 757.

Click to read Sidebar story: Help at 35,000 Feet
Comprehensive Professional Development

In the Hopewell City Schools of Virginia, every new teacher at the school
level has access to the following complement of people:
Buddy: An assigned teacher to whom the novice teacher can

turn for immediate help for answers or quick advice.
Coach: A teacher with expertise in classroom management and
instructional skills. As the title implies, their role is to develop
skills in classroom management and instruction.
Lead teacher: A teacher who can help with subject matter

questions. There are five on each campus, each specializing in
one of five areas—English, math, science, social studies, and
technology.
And if you have been hired at Carter G. Woodson School in Hopewell,

Virginia, the new teachers are given a “shower.” The teachers celebrate
your arrival by putting out boxes and baskets where the other teachers can
place materials for bulletin boards, sticky-notes, crayons, books, and
necessities of the classroom.

Then, the staff helps you, the new teacher, set up your classroom!

The Hopewell City Schools is a highly distinguished Title 1 school system
and a Standard and Poors Outstanding School Division. Also, all the
schools in Hopewell are 100 percent accredited.

Click for GoBe folder information: The Hopewell Model
Team-Oriented Results
Most employees of companies work in teams. This is because teams
produce results. People who work in isolation do not produce results.
Most schools are organized so the staff functions in isolation. Collaboration
is rare. Worse yet, new teachers seldom see another classroom. Isolation
and lack of support further exacerbate the problems of beginning teachers.

Yet, the research is clear—teachers working collaboratively will
significantly raise their productivity and the quality of their work.
(Guskey, T., and M. Huberman (eds.). (1995). Professional Development in
Education: New Paradigms and Practices. New York: Teachers College
Press.)

Within high-success schools in low-income areas, teachers and principals
have built into their regular schedules time for teachers to intensively share
each other’s ideas and procedures and work together. The Schmoker Model
used by the school in Chapter 24 is an example of a tool schools use to
structure their collaboration.

Professionals do not work alone; they work in teams. When teachers
meet in teams to focus on a problem, they become part of a unit that will
work with students who are in need of help.

Professional development is most effective and teachers learn more in
sustained teacher networks and study groups than they do with individual
mentors. (Garet, M., A. Porter, L. Desmoine, B. Birman, and S. K. Kwang.
(2001). “What Makes Professional Development Effective?” American
Educational Research Journal, 38(4), pp. 915–946.) Collaboration is the
most effective way for teachers to learn.

Click to read Sidebar story: Gaston Professional Development
Collaboration Helps Keep Teachers

It’s a known fact. Teachers working in isolation make student
achievement a next-to-impossible feat.

Susan Moore Johnson of the Project on the Next Generation of Teachers at
the Harvard Graduate School of Education says, “Our work suggests that
schools would do better to rely less on one-on-one mentoring and, instead,
develop schoolwide structures that promote the frequent exchange of
information and ideas among novice and veteran teachers.” (Johnson, Susan
Moore, and Sarah E. Birkeland. “Pursuing a Sense of Success: New
Teachers Explain Their Career Decisions.” American Educational Research
Journal, Fall 2003, p. 608.)
Grade-level teams using carefully developed curriculum consistently

get better results than collections of individual teachers using an
eclectic collection of curriculum
The majority of teachers being hired today are part of the Generation Y
cohort. The attributes of a Gen Y teacher lend themselves positively toward
establishing a collegial learning environment. Gen Ys desire collaboration,
assimilate quickly, and have high energy. Schools will see improved student
learning if they will harness the collective intelligence, creativity, and
genius of this new generation of teachers.

Just think how much more effective our teachers and schools can be if
a new teacher joins an existing team of collaborative learners.
“Teachers should be in teams, working collaboratively around

problems identified in their schools and related to students.”

Kathleen Fulton, director
Reinventing Schools for the 21st Century
Click for GoBe folder information: 40 Million Strong
It Is Time to Turn the Page!
Businesses spend $53 billion each year on training. Education spends

$7.3 billion each year to recruit and replace teachers.
Each year school districts spend billions hiring teachers to replace the
teachers hired the year before, when a fraction of that money could be
applied to a structured, coherent, and sustained professional development
program. Teachers stay when they are successful.

We know the following:
The single greatest effect on student achievement is the

effectiveness of the teacher.
New teachers are not as effective as veteran teachers.
Teachers that work in isolation are not as effective as teachers who
work as part of a learning team.
It is costly and unconscionable to keep hiring new teachers to
replace the teachers hired the previous year to fill the same
positions.
New teachers will succeed and stay if they are given training and
collegial support.
Therefore, to keep new teachers, to close the teacher instruction gap,

and to incrementally improve student achievement, provide every new
teacher with the following:
1. A structured and coherent induction program that flows

seamlessly into a sustained professional development program.
2. A grade-level or content-level learning team they can become a
collegial part of instantly.
Click for GoBe folder information: Comprehensive Induction

It’s time for education to have an “aha,” a light bulb moment, an
epiphany. It is time to turn the page and move forward.

We need a new generation of teacher-leaders and administrators who view
themselves as assets, as human capital, as people capable of implementing
the already known way to improve teacher instructional skills. We do not
need to install another program, structural change, or the same ideology
over and over again.

Just as the bottom line in business is profit, the bottom line in education is
academic performance. The ultimate purpose of professional development
must be to improve the academic outcome of every student.

To do this, nurture your human capital from the mix of knowledge, skills,
and talents that reside in every person. Developing human capital through
sustained professional development is the key to continued student learning
and achievement.

Teachers are the only assets that do not show up on the balance sheet, yet
they are the most valuable resource of a school. The teachers we hire
today will become the teachers for the next generation. Their success
will determine the success of an entire generation of students.

The most effective schools invest in their future.
They have a culture of proficient and effective teachers.
They have a culture of predictable results.
They have a culture of consistency.
With our sincerest thanks for your efforts

and your passion for creating a positive future for kids,
Voted teacher-of-the-year, Chelonnda Seroyer never looked back after

her first day of school.

But she could well have failed as a teacher because her student teaching
experience was a disaster. Wisely, she took copious notes of that experience
and reflected on what happened to prepare for her first teaching position in
the English department at Bob Jones High School in Madison, Alabama.

Chelonnda spent two months poring through The First Days of School and
using it as a guide for organizing for her first day of school. When the first
day of school came, she had a script. She had a classroom management
plan.

Standing at the classroom door, she greeted her students as they entered the
room. She was nervous and uneasy. Then she had an eerie feeling. Turning
around to look into her classroom, she saw that her students were seated at
their desks—and at work!

And the first second
of the first minute
of the first day of school
had not even begun.
She was already a success on her first day of school.

From that moment on, she has never looked back on her career.

At the end of her first year as a teacher, she was awarded the school’s
Patriot Award, given to the first-year teacher who contributed the most to
the school.

At the end of her second year as a teacher, she was given another Patriot
Award for her contributions. This time she was selected from all the
teachers in the school.

At the end of her fourth year, she was selected the school’s teacher-of-the-
year.

A veteran teacher said to her, “I have been here for 13 years and I have yet
to receive a recognition. How do you do it?”

Chelonnda said one word, “Procedures.”

Chelonnda shares the procedures she uses in her first day of school
script in a DVD, “Using THE FIRST DAYS OF SCHOOL,” that comes
with each copy of the softbound version of The First Days of School.
Photo Credits
Grateful acknowledgment is made to the following people and institutions
for permission to use their pictures, classrooms, or facilities:
Val Abbott
Stacey Allred
Robin Barlak
Liz Breaux
Norm Dannen
Steve Geiman
Grand Heights Early Childhood Center, New Mexico
Diana Greenhouse
Jim Heintz
Julie Johnson
Sarah Jondahl
Holland Meyers
Susan Monfet
Kathy Monroe
Sue Moore
Pacific Elementary School, California
Karen Rogers
Chelonnda Seroyer
Jeff Smith
Mark Tantrum
Merle Whaley
Nile Wilson
Appendices
Unit A Links
Hand in the Work

At a school in an at-risk community, (truly these students are “at-promise”)
a student said, “I like coming to this school because everyone knows what
to DO. No one yells at us and we can get on with learning.”

The student is not talking about behavior, which is addressed in Chapter 18.
The student is talking about DOING, or getting things done as explained in
Chapters 19 and 20. Summarizing the importance of doing, a seventh grade
student said, “I have figured out how to succeed in school. Hand in the
work!”

Learning takes place when students get things done.

Going Beyond
The term “lagniappe” (pronounced “lan-yap,” meaning “something extra”)
is used in Louisiana and Mississippi. It began as a little bonus that a
shopkeeper might add to a purchase such as an extra donut (as in a baker’s
dozen), something for the road, or a complimentary dessert. Today it has
become synonymous with the little extra things people do for each other.

When you see a Going Beyond or “GoBe” link, go to
EffectiveTeaching.com and click the GoBe icon on our home page. This
will take you to folders that are correlated to each chapter in the book.
These little extras will change as current information and research appear.
As you revisit this book each year in preparation for the new school year,
check the folders on the website for the latest resources.

Teachers.net
The work of Diana Greenhouse and Kazim Cicek first appeared on the
website teachers.net. Since June 2000, we have contributed to a monthly
column featured on teachers.net.

We have highlighted examples from teachers who have shared with us their
successful implementations of The First Days of School. The profiles
encompass elementary, high school, and special ed teachers, and cover the
range from English, science, technology, and fine arts instructors to
librarians. College professors have been featured. There’s even a teacher’s
first-day-of-school script in Spanish.

A cumulative, short summary of all past columns can be found in each June
column. By all means, beg, borrow, and steal from these teachers—use their
ideas to create your own successful classroom.

GoBe
Classroom Management Plans: Diana Greenhouse’s and Kazim Cicek’s
PowerPoint presentations are in the Going Beyond folder for Chapter 1 at
EffectiveTeaching.com.

Don’t Be a Pal
Our heart goes out to all the neophyte teachers who want to be their
students’ friend. Be friendly, caring, loving, and sensitive, but do not be
their friend. They have enough on their hands with their own friends.

The students of today need you to be an adult role model they can look to
with admiration and pride. If you become a student’s friend, the student will
start asking for favors, as people do of friends. And if a favor is not granted,
the student becomes incensed, “I thought you were my friend. I hate you!”

It is better to be a paragon than a pal.

It’s Never Too Late
Teaching, unlike most professions, gives us the opportunity to start fresh
each and every day, each and every year. You may stay in Survival mode
your first few years, but that’s highly unlikely if you read this book and
implement the shared skills.

And if you’re a veteran teacher, struggling to survive and reading this book
for the first time, tomorrow is your new day, too.

I have been “surviving” for the last eight years. With the strategies I take
away from this program, I finally can say, for the first time in nine years, I
don’t dread those first days.

Becky Gibbs
Franklin Road Academy
Nashville, Tennessee

Students Work Without the Teacher Present

Dear Dr. Wong,

In my 23 years in the classroom, I have always felt that one of my greatest
strengths is in the area of classroom management.

To illustrate, I called the administration one evening to inform them that I
was ill and would not be present the next day. The following morning my
students were standing in the hall outside my room when the first bell rang.
The other teacher in the department opened my door to let the students in.
As the day progressed, the classes came and went. In the afternoon a
counselor came looking for me. My students said that they had not seen me
all day and went back to business as usual.

My standing joke with the administration is that if I could get my students to
keep quiet about my absence, I could stay home all week or maybe even
take a trip to some South Seas island!

In closing, I have not had a serious discipline problem in over 15 years, and
my day is free to spend however I wish at 3:15 P.M.

Procedures work!

Richard L. Crewse
Concord High School
Elkhart, Indiana

GoBe
Close to a Miracle: Stacy Hennessee’s classroom was out of control. Then
he experienced something close to a miracle. What he did is in the Going
Beyond folder for Chapter 2 at EffectiveTeaching.com.

The First Year of Teaching Is the Most Crucial

New teachers feel
Isolated,
Vulnerable, and
Deeply concerned with how they will be perceived, yet
Afraid to ask for help.

They are hired,
Given a key,
Told which room is theirs, and
Given no support.

They are given the worst assignments.
They feel frightened.
They feel humiliated.
They are given no help.
They want someone to give them hope, to tell them when their hardship
will end.

GoBe
10 Questions to Ask: When you interview for a job, there are 10 questions
you need to ask. These are in the Going Beyond folder for Chapter 3 at

GoBe
Websites: Many professional organizations have a website, publish a
journal, and hold meetings. Many have state and local branches. See the
Going Beyond folder for Chapter 3 at EffectiveTeaching.com for each
group’s website.

You Can Have Any Job in Education in Three to Five Years With a
Raise in Salary of 25 Percent or More

Because of the need for many more teachers in the future, there will be
many opportunities for effective teachers.

Your future in education can be very rewarding, but only the teachers who
strive for success will be rewarded. It’s no different with students. Only
those who work hard and have the most positive attitudes get the best
grades. Here are some reasons why the future looks good for you.
By 2013, U. S. schools will need to hire more than 2 million teachers

and administrators to replace those retiring from the current teaching
force and to meet the needs of a growing population of students.
All kinds of job opportunities will be available—and not just in the
classroom. Many teachers will become administrators or college
professors, hold jobs in educational organizations, write software,
become consultants, run educational programs for private businesses,
open child-care centers, and embark on many other educationally
related endeavors.
Although teachers are in the learning profession, they are typically
among the worst when it comes to wanting to learn how to improve
their own competencies. Most teachers do not go to conferences, and
they deride professional meetings.
Because many teachers do not want to grow, those who do can have
almost any position in education in three to five years at a salary 25
percent above what they are making right now.
There is a new sense of urgency about our schools, especially in closing the
achievement gap. You can play an active role during this time of urgency—
and be rewarded for your contribution.

Teaching is a profession, and like all professions, its members must
continuously learn new knowledge and skills. The most effective way to
continually acquire new knowledge and skills is to be part of a learning
team where professionals share and learn from each other.
The Greatest Threat

People seldom improve when they have no other model to copy but
themselves. Build on the strengths of your colleagues, not the weaknesses
of a few.

The greatest threat to a teacher who is not growing is a teacher who is
growing. The stagnating teacher will do everything to discourage and
prevent you from growing because your growth is perceived as a threat.

Do not listen to cynical, running-in-place teachers.

These are the people who make fun of administrators, schools of education,
staff developers, conventions, conferences, and professional meetings (if
they go, they sit in the back rows). They resist anything and anyone who
wants to help you grow into the great teacher and person you are destined to
be.

Avoid teachers who constantly complain and make excuses. Do not allow
people who cannot control their own behavior to be in control of your
behavior.

Find yourself a coach, a colleague who will serve as your role model.
Seek someone who will help you learn and give you inspiration. Find
someone you can hold up as a symbol of the success you truly want to
be. You are the only person on the face of the earth who can use your
abilities. It is an awesome responsibility.

Quality Teaching
Research overwhelmingly supports the fact that teacher knowledge and
skills are the most important factors influencing children’s learning. And for
children from disadvantaged backgrounds or troubled home environments,
quality teaching is even more important. (Hanushek, E. A., J. F. Kain, and
S. G. Rivkin. (2001). Why Public Schools Lose Teachers. Cambridge,
Mass.: National Bureau of Economic Research.)

Successful Teachers Come in All Subjects and Grade Levels

Jeffrey W. Smith is a successful teacher. There is nothing in The First
Days of School about how to teach welding, yet Jeff Smith adapted
what he read in this book and became America’s foremost welding
teacher.

He is a PROFESSIONAL educator. He practices professionalism,
adhering to the codes of dress and conduct accepted by the welding
industry.

He is a leader in welding education, integrating certification standards
and requirements in his lessons. His students have the highest
certification levels in Oklahoma, making his students the most
accomplished junior welders in the state.
Jeff Smith: High School Vo-Tech Teacher. Every
student Jeff has taught has passed and received the
Oklahoma welding certification. All of his students
have succeeded.
Elizabeth Breaux: Middle School Teacher. Liz teaches
alternative education students in a high-poverty school
who are typically one to three years behind their peers,
yet she has no major problems, her students are
successful, and she is basically stress free!
Sarah Jondahl: Elementary School Teacher. Sarah

began teaching on her first day of school with a
classroom management action plan binder. It has grown
to two binders. She’s organized for student success. The
students love her and the parents do, too.
Steve Geiman: High School Physical Education

Teacher. Steve adapts general classroom procedures to
the gym. He says procedures used in the P.E. classroom
are applicable to all classrooms.
Chelonnda Seroyer: High School English Teacher.

Chelonnda was successful the moment her first student
walked into her very first classroom. She had an
assignment ready for her students and her students got
to work.
Julie Johnson: Elementary School Teacher. Julie has

been teaching for many years and she’s never had
problems getting her students to do their assignments.
Her students beg to be tested.
Robin Barlak: Pre-school Special Education Teacher.

Robin adapts procedures so her students can experience
success. She makes learning enjoyable for teachers,
classroom assistants, therapists, students, and parents.
Norm Dannen: High School English Teacher. Norm

uses scoring guides so his students know up front what
they are expected to learn and how they will be
assessed.
Karen Rogers: High School Science Teacher. Karen

shows her procedures with a PowerPoint presentation.
She uses scoring guides so her students and their
parents know what needs to be done.
Susan Monfet: College Instructor. Susan says, “The

classroom management practices I teach my students
also work in how I manage my college classroom.”

