Book: The Classroom Management Book

Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The Classroom management book. Mountain View, CA, Harry K. Wong Publications.

https://www.effectiveteaching.com/

Pg 8

When you have a disciple problem, you manage the behavior; you do not manage the classroom.

Discipline

• Discipline is all about how students behave
• Rules are used to control how students behave
• Discipline plans have rules
• is reactive
• is problem-driven
• has negative consequences as punishments
• promote compliance
• strops deviant behavior

Classroom Management

• management deals with how students do their work
• procedures are used to ensure students are productive and successful
• Classroom management plans have procedures
• is proactive is productivity-driven
• has rewards as increased learning time
• promotes responsibility
• produces predictable behaviour

Pg 11

the Key to Success is Consistency

Students need to feel that someone is looking out for and is responsible for their enviornment, someone who not only sets limits, but maintains them. School must be a safe and protected enviornment, where a student can come and learn without fear.

The most effective teachers make everyone comfortable, yet have total control of the classroom. Teachers acheive this when they have planned for how the classroom should be managed for student learning and achievement.

In an effective classroom, there is no yelling or screaming to get students to bheave and do things. The student understand how the classroom is organized.

Consistency in a classroom is created when there is repetition of actions and tasts – procedures. Consistency allos students to know beforehand what to expect and how to perform the classroom procedures.

pg 12

it is important that your students underand that classroom procedures are for their benefit. Following procedures elimiates confusion, provides predicability, and enables students to focus on classwork – without distractions. With procedures, students know exactly what they are getting and what will be happening. Effective teachers spend the first weeks together as a class teaching students to be in control of their own actions in a predicable classroom enviornment.

Pg 13

The Need for a Trusting Enviornment

Students must trast you before they will trust what you plan to teach.

STudents want to come to a school where there are no surprises. They trust the learning enviorment that has been established. They know what to expect, and it happens each day. Trust comes from the surety of consistency.

Pg 16

Prepare Before School Begins

Over-planning is a good thing! The effective teacher shares the classroom plan with students, so they comprehend their role in the classroom management plan and can become responsible for carrying out the plan. Students will come to understand the imporant role they play in classroom managment, too.

Pg. 17

Develop a Classroom Management Plan.

These are some of the procedures to include in your classroom management plan:

• how to enter the classroom
• what do to when the bell rings
• what to do with homework
• what to do when a pencil breaks
• what students do when they finish work early
• how to get the students’ attention
• where to find make-up work
• how to collect papers
• what to do with personal technology
• how to exit the classroom.

pg 18

Develop a classroom discipline plan

• Classroom rules for students to follow:
  short, simple, easy to remember – posted for everyone to see
• Rewards that students can work toward:
  a postive consequence is a reward – class or indivudal rewards
• Penalities for breaking classroom rules:
  a negative consequence, clear and simple – and easy for the teacher to enforce consistently

Set Postivie Expectations for All Studnets

What the teacher expects from students:

• be punctual
• come to class ready to work and learn
• bring all necessary books and supplies
• complete all assignments neatly
• follow established classroom procedures
• follow the posted rules
• keep a positive attitude
• listen and pay attention
• give your best each day.

Teachers’s expectation of students greatly influence students’ acheivement in class and, ultiimately, achievement throughout their lives.

Pg 21

Begin your first day of school with a detailed paln. Refer to the plan to keep track of the day’s progress. Be ready for your students, and they will be ready for you. Together, you and your students will have a sucessful school year.

Pg 118

Getting Students’ Attention

The Solution

A consistent method of getting your students’ attention minimizes classroom confusion and brings an elevated noise level down quickly. The students’ dignity is kept intact because they are not demeaned into coming to attention. The teacher’s dignity is kept intact because the cue is delivered in a professional, caring manner.

This procedure provides these opportunities:

1. Remaining calm while the class comes to attention.
2. Using a consistent signal so anyone can bring the class to attention.
3. Wasting little time while the class comes to attention.

Teach

Introduce the attention signal. If you are using a verbal command, explain to students that when they hear the teacher announce “Everyone, please listen up,” they must do three things:

1. Immediately stop what they are doing
2. Look at the teacher
3. Listen for instruction

If you are using a non-verbal command, show the students what the signal is and ask them to follow the same three steps.

Give Me Five,” made famous by Cindy Wong, is a classic technique used across grade levels.
When the teacher says, “Give Me Five, please,” and holds up a hand, ready to put up five fingers, the students verbally count out from one to five. While they are counting, they do the activity associated with the number.

1. Eyes on teacher.
2. Quiet.
3. Be still.
4. Hands free (put things down).
5. Listen.
   Once this procedure is followed to the teacher’s satisfaction, the procedure is reduced to the verbalization of “Give me five, please.” Then, the teacher and the students silently count while doing the items associated with the number.

Pg 120

Rehearse

Lead the class in practicing the procedure. Invite them to tern and talk to their neighbours. At an appropriate time, give the cue with a clear, assured tone, “Everyone listen up.”. Verbally lead the class through the steps and ask them to stop what they are doing, get themselves into a position where they can see you, and then listen for your instruction.

When students are slow to respond, assist them with guidance on how to practice the procedure correctly.

Thank those students who follow the procedure.

Practice again, with some students out of their seats. Deliver the cute again, but this time, do not lead them through the steps. Monitor the students and correct those who need assistance. Wait for the students’ attention. This is the key to the procedure’s success. Do not speak again until the class is completely silent and all eyes are on you.

if students are taking too long to quiet down, remind them of the procedure and why it is important for everyone to follow it.

Rehearse again until you observe the students properly following the procedure.

Use the next opportunity – when students are doing group work – to practice this procedure again.

Reinforce

Thank the class for coming to attention so quickly. At the end of the day, remind them how well they followed this procedure. Let them know this is the procedure you will use every day when you want their attention.

Pg 121

How do you know when I need your attention?

SALAME

When the teacher says “SALAME”, the students recognize what this word means and carry out the action

Stop And Look At ME

Hand Signal

Beverly Woolery … uses a procedure called “Yakety Yak”, a call-and-response technique… She poses her hands in a yakking/talking gesture.

1. Beverly gives the hand signal for “Yakety Yak” and says “Yakety Yak” at the same time.
2. Participants turn and face her.
3. Participants give the and signal for “Back on Track” extend both arms toward the teacher with pointer finger extended, and say “Back on track” at the same time

Pg 246

Effective Teachers are Proactive

They have a classroom management plan that prevents problems from occurring and if a problem does occur, everyone knows what to do. This teacher has a classroom that is a well-oiled learning machine with students engaged, happy, and respectful of the teacher. The students know what to do even when the teacher is away from the classroom.

Teachers that are effective classroom managers

• have planned procedures for classroom organisations
• have instructional procedures to maximise student engagement, and
• systematically teach these procedures

Proactive teachers take the challenge of teaching in any school, in any neighborhood, and any student, knowing that they have a plan in place that works. They do not let the situation dictate their professionalism. They are patient and adaptive to what the school year brings. They know that their dedication will bring results in the end.