Effective teaching practices work in all classrooms: K–16. Prepare
yourself for an “Aha” or “light bulb” moment, and modify the technique for
your classroom. Then, it’s all yours to use with success.
GoBe
Stories of Successful Teachers: The complete story for each of these
teachers can be found in the Going Beyond folder for Chapter 4 at

GoBe
The Miracle of Teachers: Read what teachers have accomplished in
elevating the success of students through the years in the Going Beyond
folder for Chapter 4 at EffectiveTeaching.com.

That Noble Title Teacher

As we begin each new school year, let us remember the fine nuances and
the distinguishing essence of that proud word Teacher.

Let us be reminded of the tools you have at your command, because of your
talents, your traits, and your training…and because you chose to become a
Teacher.

Teacher—you are a poet, as you weave with your colorful magic language
a passion for your subject. You create a vast and grand mosaic of curiosities
to imagine, secrets to unfold, connections only to begin the cycle of
learning.

Teacher—you are a physicist, as you bring magic, logic, reason, and
wonder to the properties, changes, and interactions of our universe.

Teacher—you are a maestro, a master of composing, as you conduct and
orchestrate individuals’ thoughts and actions from discordant cacophony
into harmonic resonance.

Teacher—you are an architect, as you provide each student a solid
foundation, but always with a vision of the magnificent structure that is
about to emerge.

Teacher—you are a gymnast, as you encourage the contortions and
gyrations of thoughts and the flexing and strengthening of ideas.

Teacher—you are a diplomat and the ambassador of tact and sensitivity, as
you facilitate productive, positive interactions among the multiplicity of
personalities and cultures, beliefs, and ideals.

Teacher—you are a philosopher, as your actions and ethics convey
meaning and hope to young people who look to you for guidance and
example. As you prepare for your first day and each day, when your
students enter and you encounter their attitudes, ranging from eager,
enthusiastic anticipation to uncomfortable, uncertain apathy, recall the
powers you have within…from poet to philosopher…and present yourself
to those students as a person worthy of the noble title…Teacher.
Trish Marcuzzo
Omaha Public Schools, Nebraska
The Research Process

Problem: What do I want to know?
Prediction: What do I think is the right answer?
Procedure: How will I solve the problem?
Data: What will I look for?
Conclusion: What do the results tell me?

Effective teachers use research to improve their effectiveness.

This Model of Teaching Has NO Research to Support It
Assign chapters to read.

Answer the questions at the back of the chapter or on the worksheet.
Deliver a lecture and have students take notes.
Show a video or do an activity.
Construct a test based on a number of points.
Control the assignment of grades.
Effective teachers do what the research tells us is most effective.

Effective teachers use proven, research-based practices.
Why would you do otherwise?
The Four Beliefs of an Effective Teacher

1. It is the teacher who makes the difference in the classroom.

2. By far the most important factor in school learning is the ability of the
teacher.

3. There is an extensive body of research and knowledge about teaching
that must be known by the teacher.

4. The teacher must be a decision maker, able to translate the research and
body of knowledge about teaching into increased student learning.

_After Madeline Hunter

Western Heights School District’s Keys to Success
Grade level teams developed scope and sequence, objectives, and

benchmark tests that exceed the Oklahoma standards for grade level
subjects.
Benchmark tests are given at the end of each nine-week period.
Teachers consistently and annually review results of what’s been
taught and tested.
Teachers have immediate access to each student’s performance on each
standard.
Teachers have the technology to share lesson plans and tests to
improve teaching and learning.
Here’s an “Aha.” Do you realize that if you come to Western Heights as a

new teacher, you get the immediate impression that they know what they
are doing, and you can be part of it and succeed?

Educational Research That Applies to Every Teacher

John P. Rickards discovered two things:
1. The most ineffective place to print questions is at the end of a textbook

chapter.
2. It is ineffective to give a student all the questions for an assignment at
one time, and then ask the student to answer all the questions and to
turn them in all at one time.
(Source: Rickards, John P. (November 1976). “Stimulating High-Level

Comprehension by Interspersing Questions in Text Passages.” Educational
Technology, p. 13.)

Rickards found that if you want a student to achieve high-level
comprehension, you should intersperse the questions throughout the
text or the assignment. You do this to constantly assess the learning
success of the students. Chapters 22 and 23 discuss this in greater detail.

You know that this is true from having taken reading comprehension tests.
Reading comprehension tests are not written with pages of text, followed by
a long list of questions. They constantly go back and forth, a paragraph or
two of learning text followed by a few questions.

Put another way, no doctor asks questions when the patient is dead. A
doctor intersperses questions during the treatment of a patient, constantly
assessing the health of the patient.

Likewise, the effective teacher does not ask all the questions at the end of
the discussion, class period, video, chapter, lecture, or meeting. The
effective teacher who wants high-level comprehension intersperses
questions throughout all class activities. This is what the research tells
us.

When Should You Ask Questions During a Video?

Educational research tells you, and Bob Wallace, a middle school teacher in
New Jersey, shows you. He reported the following as a result of his research
with his students.

He divided his students into three groups and did the following:
Group 1: Showed the students a video and gave them a test.

Group 2: Briefed the group on the video to be shown and then
showed the same video shown to Group 1 and gave the same
test.
Group 3: Briefed Group 3 exactly as he had Group 2 and then
showed the same video.
However, during the video, he made frequent stops. During each

stop, he asked questions and held class discussion. He then gave
the same test he had given to Groups 1 and 2.
Guess which of the three groups scored the highest on the test? Group 3, of
course.

GoBe
She Stopped the Video Frequently: Stacey Allred taught a video-guided
workshop on The Effective Teacher. She used “Aha” pages to reflect on the
video. See her work in the Going Beyond folder for Chapter 5 at

Research on Improving Student Achievement

Aligned Time on Task: Students who are actively focused on
educational goals do best in mastering the subject matter.
Research findings: More than 130 studies support the obvious:

The more students study, the more they learn! Time alone,
however, does not suffice. The lesson objectives, learning
activities, and tests must be matched and emphasized. (To see
how this is implemented, refer to Chapters 22 and 23.)
Learning Community: People in small, research groups can support

and increase one another’s learning.
Research findings: Academic achievement is greater when there

is frequent exchange among teachers and students. In addition,
teachers and students learn teamwork skills that are essential in
the workplace. (To see how learning teams are implemented,
consult Chapter 24.)
Extensive Reading: Extensive reading of material of many kinds, both

in school and outside, results in substantial growth in the vocabulary,
comprehension abilities, and information base of students.
Research findings: Cognitive abilities, such as comprehension

and vocabulary, are enhanced with increased time spent reading
—inside and outside of school. Studies show, however, that
children spend no more than a few minutes a day on either
assigned or independent reading. School resources need to be
provided for materials, and large blocks of time allocated for
students to read.
Wait Time: Pausing after asking a question in the classroom results in

an increase in achievement.
Research findings: Students are usually given less than one

second to respond to a question. Increasing wait time from three
to seven seconds, accompanied by a high-order question, results
in students responding with more thoughtful answers and an
increase in achievement.
Improving achievement is no great mystery; nor is it an impossible

task. The major principles of effective teaching are in the Handbook of
Research on Improving Student Achievement. The research for the
handbook was sponsored by 29 leading education organizations serving 3
million members. So if improving achievement is no great mystery, why
can’t we do it? You’ll learn how to apply this research in Units C and D.

Based on Gordon Cawelti (ed.).
Handbook of Research on Improving
Student Achievement. (2004). Arlington, Va.:
Educational Research Service.
Unit B Links
GoBe
She Was the Turning Point in My Life: Teaching is a journey of the heart.
Read how a teacher turned a student’s life around with positive expectations
in the Going Beyond folder for Chapter 6 at EffectiveTeaching.com.

Teachers Get What They Expect

Teacher expectations and student achievement research has been known for
more than 50 years. It states that teacher expectations play a significant
role in determining how well and how much students learn. (Bamburg,
Jerry. (1994). “Raising Expectations to Improve Student Learning.” North
Central Regional Educational Laboratory. ED 378 290.)

Some teachers unknowingly could be stifling the learning of students who
are not achieving. We know about the inconsistent expectations teachers
have for high-, average-, and low-achieving students. For instance, on
latency or wait-time, teachers often give high-achieving students more time
to respond or perform than the time given to low-achieving students.

Now, take this sentence: “Teachers often give high-achieving students more
__________ than low-achieving students” and complete the sentence by
inserting the following teacher expectations:

Opportunity Affirmation Proximity
Individual help Praise Questions
Rephrasing Feelings Desisting

Information on a teacher expectation and student achievement (or TESA)
program can be found at http://streamer.lacoe.edu/tesa/. TESA has
isolated 15 teacher-student interactions and constructed a course on how
best to bring out the fullest potential of those students waiting to be
fulfilled.

The program is based on expectation theory, which conveys that teachers
make inferences about students that can have a damaging effect on certain
students. This “self-fulfilling prophecy” suggests that what you expect
from a student is what the student gives back to you.

Development
From conception to age 4, the individual develops 50 percent of his mature
intelligence; from ages 4 to 8 he develops another 30 percent; and from
ages 8 to 17 the remaining 20 percent.

Research indicates that a child’s first four years are the most important
growing period for academic achievement. And all subsequent learning in
school is affected, and in large part determined, by what a child has
learned by the age of 9 or at least by the end of grade 3.

When school and home environments are mutually reinforcing, learning is
likely to be greatest. The nature of the learning environment is most
critical during the periods of most rapid change in learning—the early
years of school. (Bloom, Benjamin S. (1964). Stability and Change in
Human Characteristics. New York: Wiley, pp. 68, 88, 110, and 128.)

The Two Most Important Groups of People for Young People

A Tribute to My Parents

Before I was five years old, my parents said something to me over and over
again. They even got my relatives to say it to me, as well as my neighbors
and the local merchants.

Several times a day, I would hear, “Little Harry Wong, when you grow up,
what kind of a doctor are you going to be?” This was accompanied by their
pointing out to me, as positive role models, that my uncles were all doctors
and that my cousins were studying to be doctors.

They told me that it was a foregone conclusion that I would be admitted to
medical school, even though the competition was tough in those days. What
they wanted to know was what I planned to specialize in.

Not being in kindergarten yet, I said, “I don’t know.”

And then came their reply, “You’re going to be a brain surgeon, aren’t
you?” In other words, they believed that I had the intelligence to be the
ultimate of all doctors, so brilliant that I could even operate on other
people’s brains.

My parents conveyed a message of high or positive expectations to me. For
this I will be forever grateful to them, and I send them my love.

_Harry K. Wong
A Tribute to My Teachers
The other reason I achieved success in school and life was my teachers. In
elementary school, I remember distinctly that my teachers had a saying that
they would repeat often, year after year. This saying became a driving force
or expectation in my life.

They would say, “You can be anything you want to be. You can even be
president of the United States.” The message of expectation I received was
that I could be a world leader or a leader in whatever field I chose.

Young people get very little urging to become leaders or heroes. Rather,
they receive messages from the media and from friends that it’s not cool to
succeed in school. Luckily, I was born and raised in San Francisco’s
Chinatown, where crowded conditions and poverty did not matter. I had a
family, good schools, and a culture. A favorite “put-down” when I was
growing up was “rice bucket,” which was applied to someone who was so
lazy and useless that all he did was sit around all day and eat until he
looked like a bucket of rice. We were expected to make more of ourselves
than that. We were all expected to work hard and do well in school, and this
expectation was reinforced by wonderful teachers who embraced a culture
that assured us success would result from hard work.

My teachers conveyed to me a message of highly positive expectations, a
powerful message that told me I was smart and good enough to be anything
I wanted to be, even to hold the highest office in the nation.

I thank my teachers for having that expectation of me.

_Harry K. Wong

Things My Parents and Teachers

Never Said to Me
You are dumb.
You are stupid.
You are no good.
You will never amount to anything.
You don’t belong in this class; you were placed here against my wishes.
Look at it this way, summer vacation is only 10 months away.

GoBe
First Day of School Celebrations: Resources for creating a First Day of
School Celebration at your school can be found in the Going Beyond folder
for Chapter 7 at EffectiveTeaching.com.

You Will All Succeed

You will think that I’m in love with Japanese education. I’m not, but here is
an anecdote that illustrates my point.

When our daughter took our granddaughter to her first day of kindergarten
in Japan, she walked in casually dressed, as we might do in the United
States, thinking she would drop the child off and go home. Well, not at all.

First, she discovered that all of the other parents were dressed up in their
finest for a full day of ceremonies in celebration of the first day of school.
They were in the room with the children, and there were speakers on the
platform with a big banner that said, “Welcome to Kindergarten. You Will
All Succeed.”

Ernest L. Boyer
“On Parents, School and the Workplace.”
(Fall 1988). Kappa Delta Pi Record, p. 8.

Haughton High School Welcomes You

A week before school begins, Haughton High School in Louisiana,
welcomes incoming freshmen.

Busses are provided for those who need a ride for the half-day program.
The incoming freshmen gather in the auditorium. They are taught the
school song and the Buccaneer Spirit Cheer. Teachers, nurses, bus drivers,
and cafeteria workers are all introduced. Messages of welcome and high
expectation flow.

They are given their schedules, shown their lockers, the cafeteria, the gym,
the media center, and their classrooms. No one needs to worry or be
mocked on the first day of school because they now know the school.

The students rotate through success groups where they are taught how to
get off to a good start and given tips on staying out of trouble.

They meet their counselor and can plan for their success! This is how they
are welcomed to a school that cares that they succeed.

Even as a Substitute Teacher
My daughter, who just started a school counselor’s job in a Phoenix school,
agrees with me that we can win the kids over with our appearance.

She said: “I dressed very nicely as a substitute teacher. The kids held the
door for me. One on each side! That’s pretty scary and wonderful that they
are influenced so easily by appearance.”

_As shared with Harry Wong

Could Not Believe What I Saw

After Christmas vacation, one of my students left some pictures of the class
holiday party on my desk. I took a look at myself and I could not believe
how I looked. I looked like I didn’t care about myself.

The next day I came to school more appropriately dressed, and they all
noticed and commented on how nice I looked. I was so happy, and they
made me feel so good.

I now spend more time caring about who I am. The students care about me.
I am proud of who I am. And they are also so much better behaved now as a
result of who I represent.

Fifth-grade teacher,
Iowa

What’s Out
Tennis shoes are for sports and exercise.

Sweatshirts and sweat suits are best left for the gym.
T-shirts and see-through shirts lessen being taken seriously.
Mini-skirts, low-rise pants, and low-cut shirts aren’t for the classroom.
Flip-flops are for vacations and lounging.
Trendy clothes do not establish authority and should be left to students.
Save blue jeans for after school or weekends.
Excessive jewelry or excessive fragrance is distracting.
What’s In
Bright colors are enjoyed by elementary students.

Soft, muted tones are recommended for secondary school.
Men can’t miss with a tie on a collared shirt.
A career dress or skirt, pants, and blouse are appropriate for women.
Clean clothes convey good hygiene.
Pressed clothes tell people you care.
Neat, cleanly tailored clothes establish confidence.
Career clothes prepare students for a future in the competitive, global
world economy.
You Dress Where You Want to Be

DeRutha Richardson, a Business Education teacher at Muskogee High
School in Oklahoma, was about to embark on a class project about
perceptions and professional image.

On the first day of the project, she came to class dressed in the most
negative manner she could conjure up. She wore an old ill-fitting jacket
over a long, fishtail dress and wore tennis shoes with flannel socks over her
stockings. She slicked her hair back, wore no makeup, and even faked a
missing-tooth effect.

She was amazed at what happened in the classroom.

She lost all control of the class, could not get the students’ attention and
endured 15 minutes of pure classroom chaos. She had to leave the
classroom and return dressed in a professional manner before she could
restore order in the classroom.

Her students, who soon will be entering the job force, experienced firsthand
the importance of appropriate dress for any occasion. Dress is the silent
language that will make or break her students in their professional careers.

“Projecting Professional Images.” (March 2007).
www.kodak.com/global/en/consumer/education/lessonPlans/lessonPlan
018.shtml.

GoBe
Dress for Success: The research on appropriate dress for professionals is
found in the Going Beyond folder for Chapter 8 at EffectiveTeaching.com.

Parent and Student Letters
Dear Parents,

Welcome to your child’s classroom! What happens in this classroom will
affect your child’s future. Your child’s time here will be well spent. He or
she may even come home exhausted from all the thinking done during the
day. But I will make every minute count. We have a fantastic group of
children in this class. I am looking forward to a terrific year ahead. With
your help, we can make it happen.
Sincerely,
Mrs. Wong
Dear Mom,

Thank you for caring about me and taking the time to come and learn about
my class. We have been learning about a young girl named Sadako who
bravely fought leukemia. She believed in good-luck signs. The crane was
one sign, a symbol of peace and dreams come true. Here is a crane I made
especially for you. With it, I wish you love, peace, and everlasting
happiness. I love you!
Love, Emilio
Why Was I Not Invited?

It upsets me to this day. When I was in junior high school, I had straight A’s
and was in the honors class. One day, the teacher went around the class
and gave invitations to several students, but not me. They were asked to join
the National Honor Society. To this day, I am still puzzled and disappointed
that I was not invited.

_Rosemary Tripi Wong

Success Is Easy
Theresa A. Borges of American High School in Miami says, “Success is
easy. Pay attention to the students. Like a detective, listen to what they have
to say.
I notice and compliment a new haircut and new shirt and especially a
right answer.
I analyze handwriting for original work; I offer lunchtime tutoring.
I call back every parent by the end of the same day.
I never get a second request from a parent for a contact or phone call.
I visit students in the hospital, go to funerals (unfortunately), and make
awards for students who achieve perfect scores on tests.
I put stickers on perfect papers, even in Algebra 2.
I read about our athletes in the paper and go to games that I can attend.
I know what video games they like and the things you can learn on
MySpace.
“Of course knowing your curriculum is vital; but knowing your students
takes time and leads to success.”

Special Value
Wayne Hill of Mesa, Arizona, has a way of telling his students that they are
significant people.
On the first day of class, before introduction of the class, I greet
the students by holding up a $20 bill and asking who would like
the $20. Obviously, many hands go up. I crumble the bill and
again ask the same questions, and hands go up. I throw the bill
onto the floor, stomp, and smash the bill into the floor. I hold it
up and again ask the same question. All hands go up.
I ask the students why they still want the $20 after I have
crushed, stomped, and smashed it. Their response is always,
“Because it is still worth $20; it has not lost its value.”
I explain to the students that sometimes in life we feel like we
have been stepped on and made to feel dirty. But never forget
that someone at home or someone here at school cares about
you. I tell them, “You are special to me. Don’t ever forget.”
When I discuss the dismissal procedure for the class, I explain
that I dismiss the class, not the bell. I dismiss the class only after
all students are seated and quiet. I simply say, “Don’t ever
forget.” The class responds, “We are special.”
They leave the class and often I hear the kids repeating as they
walk out the door, “We are special.” When they see me on the
campus, they shout out to me, “Hello, Mr. Hill. We are special.”
Everyone Is a VIP
Oklahoma City principal Sharon Creager keeps a “VIP book” in her office
with this inscription on the inside cover:

Congratulations to these Very Important Pupils, who have
distinguished themselves in various ways. These are the stars of our
future.
Teachers send students to the office to have their names entered in the VIP
book. The book is on permanent display in the hall and has never been
vandalized. Each morning, the new VIP names are read on the morning
announcements.

If Only the Finest Birds in the Forest Dared Sing, How Quiet the Forest
Would Be
If only the best readers dared read,
how ignorant our country would be.
If only the best singers dared sing,
how sad our country would be.
If only the best athletes engaged in sports,
how weak our country would be.
If only the best lovers made love,
where would you and I be?
I would be tired!
_William W. Purkey

GoBe
You’re Invited: More information on invitational education is in the Going

Repetition Is the Key

For a child to learn something new, you need
to repeat it an average of eight times.

For a child to unlearn an old behavior and
replace it with a new behavior, you need to
repeat the new behavior an average of 28
times.

Twenty of those times are used to eliminate
the old behavior, and eight of the times are
used to learn the new behavior.

_After Madeline Hunter

Please, No “No Problem.” Thank You!
The worst response to “thank you” is “no problem.” This implies that the
task was a problem. A more appropriate response to “thank you” is “my
pleasure,” indicating that the task was done with pleasure and not because it
was a problem.

Our Business
Ours is not the business of producing doctors, or lawyers, or teachers, or
nurses, or scientists, or policemen, or sales people, or factory workers—or
higher test scores.

Ours is the business of producing smiles on young faces, happiness in
young hearts, and dreams in young minds. The rest will take care of itself.

_Dan Seufert

There Will Never Be a Shortage of Love

Love is the reason for teaching.

It costs nothing, yet it is the most precious thing one can possess.

The more we give, the more it is returned.

It heals and protects, soothes and strengthens.

Love has other names, such as
forgiveness…
tolerance…
mercy…
encouragement…
aid…
sympathy…
affection…
friendliness…
and cheer.

No matter how much love we give to others, more rushes in to take its
place.

It is, really, “the gift that keeps on giving.”

Give love in abundance—every day.
Notes in a Lunch Box

Every day, along with a frosted cupcake, Kimberley jotted down a few
words of loving encouragement on a note that she placed in her son
Kenny’s lunch bag. And every afternoon, Kenny returned his lunch bag
with her note inside.

Kimberley often wondered if he even read the notes. One day, Kenny
returned his lunch bag without the note. Out of curiosity, his mother asked,
“Honey, where’s your note?”

Kenny looked at her, not sure if he had done something wrong. “I gave it to
Tim,” he said. “His mother doesn’t give him notes and I, well…I thought he
could use mine.”

“You did?” Kimberley questioned.

“Yeah. His mother is really sick and he’s so sad right now,” Kenny
explained. “Maybe you can write a note for him tomorrow or maybe I can
give him the one you wrote last Thursday. That was a good one.”
Teachers Do It All
There are no commercial programs, no websites, and no books on teaching
love as a unit. We are our best source—each of us. What we are, our
attitudes and behaviors, reflect on to others and teach them about love. The
best teachers teach from both the head and the heart.

Effective teaching has very little to do with programs and structural
changes. Programs do not teach kids. Changing class size does not teach
kids. Teachers teach kids.
Programs do not make mean teachers nice.

Programs do not turn ineffective teachers into effective teachers.
Programs do not understand that half the class does not speak English.
Programs do not give a student a caring smile or a kind touch.
Programs do not say “please” or “thank you.”
Programs do not believe in kids.
Teachers do all this and more.

GoBe
We’ll Stand Behind You: She was scared to give her report. How the class
supported a nervous student is shared in the Going Beyond folder for
Unit C Links
28 Factors
Here are some of the 28 factors governing student learning listed in rank
order:
1. Classroom Management
2. Instructional/learning process
3. Parental and home support
28. District demographics

Classroom Management is the most important factor governing student
learning.

GoBe
The Edible Schoolyard: Read how Alice Waters put her “aim of education”
quote into action in the Going Beyond folder for Chapter 11 at

Too many teachers do not teach.

They do activities.
And when problems arise, they discipline.

Many classrooms are unmanaged.

And when classrooms are not organized,
little is accomplished in them.

It Works So Well, It’s Scary

I start each class with a “Constitution minute” (CM). The CMs are actual
transcripts from NBC Radio that were broadcast during the bicentennial of
the U.S. Constitution.

Several weeks before—
Each student is given a copy of the actual transcript.

Each student is assigned a date of delivery in front of the class.
Transcripts are to be memorized.
Ideas for effective presentation are discussed.
Procedures for the presenters’ expectations are discussed.
Procedures for the listeners’ expectations are discussed.
On the day of the delivery—
The student presenter proceeds to the front of the room ready to present
his or her CM before the class begins.
The rest of the class is seated and ready to listen and take a few brief
notes.
One minute after the bell rings, the presenter begins the CM.
Approximately one minute later, the CM is over and the presenter sits
down.
The class checks the front board for the schedule, procedure, or
assignment for the day.
During this time, I sit quietly in the back of the room and listen, grading the
presentation, taking the roll, and so on.
The class automatically starts itself.
They’re quiet.
They’re organized.
They’re ready to learn.
They know what is expected.
It works so well, it’s scary.

Within two minutes, the class is ready and I haven’t said a word and yet we
have accomplished one learning activity—all managed by procedures.

Arthur H. Kavanaugh
Ambler, Pennsylvania

Half of Your Effectiveness Is Determined Before You Leave Home
The amount of work you will accomplish will be determined before

you even leave for work.
Half of what you will accomplish in a day will be determined before
you even leave home.
Three-quarters of what you will accomplish in a day will be
determined before you enter the school door.
You need to prepare yourself, both academically and attitudinally, before you
leave home and as you travel to school. You increase the chance of student
successes and decrease the chance of student disruptions if the materials,
classroom climate, and teacher are ready before the students arrive.

Most Important Words

The three most important words to
a painter, pilot, or chef are
preparation, preparation, preparation.

The three most important words to
a teacher are
preparation, preparation, preparation.

A cluttered or barren room sends a negative message to your pupils that you
don’t care for them. A well-organized, attractive room sends a positive
message that you respect them enough to provide a pleasant environment,
and they will return the respect to you. A pleasant room feels good and
calms people down. Invite your students to enter a room where you are
prepared.

Before You Do Anything Else
Organization is the key to effectiveness. Dust. Clean. Polish. Arrange.
Decorate. Imagine royalty is coming. Who’s more important than your
students?

Get a collection of cleaning supplies—liquids, sponges, mops, and rags.
Spray and dust. Spray and clean. Spray and rub. Spray and polish.

Get a bunch of folders and those plastic containers used for storage. Arrange
your units of study in each and label. Discard, sort, and consolidate.
Everything has its place. You will have learning organized for the year and
will not hobble from day to day wondering what to do next.

Research proves that a school’s and classroom’s cleanliness, orderliness,
and character influences the students’ behavior and the ability of a
teacher to teach.

(Lackney, J. A. (1996). Teachers as Placemakers: Investigating Teachers’
Use of the Physical Environment in Instructional Design. Madison:
University of Wisconsin, College of Engineering, School Design Research
Studio. http://www.engr.wisc.edu/.)

Four Basic Rules of Organization
1. Separate school from personal work.

The students are your priority. Don’t get sidetracked by a personal
matter.
2. Clear your desktop.
Have labeled vertical files where you can see categories of papers rather
than a catchall pile of papers and materials on your desk.
3. Create a place for incoming and outgoing papers.
Know where to put papers incoming for you and where to put papers to
be returned to the students.
4. Consolidate, consolidate, consolidate.
Get small boxes, clear plastic containers, magazine files, and desk
organizers. The few minutes you spend to consolidate will save you
hours of searching for items.
Left-brain people have files.

Right-brain people have piles.
Scatter-brain people have piles of files!

GoBe
Students Who Face the Board Learn More: Seating arrangement impacts
student learning and, amazingly, student health! Read more about this in the
Going Beyond folder for Chapter 12 at EffectiveTeaching.com.

When to Prepare
You don’t build your football team on game day.

You don’t drill a water well when you get thirsty.

And you don’t discuss procedures once an emergency has begun. That’s not
the time to discuss what should be done.

Preparation is the key for teacher success.

Your Image Enhances Sales

HALLMARK:
“When you care enough to send the very best”

LEXUS:
“Relentless pursuit of perfection”

TIMEX:
“It takes a licking and keeps on ticking”

De BEERS:
“A diamond is forever.”

L’ORÉAL:
“Because you’re worth it.”

A Reputation of Love
Jone M. Couzins teaches in Ohio. On the last day of the school year she asks
her seventh grade classes to write letters of advice to the next year’s seventh
graders. Because her seventh graders are among the most anxious in the
building on the first day, she distributes the letters to the incoming seventh
graders.

She tells them the letters are meant to help them adjust to life at the school.
After reading the letters, their assignment is to answer a letter and compare
their own experiences during the first week of school to the experiences and
advice from the present eighth grade student whose letter they received.

Of all the comments made by the new students, the one that surfaced most
often was. “I know that I’m going to like Mrs. Couzins’ class because she
said she loves kids.”

How to Communicate Quickly With Parents

Communicating with parents and students has never been easier. Use the
Internet to your advantage to convey words of welcome before students
arrive in your classroom. Let everyone know you’re wired for learning.

Bring your classroom to the parents and let them be an observer to all
that goes on. You don’t have to be a technology expert to make it happen.
Involve the students in the planning and dissemination of information.
Parents will appreciate the immediacy of the contact and you will
appreciate the time-saving benefits of using the Internet as a tool of
engagement.

Here are some ways to get started:
1. Before school begins, send an email introducing yourself to the

parents. These are items to include in the email:
A picture of you
An audio or video welcome
A picture of the classroom
Beginning and ending time of school
General curriculum for the first month
Best ways to get in touch with you
Ways you’ll communicate with them
Expectations of students
Homework policy
Special supplies needed
Dates to save on their calendars
Eagerness you have for the school year
An attachment letter of welcome to the student
-This letter includes the first homework assignment to be brought to
class on the first day of school. Make it fun and easy.
2. Many school districts host teacher-made websites. Use the site to

share homework, projects, and what the students are learning. If your
school doesn’t host a site, most teenagers know how to make one—if
you don’t. Ask for help. Start small—just post homework and expand
as you get comfortable with the technology.
3. Host a webcam session. Create a link for parents to login “live” to
watch a lesson being presented, the culmination of a class project, or a
special celebration. Keep the camera off except for times you want to
broadcast.
4. Use your interactive white board to accumulate and store work and
messages. At the end of the day, download, save, and email to parents.
For those without email, print it for students to take home to share.
5. Blog. In simple terms, a blog is a website where you write your
thoughts on an ongoing basis. The latest information shows up at the
top, so your visitors can read what’s new. You can choose whether you
want to accept comments at your blog site or use it as a one-way street
of communication.
In 2003 an estimated 93 percent of public school classrooms had Internet
access. (National Center for Education Statistics. U.S. Department of
Education.) The technology is there for you to use not only in the classroom
as a teaching tool, but also as a means of keeping the lines of communication
open with parents and guardians wherever they may be in the world.

How NOT to Start the First Day of School

The ineffective teacher suddenly appears through the door just as the bell
rings. The teacher’s name and the room number are nowhere to be found.
The teacher regards the class with an icy stare. The first day of school goes
like this:
1. The teacher stands behind the desk, glaring, inspecting everyone

walking in with a look that says, “You’re infringing on my space.”
2. The teacher never mentions his or her name, the room number, the
class, the grade level, or the period.
3. The teacher announces that he or she will call the roll.
4. The teacher also announces that as the roll is called, the seating
assignments will be changed so that everyone is seated in alphabetical
order. A collective groan arises.
5. The teacher calls the first student and points to the student sitting in the
first chair and demands, “Up.” That student rolls his eyes, shuffles
forward, and leans against the wall.
6. The teacher then points to the first student and says, “You, sit there.”
7. As each student is dislodged from his or her chair, students lounge
along the wall.
8. The students are all looking at each other, shaking their heads, “Who is
this disorganized person? Our teacher? It’s going to be a long year!”
Sharing Who You Are

Display some information about yourself. Post your diploma. Graphically
describe your personality and expectations with interesting world maps or
photos of places you’ve visited, movie posters, etc. Limit the display of
personal items such as family photos or your own children’s artwork. The
more your students know about your personality, the more likely they are to
respect you; however, the more they know about your personal life, the less
likely they are to view you as their teacher.

As soon as possible, put something on a bulletin board from each student
with the student’s name on it. Displaying something from every student
makes each one feel like a part of the class. The more they know about one
another, the more likely they are to identify with and respect one another as
equals.

How to Speak to the Class

Stand up when you address the class, and speak in short, clear sentences
or phrases. Students have a way of turning off long, complex sentences.
Your purpose is to establish sureness and understanding, not to impress with
your intelligence. Most importantly, students will gauge their confidence in
you by how you say what you want to say.

You do not need to speak loudly. The most effective teachers have a firm
but gentle voice. Learn to “speak loudly” with your tone, not your volume.
When you speak softly, the class listens carefully. You modulate the noise
level of the class by the loudness of your voice. And on those rare occasions
when you may need to raise your voice, you will have twice as much impact.

Learn to use nonverbal language. A nod, a smile, a stare, a frown, a raised
eyebrow, or a gesture is often all that is needed, and it does not even disturb
the class at work. Body language can speak volumes. Use it to manage the
classroom and minimize disruptions.

You Will…
On the first days of school, learn to begin many of your sentences with “You
will…” An alternative would be, “The class procedure is…” The first few
days are critical. This cannot be stressed enough.

Your mission is to establish student habits, called procedures in this book, or
routines. If not, students will develop their own habit patterns in classes
where teachers do not teach procedures and communicate expectations.
These habit patterns spread, and soon the entire class develops its own
agenda, its own curriculum, and its own set of procedures. It’s the third day
of school, perhaps, and you have already lost your class.

The effective teacher has a classroom management plan right from the start
to prevent the classroom from becoming a breeding ground for confusion
and discontent.

GoBe
First Day of School Scripts: The scripts of these successful teachers,
Melissa, Sacha, and John, are in the Going Beyond folder for Chapter 13 at

Inner-Outer Discussion
Diana Greenhouse sets up a double circle of chairs for her “Inner-Outer
Discussion.”

The inner circle of chairs faces in, and the outer circle of chairs faces out.
The chairs are back-to-back, making an inner and an outer circle of seats.
Students sit in a circle with their backs to each other
What If the Chairs Cannot Be Moved?

If the chairs are bolted in place, you are restricted to that arrangement and
must adapt your activities to that seating plan.

You may be sharing a room that is used primarily for a different grade level
or subject. Or, more importantly, you may be sharing a room that is the
primary room of another teacher.

For your own sense of sanity, adjust your classroom instructions and
teaching techniques. You have no doubt been in situations where
circumstances and budgets dictated the terms—for example, you could invite
only 75 guests to a wedding reception and it had to be held in your home
instead of at the ballroom of The Palace Hotel.

Accept that all things are not the way you want them,
and don’t obsess about it.

Learn to nourish your body and go on
improving the quality of your life.

GoBe
Assorted Seating Configurations: Different activities have different seating
arrangements. Various seating configurations are in the Going Beyond folder
for Chapter 14 at EffectiveTeaching.com.

Sample Assignments
For the students to get to work immediately, an assignment must be
posted.
Sample Elementary Assignment

SPELLING:
1. Number your paper from 1 to 15.

2. Take a practice spelling test.
3. Exchange papers with your spelling partner.
4. Correct tests.
5. Write words missed five times each.
Sample Secondary Assignment
1. Review criteria for haiku. Use chart on board.

2. Compose a haiku about winter.
3. Give it a one-word title. The title cannot be used in the body of the
haiku.
One Month of Instruction Lost

Shirley Hord, of the Southwest Educational Development Laboratory,
discovered that 3 to 17 minutes are wasted at the beginning of each class
period each school year. That is, from the time the first student enters the
classroom until instruction actually begins, wasted time can range from 9
percent to 32 percent of total class time.

Assuming ten minutes are wasted per classroom period, that translates into
one hour for a six-period school day. Multiplying that by a 180-day school
year equals 180 hours wasted during a school year. Given a six-hour school
day schedule, this equates to one month of school wasted each year.

Policymakers talk about extending the school year. There is no need to
extend the school year, because
Effective teachers know how to guard instructional time as their

most precious resource, packing as much as they can into class
time.
Opening Assignments
For a DOL, one teacher wrote the following on the board:

Wendy she said me and josh was lying but he wasn’t

The students are to reorder the words to form a sentence.

A teacher in Arizona has a set of bellwork assignments prepared for the
entire school year. These are on transparencies, one for each day, and are
stored in a binder on the cart under the transparency projector. Each night
before she leaves, she places the next day’s assignment on the projector
ready for the next morning. She also has a student trained to turn the
projector on if she is late coming into the classroom.

As you develop your own set of assignments, (or purchase them
commercially at www.dailybite.com) keep them so you will have them
ready for the following year. The best bellwork assignments are those related
to that day’s work, with a transition or a motivation to what is to follow. A
common bellwork in elementary schools, especially K–4, is silent reading
until the lesson begins.

Make this a productive time for your students. If you blow this prime time
with nonproductive tasks such as roll taking or paper shuffling, you will
jeopardize the success of the entire class period.

Daily Geography Practice

Debra S. Lindsey of Alabama teaches fifth grade science and social studies
in 90-minute blocks. She uses a bellwork activity, “Daily Geography
Practice.” It is consistent, so the students do not have to ask questions and
will know what to do everyday.

Daily Geography Practice is commercially produced by Evan-Moor
Educational Publishers and can be found at a teacher supply store or on the
Internet. Each week the students have a map of the week and two questions
to answer daily. The students know that the procedure is to answer in
complete sentences and use correct grammar.

Debra says that at the end of the year, not only do the students have excellent
map skills, they also are writing great sentences in her subject areas on daily
work and tests.
Ready to Show Up and Work
Daniel Furman, of the Fund for Colorado’s Future, reports that employers
complained that high school graduates “would not come into an interview
dressed appropriately. They would not come prepared to talk about the job
they were interviewing for.

“If they were lucky enough to land a job, they didn’t realize they had to
show up to work on time Monday through Friday.”

(Olson, L. (June 12, 2007). “What Does ‘Ready’ Mean?” Education Week.)

GoBe
The Workers Start the Day: In a fifth grade class and a high school
business class, students start the class, rather than the teacher. To see how
this is done, go to the Going Beyond folder for Chapter 15 at

GoBe
Attendance Keeper: Keeping attendance does not have to be a time-
consuming task. See the Going Beyond folder for Chapter 16 at
EffectiveTeaching.com and read how Sarah Jondahl organizes roll taking.

The Student Who Is Absent

I have a procedure for roll taking and for students who are absent. I have
three students trained to take the roll on a rotating basis. They do this while
the students are completing their opening assignment.

If a student is absent, the roll taker completes a form that says, “Makeup
work for Mr. Hockenberry,” clips it to the work for the day that has already
been prepared, and places it in an envelope along one of the walls marked
with the appropriate period.

A returning absent student does not come to see me. The procedure is that
when absent students return, they obtain their work from the envelope and
ask one of the three roll takers if something is not understood before coming
to me for help. They seldom do, and class proceeds quickly with the lesson
for the day.

Ed Hockenberry
Midlothian Middle School, Virginia

GoBe
The Fallacy of Textbooks: Covering the textbook is not effective teaching.
Read why in the Going Beyond folder for Chapter 17 at

“The Three-Line Attendance and Grade Record Book”

Merle J. Whaley is a teacher who was frustrated with the one-line grade
book supplied by his district. So he told his wife, “I want to make a grade
book anyone could understand that would also show each student’s progress
immediately.” After two years and many changes, The Three-Line
Attendance and Grade Record Book became more than a dream.

He says, “I finally had a book and a method of doing grades that easily
displayed a students’ records and progress in seconds. With three lines per
student, I could now have attendance or essential skills on the first line. The
second line could be used for all of the student’s scores, such as daily work,
quizzes, projects, and test scores. The very important third line would show
a running total for each student. Now when parents call or visit the school,
the progress is available in seconds.”

Whaley’s grade record book also has a tear-off top to each page. You only
need to record the date or assignment ONCE at the top of one of the pages
for all the students having the same activity. All unused tops are torn off and
index tabs are applied so that you can have fast access to any class. For
instance, many teachers will have several classes of 30, 40, or more students
with the same activities. The tops of the pages are torn off to allow entering
activities, dates, and possible scores one time, saving a tremendous amount
of time on grade record book work. Each grade book has detailed examples.

Whaley has developed a software program that will print out the parent
name, student, phone, and ID data. Without handwriting or typing the names
for each grading period, the data are printed directly to his loose-leaf version
of the three-line grade book pages or are printed on a label designed for the
bound version.

All of his products are available from

Whaley Gradebook Co., Inc.
2521 Weslo Court Grand Junction, CO 81505
Telephone: 970-241-7777 Facsimile: 970-241-0016
Internet: www.whaleygradebook.com
Email: offi[email protected]
With a three-line grade book, you can show each student’s attendance, score, and
running total.
Grade record book for benchmark scoring.
I Did Not Even Have a System

I was going insane and then I realized that I did not have a fair system or
even any system in place….

My students, after we had the plan in effect, commented on how quiet the
room was and how easily they could do their work. The principal commented
about the plan and said how pleased he was to see quiet, working, behaved
students!

As for me, I was thinking of quitting teaching because I was so uptight—
until you shared a plan with me.

Sheila
Lethbridge, Alberta, Canada

Continuum of Discipline Plans

You will never find a foolproof discipline system that works
automatically. If you have not implemented Chapters 1 to 17, 19 and 20, it’s
important to know that

this chapter used in isolation will not solve your behavior problems in the
classroom.

Discipline plans are like diet plans. Most diet plans do not work, because
people are looking for quick-fix diet solutions without having to change their
eating patterns.

It’s the same with discipline plans. There are dozens of them, yet most do
not work unless you are willing to commit and work at a classroom
management plan that prevents problems from occurring in the first place.

There are many different discipline plans. They all have their good and bad
points, but they are all plans. Today, we are serving a student population
with diverse skills, languages, and needs, so it is obvious that one plan will
not work in all situations. In fact, effective teachers may use two different
discipline plans for two different kinds of classes and change plans year-to-
year.

There is no such thing as a one-size-fits-all discipline plan. As part of your
professional growth, you will probably move from one kind of plan to
another. It’s OK to change plans in the course of the school year.

Discipline plans form a continuum. They range from those in which the
teacher is in charge, with rules, consequences, and rewards, to those in
which the student is totally responsible and there are no rules, consequences,
or rewards. The important thing is that you have a hard copy of a plan
for all to see and that you work that plan.

As teachers become more proficient, they often progress from one type of
plan to another. Initially, the teacher is totally in charge. They then move
toward a discipline plan in which the teacher and each student jointly set
limits; eventually, many teachers adopt a plan in which individual students
are allowed responsibility.
Typical Teacher and Student Roles in Various Discipline Plans

Teacher Is in Charge
Class is teacher-directed.
Teacher is hands-on.
Student is offered no choices.
Teacher provides consequences.
Teacher uses intervention and isolation.
Teacher tells what is to be done.
Classroom climate can be tense.
Classroom has limits without freedom.
Both Student and Teacher Are in Charge

Teacher and student work cooperatively.
Student is offered structured choices.
Teacher asks questions, discusses, and solves problems with student.
Teacher intervenes and agreements are reached.
Teacher and student together set limits by establishing a classroom code of
conduct.
Classroom has freedom within limits.
Student in Charge
Class is student-centered.
Teacher is hands-off.
Student has many choices.
Teacher uses nondirective statements.
Student is responsible for conduct.
Teacher listens.
Student is taught responsibility.
Classroom climate can be chaotic.
Classroom has freedom without limits.
What Can I Do?

It is ineffective to ask, “What can I do to this kid?” It is much more
effective to have a discipline plan (Chapter 18) and a classroom management
plan (Chapters 19 and 20) to proactively take care of problems.

How Many Rules?

Have you ever noticed that your phone number, credit card, social security
number, vehicle license number, and ZIP code are written in groups of five
numbers or less? That’s because people find it easier to remember numbers
in groups of three to five.
Limit your rules to a number that you and the students can readily
remember—never more than five.
If you need more than five rules, do not post more than five at any one
time.
The rules need not cover all aspects of behavior in the classroom.
It is the teacher’s prerogative to replace one rule with another at any
time.
As a new rule becomes necessary, replace an older one with it. The rule
you replace can be retained as an “unwritten rule,” which the students
have learned. The students are still responsible for the one you have
replaced.
These Are Not Good Rules

Academic procedures and performance should not appear on your list
of rules. Such things as doing homework, writing in pencil, ink or
typing, and turning in assignments fall into the realm of procedures
(Chapter 20) and academic performance (Unit D). Your discipline plan
should be concerned with behavior, not academic work.
If possible, state rules positively. But recognize that sometimes a
negative rule can be more direct, understandable, and incontestable:
No cursing or swearing.
No smoking.
No fighting on the playground.
Why Are You Picking on Me?

What do you say to the following three major questions asked by students
worldwide?
Why are you picking on me?

What did I do?
Everyone else is doing it. Why look at me?
Stand in front of a mirror and practice the following 100 times until you can
say it calmly and automatically every time one of these questions is asked:
Because you CHOSE to break the rule.

Because you CHOSE to break rule X.
Do not argue. Do not ask the student if he or she is questioning your

authority. Do not yell, scream, or raise your voice. Just calmly say every
time:
Because you CHOSE to break the rule.
After a few days, no one will ever ask, “Why are you picking on me?”
because everyone will know exactly what you will say.

The key word in the phrase is CHOSE. Choosing means that one is
responsible and accountable for one’s actions. You are teaching your
students responsibility and accountability.
The teacher is not picking on you.

There are five rules in the classroom.
The rules were discussed, agreed on, and signed. So when you
CHOOSE to break one of the rules, you must accept the
consequence.
After a few weeks or months, if someone should ask you, “Why are you
picking on me?” all you have to do is stand and smile at the student. The
entire class will respond for you:
Because you CHOSE to break the rule!
Sample Discipline Plan

My Action Plan Sample
GoBe
More Help With Preventing Misbehavior: Solving discipline problems is
very complex. No perfect solutions have been found. Go to the Going
Beyond folder for Chapter 18 at EffectiveTeaching.com for a quick
refresher course in discipline basics.

The Self-Manager Plan

Jane Slovenske of Arizona uses a “Self-Manager Plan” in which students are
taught to be responsible for managing their own behaviors. Students are
presented with a Self-Manager application—a self-evaluation of responsible
behavior, appropriate treatment of others, and prompt work completion to
the best of their abilities. (Download this application at
EffectiveTeaching.com in the Going Beyond folder for Chapter 18.)

List of Appropriate Behaviors. The class discusses a list of appropriate
behaviors and standards for a Self-Manager. The class is then given an
opportunity to revise the list. Once the list of behaviors is agreed upon, each
student may complete an application to take home for their parents’ review.
When parents are in agreement with their child’s self-evaluation, it is signed
and returned to school.

Teacher-Student Evaluation. The teacher must agree with the student’s
evaluation. If the teacher disagrees, evidence must be provided to support
this. Afterward, the student and teacher discuss their differences of opinion
and come to an agreement. Jane says this is rarely necessary, because most
students, with input from their parents, are honest about their performance.
Students rated “almost always” in each category become Self-Managers.

Each qualifying student wears a badge that says, “I’m a SELF-MANAGER.”
Staff and students recognize and acknowledge Self-Managers by the badges.

Student’s Self-Evaluation. About once every six weeks, all students,
including Self-Managers, complete a self-evaluation. It is important that
Self-Managers maintain and reflect on appropriate behaviors. Remaining
members of the class continue to have chances to refine their behaviors and
become Self-Managers, too.

If a student loses or misplaces the badge, it can be replaced for a fee. This
fee comes from their personal classroom checking accounts. Students earn
“money” for their checking accounts by applying for a class job from a list
of job descriptions. Only students who apply are given jobs. Checking
account balances are used to pay fines for classroom infractions throughout
the year.

The class determines and agrees to privileges granted to those with a
Self-Manager badge. Types of privileges include walking ahead of the class
to P.E., music, and art; sitting in beanbag chairs while the teacher reads
aloud or during silent reading; not having to ask to use the restroom; and
being first in line for dismissal.

Self-Manager Help Group. Self-Managers pair up with students who have
not yet achieved Self-Manager status. Each Friday, after all students have
received their weekly completion sheets, pairs of students review the list of
missing assignments, work together to find it, and organize it for completion.
This is strictly on a voluntary basis, but all students who are not Self-
Managers must request assistance from a peer who is a Self-Manager.

Students and former students take great pride in this form of recognition.
Many students have older siblings who were Self-Managers. They still have
their Self-Manager badges and are proud to show them to their younger
brothers and sisters.

Why You’re Frazzled

Coercion and compliance
will send you home
frazzled and angry.

Why?

Too many teachers do not teach.

They “cover” or “do” activities.
Then when things go wrong,
they discipline.

In short,
most classrooms are unmanaged.

I Knew They Would Do That
I was absent one day and called the school to tell my substitute something.
No one answered so I began to panic! I called the teacher next door and
asked her if my substitute was there. She told me that she had seen the
substitute earlier, but had no idea why the substitute was not answering the
phone.

When I returned to school the next day, the teacher met me in the hallway
and said, “Remember when I told you that the substitute was in your room?
Well, I was wrong. She thought that it was your planning period, so she was
not in the classroom.”

I began to panic all over again. But before I could say anything she said,
“But, your kids were great! They had taken the attendance, posted it outside
of your door, read the lesson plan that you left for the sub, and were working
quietly when the substitute arrived!”

I was in shock! I was so proud of my students. They followed our daily
procedures and continued to move right along!

After she told me that, the administrator came around the corner and said,
“Mrs. Seroyer, I need to speak with you!” I thought that I was going to be in
trouble because he found out that my students were in the classroom alone.

As he was talking, I was thinking, “Oh my goodness…I’m going to lose my
job!” But finally he said, “Congratulations! When the sub arrived, your
students had posted the attendance and were working so quietly that no one
knew that they were alone!”

With a smirky smile of relief, I said, “I KNOW. We have PROCEDURES in
place! I KNEW that they would do that!”

Chelonnda Seroyer,
Bob Jones H.S., Alabama

Could I Have the Plans Back?
Due to illness, I called for a sub. When my students came in for homeroom, I
wasn’t there; nor was a sub. The students took roll, filled out the attendance
Scantron, listened to the announcements, recited the pledge, and dismissed
on the bell.

My first-period class came in next and the sub still hadn’t arrived. The
students took out their daily work and began working. When most had
finished, one student went to the front, used the key and led the class through
the answers. He then looked at the board for the schedule and had everyone
take out their grammar homework. He used that key and went over the
homework with them.

Now, about 20 minutes into the period, they still didn’t have a teacher.

The self-appointed leader wrote out a pass for another student and sent him
to the office to check on the teacher situation.

When the office was notified, there was concern and distress. What had been
going on for the last 20 minutes? The principal went back to the room with
the student.

When I returned the next day, the principal told me when he entered the
room, the students were seated and working on the current grammar lesson
with the student leader working it on the overhead.

The principal asked the student for the sub plans and moved to leave the
room.

The student leader then said, “Mr._____, could I have the plans back? I
haven’t finished teaching yet.”

Procedures and organization have empowered my students and myself. I
don’t have problems with discipline and I look forward to coming to work
and spending time learning with “my kids” since I’ve been using
procedures.

Terri L. Schultz,
Lakota School District, Ohio

Effective and Ineffective Classrooms: A Comparison

Effective Classroom:
The students are actively involved in meaningful work.

The procedures govern what they do and they understand how the
class functions.
The teacher, who is also involved in work, is moving around the

room, helping, correcting, answering, disciplining, encouraging,
smiling, and caring.
Ineffective Classroom:
The students are in their seats doing busywork or nothing.

The only person who is observed working is the teacher.
The teacher controls the class.
Learning occurs only when students are actively engaged and in control
of their own learning. Are the students working in your classroom?

No Need for Discipline

I tell my new teachers that I am
a lousy disciplinarian,
but a good classroom manager.

If they will follow my advice and have
a procedure for everything that they do,
they should not need to discipline a student.

Joan Blassengame Davis,
Hampton City Schools, Virginia

Procedures Are a Part of Life

Judie Gustafson of Manor, Texas, is a high school math teacher. On the first
days of school, she gives her class an eight-page paper titled “Procedures.” It
begins as follows:

Procedures are a part of life. We follow procedures for using a telephone
book, boarding an airplane, approaching a traffic light, and attending a
wedding. The reason we have procedures in life is so that people can
function in society knowing the acceptable and efficient ways people do
things.

There are also procedures in this classroom. These procedures establish our
classroom culture.

This is followed by procedures for use in the following situations:
Entering the classroom

Asking a question
Listening to and responding to questions
Sharpening your pencil
Indicating whether you understand
Responding to my request for your attention
Turning in papers
Working cooperatively
Changing groups
Maintaining your notebook
Leaving the classroom
When you are tardy
When you need a pencil or paper
When you are absent
When someone knocks
When you need help or require a conference
If the phone should ring
An emergency alert
Progress reports
End-of-period class dismissal
Run the Play, Sing the Song

The reason so many teachers cannot get students to do things is that they just
tell the students what to do.

You must do what all coaches do, what all music teachers do, and what all
effective second-grade teachers do: Have your students run the plays, sing
the songs, and spell the words over and over again until the procedures
become routines.

Post the classroom procedures if you want the students to follow them.
GoBe
I Did Not Start on the First Day of School: It’s mid-year and you’ve just
been hired or you want to wipe the slate clean. Find help for starting again
after the real first day in the Going Beyond folder for Chapter 19 at

For Whom Does the Bell Toll?

The school’s bell, buzzer, or chime at the end of the period or day is a signal
for teachers, notifying them that their instructional time has come to an end.

The bell is of no concern to the students. The bell does not dismiss the class.
You dismiss the class with a pleasant expression of farewell.

Why Children Never Tell Mom They Are Going Out

Many parents shake their heads in frustration when their children leave the
house and never say, “I’m going out, Mom.” They just leave, showing no
respect or manners.

If, each day, for 180 days, when the class is ready for dismissal at the end of
the period or day, the teacher says, “Have a nice day” to dismiss the class,
then the teacher is modeling respect and manners.

The students may not realize it, but they are getting a lesson in the
appropriate behavior of well-mannered people. People acknowledge people
as they leave a group or setting.

Adults should repeatedly model appropriate behavior so that a student may
experience how to behave in society.

How to Teach a New Student All the Class Procedures

You have invested a few weeks of practice and rehearsal toward classroom
procedures. Your class is now a smooth-running, humming learning
environment.

Suddenly, a new student joins the class. What do you do? Not to worry!
First, understand that you cannot tell a new student the classroom procedures
if you haven’t first told your existing class. If your class is never sure what to
do, there is no way you can ever orient and teach a new student. Second, if
you have a class in which the students have learned the routines, you have
developed a classroom culture.

A culture is the prevailing way a group functions—for instance:
When someone is waiting at a crosswalk, drivers stop to let them cross

the road.
On an airplane, people lower the window shades when the movie
begins.
At a wedding, people stand when the bride walks down the aisle.
At a Chinese family dinner table, the prevailing culture is never to help
oneself first. That would be considered selfish and uncouth. The hostess
or host always says, “You first, please.”
You create a culture when students perform in a manner understood to
be appropriate in your classroom.
When a new student joins the class, give the student a copy of the
classroom procedures.
Explain to the student what procedures are and why you have them.
Tell the student that you will help with the procedures but that the
student will probably be able to learn them by observing how the rest of
the class functions.
For example, the bell rings at the end of the period and the new student
stands up. Then, he notices that all the others are remaining in their seats.
The student says mentally, “Oh, I’d better stay seated, too, like the rest of the
class, and see what happens.” The student has just learned the class
procedure.

The Greatest Gift

One of the greatest gifts a caring teacher can contribute to children is to help
them learn
to sit when they feel like running,

to raise their hand when they feel like talking,
to be polite to their neighbor,
to stand in line without pushing,
and to do their homework when they feel like playing.
By introducing procedures in the classroom, you are also introducing

procedures in preparation for living a happy and successful life.

Procedures Are Everywhere

Procedures are everywhere in life.
Procedures also apply to schools,
at all grade levels
and all subjects.
No matter what grade level or subject you teach,
all procedures must be rehearsed.

Praise the Deed, Encourage the Student

An effective way to praise is to praise what the person did, rather than
the person, and then encourage the person to do the achievement or
deed again. The technique is called specific praise, or “praise the deed,
encourage the student.” Praise is nice, but it is not tangible or meaningful—
for instance:
Amber, you are a bright child.
For a more effective kind of praise, point to something the student did well.
Then encourage the student to do it again—for instance:
Amber, please take out your last spelling test. What score did you
get? Right, 19 out of 20 correct.
Great! Pat yourself on the back. Shake your own hand.
Congratulate yourself. DO IT AGAIN ON THE NEXT TEST.
Here are some other examples:
Thank you, class. That was the correct procedure when you see
my hand or hear a bell. Please do the same thing each time you
see my hand or hear a bell.
Heidi, thank you for the excellent report at the faculty meeting.
The next time I need assistance, I would truly appreciate your
help again.
Julio, thanks for helping with the dishes tonight. Mom had a
meeting to go to, and you helped out. The next time Mom needs
assistance, I would be glad to have you help out again.
The reason people are more likely to do well again is that they know that
you saw them do something specific. They believe, “You were paying
attention to me. You noticed me! And you thanked me for doing something I
did personally.”

Pep talks are invigorating but hollow. They become meaningless quickly
because no one is sure to whom the message is directed. When you praise
the deed and encourage the student, you help the student do two things:
1. Accept responsibility for having done the task.

2. Develop a sense of accomplishment.
The key words are responsibility and accomplishment, two things that all
people must develop to be successful in life.

With gratitude to Barbara Coloroso,
author of Kids Are Worth It, for suggesting this technique.

She Quieted 100 People in Five Seconds

We were invited to our daughter-in-law’s class to attend the annual
International Day celebration. Students from three sixth-grade classes were
gathered in a large room for the culmination of their study of the country of
their ancestry or choice. The students were dressed in native attire and had
information and food samples typical of their selected countries.

The three classes and an assortment of guests—parents, teachers,
administrators, school board members, and friends—numbered about 100
people. As we were walking from display to display, talking with the
students and tasting food, we suddenly heard the students call out, “…3, 4,
5.”

Then there was silence in the room, including those of us who had no idea
what was going on. Everyone faced the teacher, Cindy Wong, and she spoke.
Then everyone went back to what they were doing.

Later I asked Cindy what she did to quiet the room so quickly. She said,
“Dad, it’s a variation on your three-step technique. I have a five-step
procedure because I teach younger students than you do, so I wanted to be
more specific as to what I wanted.

“My five steps are these:
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free (put things down)
5. Listen
“The way it works is, I say, ‘Give me five.’ They go through each of the five
steps in their mind.

“I have rehearsed them in this procedure, so when I say, ‘Give me five,’ it
takes them no more than five seconds before I have their attention.

“In addition, all three sixth grade teachers have the same procedure. So,
when another teacher, an aide, a substitute teacher, an administrator, or
another student says, ‘Give me five,’ they have the students’ attention.

“It’s the consistent culture for all the sixth graders.”

Works With 800!

Susan Galindo from San Antonio, Texas, shared her Give Me Five story with
us. She was at a Fiesta Event for the River City Christian School. There were
over 600 mentally and physically challenged public school children (from 10
different school districts across south Texas) attending, and it was time for
lunch under the big tent.

During lunch there was an awards presentation to several community
members.

Susan kept trying to get the attention of the very loud and boisterous group
gathered. After several unsuccessful attempts, she yelled out to the nearly
200 teachers who were also eating, “How do I get these kids’ attention?”

A resounding unanimous reply from the teachers was, “Say, give me five!”

So she calmly said, “Give me five,” and held up her hand. The whole group
of 800 became quiet IMMEDIATELY.

The honored community members were quite impressed.

A Difference in the Noise Level Alone

Dear Rosemary,

We really enjoyed seeing you again at our symposia. The wonderfully
creative and practical ideas you gave us will be put to good use. My husband
is already using your hand signals in his grade 5 and 6 classroom, and he
can’t believe the difference it has made in the noise level alone.

Thanks again for all of the above and so much more.

Debbie Fraser
Kinburn, Ontario, Canada

GoBe
Procedures at Home: Lena Nuccio-Lee was having problems with her two
kids leaving clothes all over the floor. How she solved this problem is in the

GoBe
You’re Worth It: Teaching is not easy. It is hard work, with rewards that are
life altering. In the Going Beyond folder for Chapter 19 at
EffectiveTeaching.com are some reminders of your value and worth to the
world.

Procedures to Rehearse With Students

Entering the classroom Moving about the room
Getting to work immediately Going to the library or tech center
Listening to and responding to Structuring headings on papers
questions
Participating in class discussions Returning to a task after an
interruption
Keeping your desk orderly Asking a question
Checking out classroom materials Walking in the hall during class time
Indicating whether or not you Responding to a fire drill
understand
Coming to attention Responding to an earthquake
Working cooperatively Responding to a severe weather alert
Changing groups Saying “thank you”
Keeping your notebook When you are tardy
Going to the office End-of-period class dismissal
Knowing the schedule for the day or When you need a pencil or paper
class
Keeping a progress report When you are absent
Finding directions for each When you need help or conferencing
assignment
Passing in papers When you finish early
Exchanging papers When a schoolwide announcement is
made
Returning student work When visitors are in the classroom
Getting materials without disturbing If the teacher is out of the classroom
others
Handing out playground materials If you are suddenly ill
A Place of Acceptance
School is a sanctuary for many kids.

They do not come to school to be yelled at and screamed at.

Kids come to school to belong.

They want to be accepted and they want to learn.
Everyone Returns on Time

If you have ever heard Harry Wong speak, then you know his audiences
number in the hundreds and thousands; yet, he can successfully motivate
everyone to return from a break on time.

He does not say, “OK, let’s take a break.” What happens is people take a
long break and saunter in gradually, standing in the aisles and talking until
another set of instruction is issued. He does not say, “Let’s take a 20-minute
break.” No one clocks the interval and people just gradually come back in
when they see others begin to return.

Instead, Harry says, “Here’s the procedure for the break.” And there are
always playful chuckles from the audience when they hear the word
“procedure,” but they understand.

“Please do not leave until I finish explaining the procedure. At 10:55 A.M.,
please be back in your seat—not walking in or standing in the aisle. Please
be in your seat at 10:55. And when I raise my hand, I would like it quiet so
that I can begin immediately on ‘How to distribute materials in one minute
and get everything back in one minute without anything being broken or
stolen.’”

Then he asks, “May I see a show of hands if there is anyone who does not
understand the procedure?” No hands go up. What’s he doing? He’s using a
very common procedure used by all effective teachers. He is asking for
validation that they understand the procedure.

In 20 minutes, or at 10:55 A.M., he stands on the stage facing a thousand
people, raises his hand and smiles as the crowd comes to a hush in under five
seconds.

Try this at a faculty meeting, in Sunday school, or at any club meeting. The
transition technique works.

Transition Tunes
Robin Barlak teaches pre-school Special Education in Ohio. The students in
her class sing their transition procedures. They sing the following tunes:
good-morning song
snack song
clean-up song
good-bye song
Her students eagerly anticipate each sing along time.

Code Red
There is no more important procedure than to have one for an
emergency drill.

This may be for an impending weather problem such as a tornado or
hurricane, severe thunderstorm, or for an earthquake. It may be for an
intruder on campus or for campus violence.

Perhaps you have been in a store and you’ve heard seemingly innocuous
messages like “Code 99 in Women’s Shoes” come over the sound system.
These are in-house codes used to call someone for assistance or to alert the
employees of an emergency.

In some schools, “Code Red” comes through the speakers and is used to tell
the teachers to put a procedure into place pending further information.

To guard against upsetting students and parents, letters explaining the drill
should be sent home before the students are even rehearsed in the procedure.

Tell the students, “We don’t expect anything terrible to happen to you. This
is just to keep you safe.”

“Drop and cover” is a signal to get out of the line of fire and protect yourself.
It’s what law enforcement people recommend if anyone is near gunfire.

In California, where an earthquake can strike instantly, the students have two
seconds to duck under a desk when the teacher yells, “Duck and cover!”

In Saskatchewan, Canada, teacher Laurie Jay has the class roster Velcroed
next to the door jamb. She is ready to grab the class roster when the class
leaves for a fire drill or if they have to evacuate quickly.

Be prepared. Emergencies come without warning. The better you and
the students are prepared for an emergency, the greater the chances are
of coming through it unharmed.

Compete Only Against Yourself
The message to your students is this:
There is only one person in the world you need to compete against and
that is yourself.
Strive each day to be the best person possible.
Your mission in life is not to get ahead of other people; your mission is
to get ahead of yourself.
While you are competing against yourself, you are expected to work
with everyone else in this classroom cooperatively and respectfully.
You are responsible not only for your own learning but for the learning
of your groupmates as well.
Factors of Success
The number in parentheses before the item indicates the chapter in this book
where more information can be found.
(6) Enhancing positive expectations

(7) Using first-day-of-school activities
(8) Dressing for success
(9) Involving the home
(9) Using invitational learning
(10) Using the five appropriate words
(11) Implementing effective classroom management strategies
(12) Having the classroom ready with a positive atmosphere
(13) Introducing yourself properly
(14) Arranging and assigning seating
(15) Posting and starting assignments immediately
(16) Taking roll quickly
(18) Investing time on teaching the discipline plan
(19) Rehearsing procedures and routines
(21) Sharing the purpose of the lesson
(22) Giving tests that have purpose
(23) Explaining that students can govern the grade they earn
GoBe
How to Motivate Your Students: The lack of structure in classrooms often
interferes with the learning process. Ways you can motivate your students to
learn are in the Going Beyond folder for Chapter 20 at

They Knew the Names of Only Six Students
Here is part of a letter we received after presenting a workshop to a group of
student teachers at a local college.

One of the student teachers tried something in her class to test out one of
your ideas. She handed out a blank seating chart to her ninth grade class
and asked all the students to fill in the seating chart, giving first and last
names. Only about 80 percent of the kids seemed to have more than two-
thirds of the names correct. Many of them knew only first names, and
there were even a few students who could name only 6 or 8 students sitting
right around them out of a class of 35.

The letter was dated May 20, so these student teachers were in a classroom
that had been together for nine months. In addition, there were two teachers
in the room: a cooperating teacher and a student teacher. Yet at the end of the
year, few of the students really knew one another.

When you have a situation like this, students will misbehave. They will
refuse to work together and will be reluctant to participate in group
activities.

When students refuse to work together, the teacher may be to blame.

GoBe
Distributing Materials: A student can distribute materials and have
everything returned in a few minutes. Read how it’s done in the Going

LEARNING
is an individual activity
but not a solitary one.
It is more effective
when it takes place within
a supportive community of learners.

GoBe
Hallway Procedure: With a schoolwide procedure in place, the movement
of students in halls is very efficient. Read how it’s done in the Going Beyond
folder for Chapter 20 at EffectiveTeaching.com.

An Elementary Teacher’s Experience

I am a single parent, and it is sometimes difficult to leave for work on
schedule, but I was on time. Alas, my good fortune was not to continue
because traffic came to a halt on the freeway due to an accident.

As I sat in my car waiting to resume my commute, I tried to imagine the
scene in my classroom. I could not call to let anyone know I would be late.
What would 25 unsupervised fifth graders do? What would I find upon my
arrival? Would the gym teacher be annoyed because we were all going to be
late for gym?

What I found in my classroom was a beautiful reward for 20 years of loving
students and striving to make them responsible and self-sufficient. To my
amazement, I found an empty classroom and the following note left on my
desk.

Dear Ms. Gould,

We took the attendance, did the lunch count, completed our morning math
warm-ups, and went to gym.

Love,
Your Class

I cannot agree with you more on the importance of clearly defined
procedures and routines. My students are proof of this.

Sue Gould Flynn
Williamsville, New York

A High School Teacher’s Experience

I arranged for a substitute teacher and left lesson plans in my grade book
(world history and P.E.). Unfortunately, the substitute teacher went to the
wrong room and arrived with 10 minutes remaining in first period. He found
the students on task, working on their assignment. They had opened the
classroom through another classroom, recognized the lack of a teacher,
taken the roll book from my desk, taken the roll, found the lesson plan in the
book, and proceeded with the lesson for the day.

There’s more! On the day that I was absent, we were on an assembly
schedule. The substitute teacher did not know of the schedule change.
During my prep period, he left the campus to run an errand, planning to
return by regular fifth period.

Unfortunately, while he was gone, fifth period happened. As I arrived the
next day, this is what I was told. “When you didn’t arrive, Mr. Wall, we took
the roll for you. When you still weren’t here, we did our calisthenics. Then
we went outside to do our activities. When it started to rain, we came back in
and played our game in the gym.”

It wasn’t planned, but my daily procedures had taken hold of my classes, and
the students never missed a beat. Procedures and routines work!

Bob Wall
Susanville, California

GoBe
Create a Classroom Management Plan: Sarah’s classroom management
action plan is the heart of the eLearning course featured on
ClassroomManagement.com. Learn more about this course in the Going

I’m Managing My Attitude, Too

I had a disastrous first year as a teacher. I could not control my students
and, as a result, I was asked to not return to teach.

Well, I got another job the second year in an alternative high school. That
summer I got a copy of The First Days of School and I began to map out a
plan. On the first day of school I started to work that plan.

Now, it felt really weird because it just didn’t match my personality.
However, the students seemed to be responsive and so I kept on the plan.
What happened is that the very positive student response drove me to work
the plan even harder. Soon I had the lowest referral rate in the school.

Now, these were students who had to leave their regular home school and
come to my alternative classroom. In fact, one of them is now in prison. But
they enjoyed my class.

They made astonishing progress and they liked my class. Several of them
even went back to their home school and became star performers.

What happened is that gradually I realized that not only was I managing
my classroom, I was also managing my teaching and managing my
attitude.

_Marjory T.
Unit D Links
Stop Covering and Start Accomplishing

Stop asking, “What am I going to cover tomorrow?”

Start asking, “What will my students learn, achieve, and accomplish
tomorrow?”

One of the most frequently used and useless phrases in education is, “I have
so much to cover. How am I going to finish it by the end of the year?”
Notice that the word I is used twice and the word student is never used.

Getting the students to learn is the teacher’s top priority. Teaching is
not “coverage” because coverage has nothing to do with learning. Why?
Because the students do not know what the teacher wants them to
accomplish. Worse yet, the teacher probably does not know what he or she
wants the students to know.

Learning has nothing to do with what the teacher covers. Learning has to
do with what the student is able to accomplish. Learning occurs only
when a student demonstrates accomplishment.

GoBe
You Teach the Students, Not the Textbook: Teaching is not covering the
textbook. Neither is the textbook the curriculum. More on this concept is in
the Going Beyond folder for Chapter 21 at EffectiveTeaching.com.

What Is a Standard?
Standard is derived from the French word, etandard, the pennant around
which soldiers would rally or go forth from. It represented the unifying
symbol of solidarity for the soldiers’ purpose or mission.

The term standard has become the measuring rod of quality used in many
fields. When buying a car, we look at the performance standards. We buy
from companies that produce goods and services at the highest standards.
We expect the food and drug industry to meet the highest quality standards.
The buildings we work in and roads we drive on are expected to be
constructed to rigorous safety standards. We tell students that we want them
to act with the highest standards of behavior.

There is nothing we dislike more than having to return a defective product.
Many companies proudly state that they meet ISO 9000 specifications, a set
of worldwide standards companies strive to qualify for. ISO, International
Organization for Standardization, consists of a set of standards that
monitors the manufacturing process to produce quality goods and reduce
defects.

We expect and demand high standards to protect and enhance our lives.
This is why most every enterprise has standards, including education.

Here are typical subject level standards from state education guides:
Elementary Geometry, Minnesota
Classify simple shapes by specified attributes and identify simple
shapes within complex shapes.
Seventh Grade Physical Education, California
Explain the effects of nutrition and participation in physical
activity on weight control, self-concept, and physical
performance.
High School Language Arts Literacy, New Jersey
Write multi-paragraph, complex pieces across the curriculum
using a variety of strategies to develop a central idea (e.g., cause-
effect, problem/solution, hypothesis/results, rhetorical questions,
parallelism).
Standards do not deprive you of creativity. Rather, they form the base point
from which to design the lesson. Builders can design and construct homes
in an unlimited number of ways, provided they do not violate the city’s
standards. The city checks to see that the plans meet codes or standards for
the proper use of plumbing, electricity, structure, roofing, and other
construction factors. If you were to buy a home, you would want to know
that your home was built to code, which signifies that it meets the standards.
Standards are the basis for learning.

Standards are the basis for creativity.
Standards describe what to teach not how to teach it.
What Is a Curriculum?
The curriculum is the course of study and experiences that states what
the students are to learn. It is the teacher’s guide of what to teach and
what the students are to learn.

A curriculum is a school document that identifies the content to be taught
and the suggested methods to be used. It is like a menu in a restaurant that
lists the different wholesome food items available and how they are
prepared. It is then up to the chef to create the recipes so diners can enjoy
the food.

The curriculum is created by a committee of teachers, administrators, and
curriculum specialists. This group takes the state standards and designs
curricular and instructional strategies that best convey the content to the
students. This work is assembled into a curriculum guide. Its purpose is to
guide the teachers so that students can achieve high levels of proficiency in
the content areas.

The district curriculum guide should
1. Identify the content (facts, concepts, topics, themes, skills, etc.).

2. Suggest instructional methods to be used (discussion, case studies, role
playing, rehearsals, real-life experiences, cooperative learning,
experiments, etc.).
3. Suggest activities to teach the content or illustrate the method to be
used.
Therefore, if you have not already been given the curriculum guide, ask for
it. You must have a guide as you teach, just as you must have a map as you
travel. It is not your position to develop a personal curriculum for your
classroom. It is your charge to deliver the district curriculum.

GoBe
The Emergency Teacher: Christina Asquith taught for a year in an urban
school with no curriculum and no books. Read her story in the Going

A Curriculum Work Plan

Many school districts have well-organized curriculum guides.
Lafourche Parish Public Schools in Louisiana have curriculum work
plans. These are correlated to the Louisiana Comprehensive Curriculum
standards. The Lafourche Work Plans have each student objective aligned
with state standards. Each objective is accompanied by several suggested
activities—so the Work Plan is really a teachable curriculum.

Each Work Plan provides teachable objectives, a list of all available
resources, technology connections, teaching activities, remediation
activities, enrichment activities, sample assessments, and suggested
activities.

A teacher is not required to use the activities in the Work Plan; they are
merely suggestions. However, just think how much more successful a
teacher could be in a district that supplies its teachers with a Curriculum
Work Plan. This is teaching for mastery learning, not mystery
learning!

Are You Teaching for Accomplishment or Just Telling the Students
What to Do?
Ineffective teachers do not teach for learning; they tell students what to
do. Often the work that is assigned is used to kill time. Unfortunately, there
are teachers who thumb through the teacher’s manual, saying to themselves:
What can I find to keep them busy?
What can I do to kill the period?
What fun activity can I find?
What can I use to keep them quiet?
What worksheet can I give them?
What can I do to make students like me?
As a result, an ineffective assignment tells students what to do; for example:
Read Chapter 24.

Do the problems on page 34.
Do this activity.
Answer the questions at the end of the chapter.
Complete this worksheet.
Write a paper on Mexico.
Sit quietly and read pages 23 to 30.
Read the instructions on page 1.
These are not accomplishments. They are jobs. They tell the student what to
do. They do not tell students what is to be comprehended, learned, or
achieved. When a student is told what to do, no sense of accomplishment or
responsibility is associated with what the student is to learn. Assignments
like those in the example cause students to say:
What are we doing today?

Are you going to show us a video today?
Are we doing anything important today?
What’s our assignment?
Why do we have to do this?
I’m finished; what do I do now?
The student may be finished, but did the student learn anything? In an
ineffective classroom, students just sit around waiting for the teacher to tell
them what to do.

Effective teachers teach for student accomplishment and responsibility.
When an assignment helps a student understand what is to be accomplished,
it is also teaching responsibility. Students who are responsible and are
working for learning and accomplishment will ask questions like these:
How am I doing?
What do you think of this?
Will I be first chair?
Is this good enough for an A?
Questions like these tell you that the student is constantly and responsibly
working to improve.
Teach for accomplishment, using structured assignments with

objectives, and not only will the students demonstrate competence, but
you will be regarded as a competent teacher also.
“Your Assignment Is Chapter 24”

Why didn’t someone tell me how to give an assignment? I thought giving an
assignment was telling the students what chapters to read.

“Students, your assignment for this week is Chapter 24. And the test this
Friday will cover everything in Chapter 24.”

When I gave them the test a week later, I was horrified at all the poor test
scores. And I started to blame the students for their poor achievement.
They were not studying “hard enough.”

They were not spending “enough time” on their homework.
They were not reading “carefully.”
They were not “focusing.”
I had assigned, lectured on, led discussion on, and given them study time on
the chapter. I even had a worksheet of questions for homework. It had to be
the students’ fault.

Little did I know that when the students went home to do their homework,
the parents would ask, “What’s your assignment?”

The students would respond, “Chapter 24.”

Both the parents and the students were at a loss as to what the assignment
was. What does “Chapter 24” mean? What is the student supposed to
learn? How is the parent to help?

It never occurred to me that the problem was me. I did not know how to give
an assignment.

I now know how to give assignments that help students achieve. It was not
until years later that I learned this.

_A high school teacher
The greater the structure of a lesson and the more precise the
directions on what is to be accomplished, the higher the achievement.
Only One out of 12

Wise and Okey wanted to know what teaching strategies were most
important in helping students achieve. They looked at these 12 possible
factors:
Audiovisual
Grading
Inquiry/discovery
Focusing on objectives
Hands-on manipulation
Modifying the textbooks and instructional materials
Presentation mode of teacher
Questioning strategies
Testing
Teacher direction
Wait time
Miscellaneous
They found that focusing on objectives had the biggest influence on


Why Do Students Get Low Grades?

Students will achieve more if they know what
Procedures (do)*
and
Objectives (learn)
they are responsible for.
*See Unit C

Applying Bloom’s Taxonomy to the Study of Antarctica
1. Knowledge: Who was the first person to reach the South Pole?
2. Comprehension: Describe the difference between the Arctic and
Antarctic regions.
3. Application: Give an example of one piece of modern technology
that, had it been available to the explorers, would have made a
difference in their trip.
4. Analysis: Compare the weather at the South Pole on December 1 and
June 1 in any given year.
5. Synthesis: Pretend that you made the journey. Write an entry in your
diary describing your emotions on the day you reached the South Pole.
6. Evaluation: Should Antarctica remain a continent free of development
and left with its natural habitat? Justify your position.
How to Write an Objective

Step 1. Pick a verb.

Step 2. Complete the sentence.
Examples:
List four collective nouns.
Create a different system to catalog CDs in a library.
Can you explain why “Chapter 5” is not a good assignment?

Can you explain why “List four collective nouns” is a good assignment?

The Optimum Length of an Assignment

The shorter the assignment, the MORE likely the student will complete it.
The longer the assignment, the LESS likely the student will complete it.
Except for term papers and other special projects, there are optimum
lengths for assignments.
No high school assignment should exceed five days.

No junior or middle school assignment should exceed four days.
No intermediate school assignment should exceed three days.
No primary school assignment should exceed a day or, occasionally,
two.
No special education assignment should exceed 15 minutes.

The Digestive System
The digestive system breaks down food into usable forms for the cells.

Just as you would use a map to guide you to a destination, use these
sentences to guide you in your study of this unit.
1. Define all the vocabulary words.

2. State the function of the digestive system.
3. Give examples of the different types of nutrients.
4. Differentiate and give examples of nutritious and nonnutritious foods.
5. Compare mechanical and chemical digestion.
6. Draw the digestive system, and state the function of each part.
7. Explain how nutrients get into the blood.
8. Devise a healthy diet for a weeklong trek into the mountains.
9. Assess the effectiveness of different weight-loss programs.

Rather than giving the page number, have the students write the page
number in the left margin as they complete the task or question. This way,
they can quickly go back to the source of the answer for review.

When You Assess, You Help
Schools must change from a testing culture to an assessment culture.

The purpose of a test is to assess
a student’s performance
of the lesson objectives,
NOT to provide the teacher
with the basis for a grade.

When you test for grading purposes, you are labeling students. When you
assess for accomplishment, you are helping each student achieve success.

Tests are given for the students’ sake,
Tests are not given for the teacher’s benefit.
Tests are not given to grade students.
Tests are given to assess for
student learning.

What We Know About Grades

Research has revealed this about grades:
Grading and reporting aren’t essential to instruction. Grades are not

related to teaching or learning well. What is essential is how the
teacher continually monitors and assesses for the learning progress of
the student. This will be the subject of Chapter 23.
Grades have some value as rewards but no value as punishments.
Teachers should never use grades as weapons, because this offers no
educational value, and it adversely affects student-teacher
relationships.
Grading and reporting should always be done in reference to
learning objectives, never on a curve. Grading on a curve pits students
against one another and converts learning into a game of winners and
losers.
(Adapted from Guskey, Thomas R., and Jane M. Bailey. (2001). Developing
Grading and Reporting Systems for Student Learning. Thousand Oaks,
Calif.: Corwin Press.)

Grades are only as good as the assessment system from which they are
drawn. Grades are clear if clear standards and objectives are used.
Narrative comments don’t change this fact.

Grant Wiggins
“Toward Better Report Cards.”
(October 1994).
Educational Leadership, p. 29.
ASCD, Alexandria, Va.

Show Examples of Your First Assignment and Test

One of the most frightening times for students is when the first assignment
is due or when the first test is to be taken. Often, this is a result of
ineffective teachers who fail to post examples of an ideal assignment or
how a typical test looks. Students are lost because there are no models or
examples. They find out what should have been done or what should have
been studied after the fact. Consequently, many students are so disillusioned
by an initial failure that they give up.

The following are ineffective instructions for assignments:
Complete the worksheet.

Answer all the questions at the end of the chapter.
Watch a video on Macbeth.
Do all the problems on page 57.
Write a summary of the chapter.
The following are ineffective instructions for tests:
The test will cover everything since the last test.

The test will cover everything we’ve covered this week.
There will be some multiple-choice questions, some true-false,
and maybe some fill-ins.
The test will be worth about 50 points.
The effective teacher uses these techniques for assignments and tests:
POSTS many good examples of past assignments and tests so the

students can see what they are to do and what the tests look like.
EXPLAINS how a finished assignment should appear and how the test
questions are correlated to the objectives of the assignment.
Not only do the students see excellent models, but they recognize positive
expectations through your encouragement, and realize that everyone can
achieve success.

It’s Simple to Record Your Grades
1. Using an alphabetical listing of students, assign each student a number,

beginning with 1, in your record book.
2. When new students join the class, add their names to the bottom of
your class roster and assign them the next available number.
3. On all tests, papers, projects, and reports turned in during the school
year, students must write their unique number.
4. For consistency, choose one place on papers where this number must
be written as a class procedure and routine.
5. For multiple-choice, true-false, and fill-in answers, give your students
an answer form so that all answers are in the same place.
6. After the papers are collected, ask a student to arrange the papers in
numerical order.
7. Do not grade tests one at a time, while watching television and
snacking. Spread the forms on a large table, perhaps 10 across, and
correct the answers three to five questions at a time as you move across
the forms.
8. Put the papers back in order ready to be recorded in your grade book.
Then ask an aide, spouse, or trusted friend to record the grades for you
if you are short on time.
You Already Know Before the Test Where Most of the Students Will
Fall on a Curve
Benjamin Bloom noted the test scores of thousands of third graders and
then followed them for several years. What Bloom found was that students’
third-grade scores could be used to predict, with 80 percent accuracy or
better, their scores in the eleventh grade. Achievement ranking, therefore, is
highly consistent.
Achievement rank for third, seventh, and eleventh graders is highly consistent.
The shaded area in the curve is the same for all 3 grade levels.
Achievement ranking is also highly subjective, to the extent that it is

dependent on the nuanced art of norm-referenced test construction. It is
comparable to a figure-skating competition with specific rules, or criteria
for judging. Skaters who perform well under those criteria are more likely
to win the competition. Likewise, students who perform well on norm-
referenced tests in the third grade are likely to perform well on similar tests
in the ninth grade. Conversely, students who perform at or only slightly
above average on norm-referenced tests will likely maintain that level of
performance all the way through elementary, middle, and high school.
Norm-referenced tests, therefore, do not measure ability—what a student
can do.

Norm-referenced tests are analogous to a score board in a basketball arena;
they keep points.

When a teacher says, “I need points so I can grade the class on a curve,”
this is not a valid reason for giving a test. According to Bloom, the teacher
should already be able to predict where most of the students will fall on
such a curve, which ultimately renders that curve pointless.

When students come into a class, most already presume who will be in the
fast or the slow reading group, who will do well and who will do poorly in
math—who will be treated as winners and who will be treated as failures.
This is not what education is about. It’s time to change our attitudes and
students’ presumptions about testing and grading.
A test should be used to do two things:
1. The TEACHER should use the results of each test item to assess for
student learning and, if necessary, remediate and correct for student
mastery.
2. The STUDENTS should be graded on a percentage system. This way
they are competing only against themselves to reach a level of
achievement or success.
Objective Mastery
If the student MASTERS an objective, do not assign more work to the
student. Give the student enrichment materials, or ask the student to help
another student. Enrichment work could include puzzles, games, software,
or leisure reading.

If the student DOES NOT MASTER an objective, give the student
remediation or corrective help.

GoBe
I’m Still Not Sure: Brad Volkman’s students can mark at the bottom of
their daily quiz, “I’m still not too sure.” See how Brad helps these students
in the Going Beyond folder for Chapter 22 at EffectiveTeaching.com.

A Symbol of Failure
Most studies suggest that student performance does not improve when
instructors grade more stringently and, conversely, that making it relatively
easy to get a good grade does not lead students to do inferior work.

It is not a symbol of rigor to have grades fall into a “normal” distribution;
rather, it is a symbol of failure—failure to teach well, to test well, and to
have any influence at all on the intellectual lives of students.

Alfie Kohn
“Grading: The Issue Is
Not How but Why.” (October 1994).
Educational Leadership, p. 41.
ASCD, Alexandria, Va.

Formative and Summative Tests in Our Daily Lives
Formative Tests
Spring training
Dress rehearsal
Training wheels on bike
The bunny hill
Driver’s ed
PSAT
Student teaching
Summative Tests
Opening day of the season
Opening night
Riding alone on two wheels
The giant slalom
Getting a driver’s license SAT The first day of school

GoBe
Your Students Can Outperform 98 Percent of the Regular Students:
Benjamin Bloom shows how a teacher can achieve 98 percent mastery.
Read how it’s done in the Going Beyond folder for Chapter 22 at

Teach to the Objectives

The Ineffective Teacher The Effective Teacher
Covers chapters Finds busywork for the students
Teaches to the criteria Has students learn toward the criteria

In the classroom of an effective teacher, students are focusing on the
same objectives as the teacher. The preparation and presentation of all
lesson materials, reading assignments, worksheets, multimedia, lectures,
and activities must be done for one reason only—to teach to the objectives.
They Beg Me to Test Them

Julie Johnson teaches in Minnesota and what she does in her classroom
applies to all grade levels. These are her steps for lesson preparation:
1. She decides what she wants her students to learn.

2. She shows them what they are to learn.
3. They practice together what they are to learn, which is called “guided
practice.” Then they practice on their own, which is “independent
practice.”
4. Then they are tested on the same material they practiced while they
were simultaneously learning.
Julie succeeds because her students know what they will be learning and
how they will show her that they have learned it; in other words, how they
will be tested. She says, “There is no secret as to what is expected of them.
When I do this they all succeed.”

Julie says that test is not a bad word. It is something her students look
forward to. It is their chance to show her what they have learned. They can’t
wait for their turn to be tested because, after all the instruction and practice,
the test is the easiest part—at least that’s what the students say.

They beg her to test them. They even stand in line waiting for their turn to
show her what they have learned. Using this lesson structure, Julie shares
how she taught a Minnesota Math Standard in Geometry:
Classify simple shapes by specified attributes and identify simple

shapes within complex shapes.
She aligned the state standard into two simple objectives:
1. Identify, describe, and classify two-dimensional shapes.

2. Identify shapes that are a part of more complex shapes.
During each step, Julie is assessing the class. She checks to see how the
students are doing and whether they are meeting the objectives of each
step, while teaching, correcting, and practicing as they progress.

She knows what she is teaching and the students know what they are
learning.

Lessons in High School

When I begin a new unit or a topic, I project an outline of my unit on a
screen, and it stays up there during the teaching of the unit. On the outline
are the lesson objectives. My students see what lesson objectives they are
responsible for learning.

I teach to the outline. The students are learning to the objectives, and I am
teaching to the performance of the objectives, on the outline. When I finish
the outline, I give them the test. And every single question that I write on the
test is written to the objectives on the outline.

You see, if you don’t know what you want your students to learn, how can
you write a test or assess to see if they’ve learned it? My student
achievement results are awesome, but then why not? Both teacher and
students know what is to be learned. All questions or skills are correlated
with the known objectives. That’s why my students, too, call it the ‘no-
mystery approach.’

_A high school teacher

What Students Must Know

The National Association of Secondary School Principals reported that to
maximize learning and minimize disruptions, students must understand
clearly what is expected of them. They need to know four things:
1. What they are to learn

2. How they are to learn it
3. How they are to demonstrate what they have learned
4. How the quality of their learning will be evaluated
Lorin Anderson
“Timepiece: Extending and Enhancing
Learning Time.” (1993).
National Association of Secondary School
Principals, Reston, Va.

GoBe
Lesson Plan Links: Bookmark these links to use as you beef up your
learning plans. Find them in the Going Beyond folder for Chapter 22 at

Keep It Simple
Scoring guides are most often called rubrics in education circles.
However, you shouldn’t be attached to calling them rubrics in front of
students. Do not baffle them with education jargon. At the beginning of a
lesson, give the students a scoring guide and call it a “scoring guide.”
A scoring guide is a clear, simple, understandable term because it

informs students what is expected of them and how they can earn a
score.

Students understand the concept of a scoring guide. They keep scores in the
many games they play and they know scores determine whether they will
win or lose certain games.

What you see is a picture scoring guide. It was developed by Kathleen
Monroe, a first grade teacher in San Jose, California.

Kathy has the four pictures drawn up ahead of time. She shows the four
pictures to her class and asks the students which one they think is the best.
She asks, “How would you describe it?” This particular year, the class
answered “Perfect!” She gives that picture a “4.”

“Which one is the next best?” she asks. They agree on the word, “Good,”
and she gives it a “3.” Kathy does the same for the remaining two pictures.

The four pictures are posted with their word descriptions and point values.
The word descriptions change from year to year. She uses whatever the
class says that year.
When the students are drawing their illustrations, they are invited to go up
to the scoring guide posted in the room and decide if they have drawn a 4,
3, 2, or 1.

Does Kathy get terrific drawings from her students? Of course, she does! A
scoring guide helps students determine what is expected of an assignment.
Effective teachers give their students a scoring guide that spells out
how they can earn points or a grade for accomplishing a lesson.
A Level Playing Field

The purpose of any educational feedback is not to rate, rank, humiliate, and
sort students. The purpose of feedback is to improve student learning. When
you ask most students, “Why did you get that grade?” the universal and
truthful response is, “I don’t know.” When teachers use scoring guides, then
students can use those scoring guides to improve their performance from
the lowest level of achievement to success far beyond today’s standards.

When teachers use scoring guides for evaluation, they are adopting a moral
and ethical principle that every student deserves fair and consistent
evaluation. After all, when kids play games, the rules are consistent, the
dimensions of the field are the same, and the height of the goal, length of
the field, and shape of the ball are all consistent. If we failed to provide that
consistency, parents, teachers, and students would shout, “THAT’S NOT
FAIR!”

The ethical imperative for scoring guides as a method of student assessment
is that we should aspire to the same level of fairness and consistency in the
classroom that we routinely expect on the playground.

(Douglas Reeves in an email correspondence with Harry Wong. Dr. Reeves
can be contacted at www.leadandlearn.com.)

The Talking Dog

A few ladies occasionally ran into each other at the hair salon and Carol
would mention that she taught her dog to talk. This went on for years.

One day the ladies asked her to produce this talking dog. So, Carol went
outside where the dog was tied. She brought in her dog, and said, “Speak.”
The dog just panted and wagged his tail.

Carol said, “Speak” and the dog just panted and wagged his tail some more.
The other ladies laughed at Carol and told her she didn’t have a talking dog.

Carol responded, “I said I taught the dog to talk. I didn’t say he learned it.”

GoBe
Karen Rogers’ Scoring Guides: Karen Rogers’ five scoring guides are
available for download. Find them in the Going Beyond folder for Chapter
23 at EffectiveTeaching.com.

The Highest Level of Distinction

Just as some people are able to write Ph.D. and M.D. after their names,
55,000 teachers out of the 3.2 million professionals teaching in 2007 can
write NBCT after their names. That’s almost 2 percent of all teachers.
NBCT stands for National Board Certified Teacher and it represents an
advanced teaching credential that is the highest level of excellence a
classroom teacher can achieve.

To earn this distinction, teachers choose to undertake a rigorous, yearlong,
performance-based assessment. Many teachers spend between 200 and 800
hours putting together a portfolio of lessons, samples of students’ work,
videos, and rigorous analysis of their classroom teaching. They receive
written evaluations that probe the depth of their teaching knowledge, and
must take a six-hour requisite exam—all at a cost of more than $2,500 out
of their own pockets.

Although all states, except for Alaska, reward teachers who attain NBCT
status, most teachers who strive for NCBT excellence report that it’s not the
money that drives them; it is the reward of self-fulfillment and growth.

National Board Certified Teachers distinguish themselves in education by
their dedication to the profession and their demonstrated abilities in the
classroom. To learn how you can become an NBCT, go to www.nbpts.org.

The Great Gatsby

The Great Gatsby was published in 1925 and is regarded as one of the
foremost pieces of American literature. It was written by F. Scott Fitzgerald
or Francis Scott Key Fitzgerald—yes, a descendant (second cousin three
times removed) of the Francis Scott Key who penned “The Star-Spangled
Banner.”

The setting of the book was a period of great wealth in America called the
Roaring 20s. Some of the people and images of this decade include
Jazz Age
Charleston dance
Rudolph Valentino
Al Capone
Louis Armstrong
Charlie Chaplin
Prohibition
American Dream
Al Jolson
Vaudeville
Gangsters
Materialism
The novel centers on a man, Jay Gatsby, the narrator’s friend, and Jay’s
girlfriend, Daisy Buchanan.

Norm took the state standard and created several lesson objectives, one of
which was
Draw a parallel between your own life and the life and work of
F. Scott Fitzgerald in the context of the Jazz Age (a.k.a., the Lost
Generation) and the years leading up to the Great Depression.
Very simply, he asks his students to compare their present lives to the life of
Jay Gatsby and the people who lived in the 1920s.

Those teachers who believe standards and objectives can stifle creativity,
prevent problem solving, and discourage deeper learning, fail to exercise
creativity in their own thinking and lesson planning. For example, the
manner in which Norm’s students can show comparisons to their lives and
the life of Gatsby is limitless. Students can perform a musical recital, write
a major essay, submit a portfolio, even create an art exhibit, all to
demonstrate higher-order mastery skills and understanding. A student could
even take a 1920s jazz song and contrast it to a current pop, hip-hop, or
alternative-music song. Just think what a student could do with Prohibition
and gangsta rap!

Along with the objective, Norm gives his students a scoring guide. He uses
this scoring guide as his formative assessment tool to determine how well
the students are learning and how well he is teaching the objective linked to
the novel, The Great Gatsby.

If a student scores 1 or NS/0 in any of the categories, it doesn’t mean the
student is unintelligent, lazy, or failing. It may simply mean that it’s difficult
for a young person who is 15 years old and hasn’t even figured out life
today to relate to a period of time 80 years ago.

This is where the teacher can prescribe a course of action to help the student
achieve success. Sit with the student at a computer and go to the Library of
Congress website (www.loc.gov) to help a student discover what life was
like in America in the 1920s. The teacher can help students who have
scored low, according to the scoring guide, see what they can do to earn a
higher score—to make progress toward achieving the objective.

GoBe
Norm Dannen’s Scoring Guides: Norm Dannen’s complete scoring guide
with the correlated lesson objectives and the state standards are in the

Fair and Easy

Students like the no-mystery approach to learning.

One of Norm Dannen’s students, Collette Comatzer, says,
“I like scoring guides because they make the student aware of

exactly how to do the assignment or write the assigned article,
and it plots a very fair and easy-to-understand grading system. A
scoring guide creates a backbone for your paper.”
GoBe
Baseball Fever Scoring Guide: The complete Baseball Fever scoring
guide is in the Going Beyond folder for Chapter 23 at

GoBe
Multimedia Scoring Guide: The complete multimedia scoring guide is
found in the Going Beyond folder for Chapter 23 at

Assessment Checks Progress

Assessment is not an isolated event. It goes on consistently throughout the
lesson, through each day. Assessment takes the form of everything from
quizzes, rubrics, questions, and oral presentations to artifacts—all for the
purpose of helping the student make progress.

Just Think
Just think what would happen to student learning if students knew in
advance what they would be learning, how they would be tested, and how
they would be scored before the lesson even began.

Just think how productive students could be if they knew they could not
fail.

Just think what would happen to student learning if the teacher knew this,
too!

The Honda Story

Honda manufactures cars at its factory in Marysville, Ohio. The company
employs more than 13,000 “associates” (not workers).

The associates work in groups. One procedure is for each group to submit
complaints and suggestions to management at the end of each shift. In the
United States, management generally does not want to hear about problems,
and workers do not want to get involved with problems.

The Honda procedure requires answers to three questions:
1. What is the problem?

2. What did you do about the problem?
3. What is your suggestion for a long-term solution of the problem?
Honda works on quality through empowering workers within groups to

solve problems and to search for improvement methods so the entire group
can achieve excellence.

GoBe
District-Wide Collaboration: Islip Public Schools’ new teachers work in
collegial teams. Their Regent’s diploma rate is at an all-time high of 98.3
percent. Read about the school’s process in the Going Beyond folder for

Analyze the Instruction, Not the Teacher
In 1993, a group of 23 doctors in Maine and New Hampshire made an
agreement to observe each others’ operating room procedures and share
insights.

In the two years after their nine months of observation and sharing, they
reduced the death rate among their patients by an astonishing 25 percent.

For teachers who have traditionally worked as isolated professionals, the
analogy holds a powerful message. If their goal is to lower the “failure rate”
of students, teachers can succeed with young minds by working together.

Effective learning teams bring to the table their respective students’ writing
assignments, math problems, science projects, artworks, and whatever else
kids are producing every day.

The teachers also bring their own lesson plans to share and try them out on
their colleagues. It’s scary work, but with ground rules in place (as with
brainstorming where everything is acceptable), increasing student learning
is the focus of the meetings.

The focus of team meetings is the work on the table and not on the
particular student or teacher who produced it.

Curriculum Mapper®
James Westrick served as a Peace Corps Volunteer in a village in Kenya. He
was the only science teacher at a tiny secondary school set in the middle of
the African bush. He had no laboratory, no textbooks, and no formal
curriculum for his biology, chemistry, and physics classes. What he did
have in abundance, however, was time.

He began the process of determining what knowledge and skills he wanted
his students to acquire at various points of the year. With that in place, he
looked at what content knowledge and activities would best be used for his
students to acquire the skills. This constituted the crude beginnings of his
personal curriculum map.

Upon returning to the United States, Jim became one of seven chemistry
teachers at a large public high school outside of Chicago. He had all the
resources and textbooks he needed.

He even had a laboratory. But, he had no idea what his students knew or
had been exposed to in other science classes. He found himself frequently
stepping on the toes of other science teachers by duplicating labs or
worksheets; consequently, he missed many interdisciplinary opportunities.
Although he was surrounded by teachers and resources, he felt more
isolated professionally than he did in Kenya.

Early in 1999, Jim attended a workshop on curriculum mapping led by
Heidi Hayes Jacobs. The idea of mapping what actually happens in the
classroom to share with other teachers made perfect sense to Jim
because he had used the technique in Kenya to keep track of what his
students were learning, even though he was the only one teaching it.

Curriculum Mapper® was born out of Jim’s frustration with teaching “in a
cave.” He wanted to build on what his students already knew—not just re-
teach the same content. He wanted to know what other teachers were
actually doing in the school so he could support them and make his
students’ experiences more meaningful. He designed Curriculum Mapper®
while he was still teaching. As more schools began using the system, he
realized that most schools share common problems, and that getting
teachers out of their caves is the first step in building an interconnected
curriculum anywhere.

As the demand increased, he devoted more and more time to what began as
a personal need to help his students in Kenya. Currently, Curriculum
Mapper® is used by schools in 48 states and Canada. Jim is now helping
schools and districts implement their mapping initiatives and improve
teacher communication and collaboration.

Information on Jim’s Curriculum Mapper® can be found at
www.clihome.com.

GoBe
Keeping Track of Assignments: Carol Brooks of South Carolina has
developed a daily method to help students keep track of their assignments.
Read about it in the Going Beyond folder for Chapter 24 at

When We Wish Upon a School

The core of student success is having a staff of teachers sharing a
vision. A vision is like a star that gives direction to one’s efforts. It aligns
everyone toward a common purpose. It forms the basis of a commitment to
instructional goals, beliefs, and priorities. Without this shared vision, people
have no purpose in teaching.

This may not come as a shock to you, but studies have shown repeatedly
that most decisions made in education are not made for the students; they
are made for adults and their agendas.

There is only one vision in education: progress in student learning.
Never lose sight of that fact. Travelers never lose sight of where they are
going when they use a map or even a GPS (global positioning system) for
navigation. Every decision we consider must be made with the direction
pointing toward student learning.

Sometimes we think of schools as being autonomous rooms with a parking
lot for faculty and sometimes one for students as well. For student learning
to take place consistently, however, each classroom must be connected with
hallways, and fully accessible through open doors. When classrooms are
intertwined, everyone has to be following the same shared vision.

Hold up a compass, a map, a GPS at each team meeting and consistently
ask,

What is our shared vision?

Are we following our star?
Unit E Links
GoBe
Teacher-Leaders Network: Become a part of an ever expanding cohort of
teacher-leaders. Learn about this professional growth opportunity in the

Teacher-Leaders
Teacher-leaders recognize they are forerunners in their profession, working
beyond their classrooms by making presentations, writing for journals,
supporting new teachers, and sharing with administrators. They elevate the
teacher voice, breaking down the walls of isolation that so profoundly limit
the work of schools.

Simply stated, teacher-leaders take action, accepting responsibility for
driving positive change in education.

William Ferriter
6th grade teacher, North Carolina
Teacher Leaders Network

Job Titles Do Not Reflect Worker or Leader Status

A teacher wrote:

New teachers are not the only beneficiaries of induction programs. The
involvement of the education association with the administration has a
positive impact on students, colleagues, and administrators. We model
teamwork as a way of achieving mutually desired goals.

Mary Ecker, Executive Board
Port Huron Education Association
Michigan

An executive said:

The in-service went five minutes over. You owe me five minutes.

President
Local education association
New Jersey

GoBe
Are You a Worker or a Leader?: Workers let other people make their
decisions. Leaders make the choices themselves. To understand this
concept, go to the Going Beyond folder for Chapter 25 at

He Made a Choice to Be an Effective Teacher

Elmo Sanchez teaches in the Miami-Dade County Public Schools and made
a choice. His parents made a choice, as well, when they came to the United
States from Cuba.

He writes:
I was hired to teach fifth grade reading, language arts, E.S.E.
inclusion, and E.S.O.L.
Monday, August 8, was the first day of the academic school year.
I struggled through my day’s lessons. My students spoke
throughout the class period and had no sense of direction. I
found myself using my “loud and/or angry” voice. I would go
home angry and my family felt the direct effects.
At the end of the school year, I reflected on my achievements and
failures in the classroom. I labeled myself an “ineffective
teacher” because my classroom lacked structure. As a
professional, I was disappointed in myself and felt I needed to
make changes.
Each year the Miami-Dade County Public Schools has a summer
professional development meeting. On Friday, June 9, I
remember sitting in the Miami Lakes
Educational Center Auditorium and I was captivated. Dr. Wong’s
classroom management strategies, techniques, and explanations
made sense. Then, as he says, I had a “light bulb” moment.
What would happen if I could take these strategies back with me
to improve the way I managed my class?
I could visualize the changes in my head that were going to take
place in my classroom the next academic school year. By the end
of the seminar, changes were occurring in my mind. I could
picture ways of changing my failures into successes.
After viewing Chelonnda Seroyer’s PowerPoint presentation
online I began to develop my own PowerPoint presentation. I
also read through The First Days of School twice and began to
formulate a plan that would suit me as a teacher.
It took me about a month to develop my classroom management
PowerPoint presentation.
Picture this: Monday, August 14, the first day of the academic
school year. I opened the door at 8:15 A.M. and greeted my
students with an extended right arm. Shaking my students’
hands, I would say, “Welcome to our class; I’m glad you are
here.” My students greeted me back with warm smiles.
I projected the bellwork assignment as a PowerPoint slide. By
the time I closed the door, all of my students were actively
working. I could not believe it.
After my students completed the bellwork, I began to introduce
my students to the PowerPoint presentation I had created.
By the end of the day, my students were following the classroom
procedures. When the 3:00 P.M. dismissal bell rang, no one got
up. They all waited for me to dismiss them. I had control of my
class and it was only the first day of school. At the end of the
day, peace was with me.
I went home happy with an upbeat attitude. For the first time in
my professional career I had a feeling that was missing from my
life for a very long time. My family noticed the difference in me
and liked the “new, happier me.” I came to love my profession
after the first day of school and my students felt safe in the
classroom atmosphere that I created.
Last year, I was a stressed-out teacher with a chaotic classroom.
Now I feel that I’m an effective teacher with a structured
classroom. My students are always happy to come to my class.
The parents are always asking, “What do you do that causes my
child to become so engaged in your class? My child wants to
come to your class even though he is sick.”
My secret recipe is having a structured classroom with
procedures. I’m glad I made a choice to restructure my
classroom.
I would say that on June 9, my life as a professional teacher was
transformed. Thank you for helping me make a choice to be
effective!
Life Begins When You Make Choices

Laura was a worker-teacher. She was typical of the countless number of
sweet, kind, average people who teach. Laura was a survivor. She did her
work. She taught class, gave assignments, wrote tests, showed videos,
passed out worksheets, supervised the cafeteria, attended faculty meetings,
and baked cookies for the textbook selection committee she was on for the
year. She had a family and sang in the church choir.

She took early retirement at 53, having “put in” 30 years. During that time,
she never read a journal, joined a professional organization, or attended a
conference.

During her 30 years, Laura never caused any problems, did not abuse her
sick leave, and seldom said a word at faculty meetings. She always sat at
the back of meetings and knitted. She didn’t really harm any children, but
then she never really lit fires under any of them, either. She did her job and
felt, as workers are prone to tell you angrily, “I did my job, didn’t I? What
more do you want me to do? I wish they would end this staff meeting. I have
to get home.”

Over a decade later, I saw this familiar face at the mall. I gingerly walked
over and said, “Excuse me. Are you Laura? Remember me? We used to
teach together.” Without much enthusiasm, she said, “Oh, yes.”

I asked her what she had been doing and she groaned, “Oh, not much. I
come to the mall a lot. It’s safe here, you know. I see my grandchildren—I
have three—and watch television. That’s my life. I walk the malls, babysit
the grandchildren, and watch television.”

Then she asked, “And what are you doing?”

With a smile, I said, “Oh, I’m so happy I chose teaching as a profession.
I’ve written a book, gave a presentation at the International Reading
Association conference, met my wonderful wife at a teacher’s conference,
and indulge my taste for fine dining. Life has been very good to me.”

We sat down on a nearby bench, amid passing shoppers and socializing
teenagers. She looked at me sadly, with tears welling up in her eyes, and
asked, “When does the good life begin?”

I refrained from telling her, “Laura, the good life begins when you start
making choices.”

_Harry K. Wong

GoBe
The Thin Margin for Success: The margin for success is so thin that
getting across it is astonishingly simple. To make that step, go to the Going

The Future
Epilogues in literary works deal with the future of its characters. This
Epilogue is no different. It deals with your future in education and what you
can do with your years of classroom experience to help those teachers who
follow in your footsteps.

The first 25 chapters in this book are directed to teachers. The information
in this chapter is for teacher-leaders, coaches, staff developers, mentors,
administrators, and most importantly, you—the leaders and future leaders of
the profession. This Epilogue explains how you can develop a culture of
effective teachers.

The Last Days of School

I am beginning my third year as principal at a year-around middle school.
After I heard you speak, I had an epiphany of how to create an effective
school with effective teachers.

Even though the school year was coming to an end, I did not think waiting
until next year would be a wise decision. Timing was important and just as
important was involving the faculty and staff in this process.

Before the students returned for the fourth nine weeks, we had a teacher
workday. I showed DVD 3: “Discipline and Procedures” from The
Effective Teacher and used that as a springboard for discussion on
schoolwide procedures that needed to be established. My approach was
simple: We must create procedures and establish routines as we move into
the “Last Days of School.”

Next, I had teachers get into groups and list the top six procedures that we
needed to address. Finally, each group presented their list and teachers
were given three sticky dots to vote for what they believed were the top
procedures:
1. Walk quickly on the right side of the hall with whisper voices and
hands to self.
2. Enter each class quietly, sit quickly, and put book bag under your desk.
3. Teachers are the first into the hall after each bell.
4. Quiet signal: hand raised in the air.
Parents were informed and procedure posters of our new schoolwide

procedures were displayed around the building and in every class. Teachers
spent several days having the students practice the procedures. The students
realized the importance of the procedures and liked the structure. Teachers
felt less stressed and were able to focus on teaching and learning.

The story does not end here. In July of this school year, when teachers
returned for their workdays, we viewed DVD 4: “Procedures and
Routines.” Once again teachers revisited our procedures and decided to
keep the four school procedures and add three additional:
5. All students will sit in their assigned seats.
6. Students will write the lesson objective and homework assignment in
their planner.
7. Every class will start with a bell work activity.
We have just finished our last nine weeks. Many teachers have commented
on how well-behaved the students are this year compared to prior years.
One teacher even stated that this was the best nine weeks of teaching she
has ever had. The number of student disciplinary incidents is lower
compared to previous years. Teacher moral in general is higher.

Dr. Wong, you are right. The secret is CONSISTENCY with schoolwide
procedures to create an effective school with effective teachers.

Thomas Hatch, Principal
Anne Chesnutt Middle School
Fayetteville, North Carolina

GoBe
It’s a Happy Place: Principal Edward Aguiles says, “Teachers and students
love to come to this school.” Read how he did it in the Going Beyond
folder for the Epilogue at EffectiveTeaching.com.

Planning for Learning

To improve student learning, you do not change the structure (i.e., block
scheduling, smaller class size, small school size, etc.), you change the
instructional practices of the teachers. The schools that seem to do best are
those that have a clear idea of what kind of instructional practice they want
to produce and then design a structure to go with it. (Elmore, R.
(January/February 2002). “The Limits of ‘Change.’” Harvard Education
Letter.)

GoBe
Use Coaches, Not Mentors: Many districts now understand that a critical
component of a successful induction program is a coach. Read why in the
Going Beyond folder for the Epilogue at EffectiveTeaching.com.

GoBe
A Most Effective School: Visit a school with a consistent learning
environment in the Going Beyond folder for the Epilogue at
EffectiveTeaching.com. Discover what procedures this school uses.

How She Created a School Culture

The culture at this school did not just happen. It was guided by Lee
Douglass, working with her staff. How did her school achieve this culture?
She assigned groups of teachers to summarize each chapter in this

book, The First Days of School.
Each Friday throughout the school year, a group reported on their
assigned chapter and made one or two suggestions for adoption
consideration—such as having a bellwork assignment in each class,
how to properly walk in the halls, how best to welcome students to
class, and so forth.
The teachers made the suggestions, and procedures were
democratically agreed upon. Nothing was mandated from the
administration.
The schoolwide procedures became part of the culture of the school.
With students knowing the structure of the school day, more time was
available for instruction. Over time, the students were learning more, and
the school’s test scores increased.

GoBe
It Turned Our School Around: Principal Mike Gee says, “Our scores
have hit heights we only dreamed about.” Read how he did it in the Going
Beyond folder for the Epilogue at EffectiveTeaching.com.

Help at 35,000 Feet

To not provide comprehensive induction is like asking a pilot to learn how
to fly while taking a plane load of passengers up for the first time.

And then if the pilot has a problem, he can call his mentor who is 35,000
feet away—at best.

GoBe
The Hopewell Model: Hopewell does not pay big bucks, yet their teachers
are happy and their students achieve. Find out how they do it in the Going
Beyond folder for the Epilogue at EffectiveTeaching.com.

Gaston Professional Development

The Gaston County Schools of North Carolina have a building dedicated to
professional development. For 20 years they have had a full-time staff
devoted to an organized, coherent, and sustained process of producing
proficient and effective teachers.

The Gaston County Schools of North Carolina Professional Development
Center houses meeting rooms, a media center, and a library all equipped
with state-of-the-art presentation equipment. The staff coordinates and
conducts training through the year as well as provides space for smaller
school team meetings.

Gaston County has had a comprehensive new teacher induction program
since 1990. They also have Instructional Coaches at high-needs schools and
professional learning communities throughout the district. Gaston County is
serious about producing proficient and effective teachers.

GoBe
40 Million Strong: The Y Generation group has many positive attributes
that lend themselves to teaching. These qualities are in the Going Beyond
folder for the Epilogue at EffectiveTeaching.com.

GoBe
Comprehensive Induction: Districts that are serious about training and
retaining teachers have a comprehensive induction program. Read how to
implement one in the Going Beyond folder for the Epilogue at
Our Materials for Developing Effective Teachers
The First Days of School

This “bible” for new and experienced teachers helps you to know and
practice the three characteristics of an effective teacher. Includes a DVD,
“Using THE FIRST DAYS OF SCHOOL” with Chelonnda Seroyer.
Authors: Harry K. and Rosemary T. Wong

352-page softbound book with Index
Over 300 photographs, illustrations, and graphics
Over 1-hour DVD, “Using THE FIRST DAYS OF SCHOOL”
ISBN: 978-0-9764233-1-7, 4th edition
Classroom Management with Harry and Rosemary Wong

Classroom management comes to life in this eLearning course. Upon
completion you will have a binder with your personal Classroom
Management Action Plan.
Featuring: Harry K. and Rosemary T. Wong

6 lessons that correlate to the Wongs’ work
20 hours of course work in eLearning course
CEU and College Credit available

This DVD series showcases best practices used by effective teachers with
master motivator, Harry Wong. Filmed during one of his many legendary
presentations.
Featuring: Harry K. Wong

8 DVDs, 5 hours total time
Book, The First Days of School
10 copies, Successful Teaching newspaper
Facilitator’s Handbook on all DVDs
ISBN: 0-9629360-9-x
This series is available in a digital format as well. Intended for individual

use, it can be steamed online for viewing at the user’s convenience. Viewer
can select to watch one or all of the DVDs.
How to Be an Effective and Successful Teacher

In this 2 audio-CD set, Harry and Rosemary present what it takes to
transform a classroom, a school, and entire school system into a consistent
learning environment.
Featuring: Harry and Rosemary Wong

2 hours 40 minutes total time
ISBN: 0-9764233-2-4
Harry Wong Live! How to Improve Student Achievement

In this 2 audio-CD set, Harry Wong invites you to “steal” from him the
secrets of effective teaching for all grade levels.

2 hours 35 minutes total time
Never Cease to Learn

This broadcast-quality DVD captures Harry Wong’s wisdom as he shares
from his heart and soul the essence of professionalism—making a
difference in the life of a child.

38-minute DVD
New Teacher Induction

This book offers a comprehensive look at how to structure an induction
program to train, support, and retain new teachers and includes contacts for
over 30 programs.
Authors: Annette Breaux and Harry K. Wong

240-page book
That Noble Title Teacher

This motivational essay is presented in a beautifully designed print.
Written by: Trish Marcuzzo

12" x 18" color poster
For more information on each item, pricing details, or to see what new
materials are available, please contact
Harry K. Wong Publications at 650-965-7896 or visit our website at
www.EffectiveTeaching.com.
www.EffectiveTeaching.com
Your homepage for becoming the most effective teacher you were
meant to be.

The First Days of School

Uploaded by

Copyright:

Available Formats

The First Days of School

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The First Days of School

Uploaded by

Copyright:

Available Formats

THE FIRST DAYS OF SCHOOL

HOW TO BE AN EFFECTIVE TEACHER

HARRY K. WONG PUBLICATIONS, INC.

Dedicated to my father and mother,

Dedicated to Mr. Frederick McKee,

All rights reserved. No part of this publication or any related materials

Library of Congress Control Number: 2008903342

Executive Producer: Rosemary T. Wong

Harry K. Wong Publications, Inc.

About the Authors

She Succeeded on Her First Day of School

Who are Harry and Rosemary Wong?

Success on the First Day of School

Effective Teachers Script Their First Day of School

Student achievement at the end of the year is directly related to the

Effective Teachers Produce Results

PROFICIENT: possessing knowledge and skills

The Four Stages of Teaching

The Four Stages of Teaching

Click to read the Sidebar story: It’s Never Too Late

Effective Teachers Impact Lives

THE EFFECTIVE TEACHER

1. Uses a script to organize the class the ﬁrst week of school.

The Effective Teacher

The Three Characteristics of an Effective Teacher

1. Has positive expectations for student success

There are three characteristics of an effective teacher, and they apply to

Every one of us is both a student and a teacher.

Well-Ordered Environment + Positive Academic Expectations =

Teaching is no different. To teach for mastery or competence, an effective

THE EFFECTIVE TEACHER

1. Exhibits positive expectations for all students.

The First Year Can Be Successful

Teacher Education Will Not Have Prepared You

Student Teaching Will Not Have Prepared You

The First Year of Teaching Can Be Frightening

1. Teacher education will not have prepared you.

Some Districts Have Induction Programs to Prepare You

The beginning teacher is expected to assume the same tasks and

You will be expected to perform your full complement of duties

Education is not a product; it is a never-ending process. The purpose of

THE EFFECTIVE TEACHER

1. Works cooperatively and learns from colleagues.

The Importance of Effective Teachers

The greatest asset of a school is its people.

The Difference Between an Effective Teacher and an Ineffective

A true professional and effective teacher is a learner who learns along

Here are some observations on the importance of effective teachers:

The most effective teachers can produce 9 months or more of learning,

Click to read the Sidebar story: Quality Teaching

Teachers Want Success

How to Improve Student Achievement

Keep a laser focus on learning for all students.

THE EFFECTIVE TEACHER

1. Uses effective practices focused on student achievement.

The Research Process

Research is the process of critical thinking and problem solving employed

It May Be Dangerous to Teach as You Were Taught

Always remember, student achievement and success are why teachers

Research Improves Student Achievement