• Diagnostic Thinking-determine the cause and the behavior
  • Teacher Reflection
  • Students behave differently depending on location

Harry Wong
Effective teacher = good classroom manager, designs lessons for mastery, has high expectations

  • Teacher withitness
  • can’t present boring lessons
  • common mistakes
  • ;- focus on 1 student
  • – chooses student to answer before asking
  • – predictable sequence to call students
  • – Lesson momentum balance between student ; teacher


  • Everyone is an individual
  • particpative (cooperation not be littled)
  • Teacher ; Child;
  • I – messages – (I am upset) use appreciative praise in responses to effort, strive for self discipline, short ; too the point when redirection
  • we are the determining factor in the classroom.


  • Assertvie Discipline
  • 3 types of teachers
  1. Hostile teacher (keeps the upper hand, “sit down, Shut up!”
  2. Non assertvie teacher (overly possisve approach, inconsistent, “How many times do I have to tell you”)
  3. Assertvie teacher (clearly confidently, consitant, discipline plan, “Our rule is ___ please do it”)


  • Participative – teacher ; students work together
  • Seeking out cause of behaviors

Fred Jones

  • Positive first;
  • don’t criticize the negative
  • VIP
  • clusters – 1) classroom structure 2) Limit setting through class agreement 3) limit setting through body language 4) say see do 5) responsibility

   Benefits of being an effective classroom manager

  • day goes smoother
  • reduce interuptions by 80%


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Lewin’s leadership styles



  1. participative-
    ?be generally the most effective
    ?Offer guidance to group members
    ?Will participate in the group
    ?Allows input from others
    ?Found children to be less productive, but had higher quality contributions
    ?Encourage group members to participate
    ?Retain final say over decision-making process
    ?Group members engaged, motivated, creative
  2.  delegative –
    ?Least productive of all three groups
    ?Children were more demanding on leader
    ?Showed little cooperation
    ?Unable to work independently
    ?Offer little or no guidance to group members
    ?Leaves decision-making to group
    ?Can be productive if group members highly qualified


  3.  authoritarian –
    }Authoritarian Leadership (Autocratic)
    ?Provide clear expectations of what needs to be done, when it should be, and how it should be done
    ?Clear division between leaders and followers
    ?Make decisions independently with little or no input from the rest of the group
    ?Decision-making less creative
    ?Abuse of this style: controlling, bossy, and dictatorial
    ?Best applied: situations where little time for group decision-making or where leader most knowledgeable in group 




Differences between classroom management and discipline 

  • Discipline have rules, consequences, and rewards
  • CMPs have procedures
  • Students take responsibility and management has to do with organizing, not behavior.
  • Discipline has rules that control behavior.

Goal of discipline and best reward that can be given

  • Goal: Self- discipline
  • Best reward is the satisfaction of a job well done


  3 types of discipline (preventive, supportive, corrective) – definitions for each

  1. preventive- Happens before a problem, anticipation, ex: separating trouble students
  2. supportive-  – actions completed to help a student redirect his/her own behavior – the stare, standing next to a student
  3. corrective – 
     actions completed by the teacher after a misbehavior, can be referred to as consequence – asking a student to turn a card, moving a student who is talking

 Key concepts of action plans

  • involves teaching the students how to problem solve
  •   teaches the student responsibility, problem solving, and self-discipline.

Characteristics of an effective teacher

  • Good classroom manager
  • designs lessons for mastery
  • has positive expectations that students will be successful

 4 stages a teacher can go through and characteristics for each (Wong)

  • Fantasy – teacher does fun activities; tries to relate and be friends with students
  • Survival – teacher spends time complaining about his/her job; finds busywork for students to do
  • Mastery – teacher knows how to manage the classroom, teach for mastery, and has high expectations
  • Impact – makes a difference in the lives of their students

Beliefs of an effective teacher (Wong)

  • It is the teacher who makes the difference in the classroom.
  • The most important factor in school learning is the ability of the teacher.
  • There is an extensive body of knowledge about teaching that must be known by the teacher. 
  • The teacher must be a decision maker able to translate the body of knowledge about teaching into increased student learning

   7 things student wants to know on the first day of school

  1.   Am I in the right room?
  2.  Where am I supposed to sit?
  3. What are the rules in this classroom?
  4. What will I be doing this year?
  5.  How will I be graded
  6. Who is the teacher as a person?
  7.  Will you treat me as a human being?


Top problem in classrooms according to Wong

  • Lack of procedures and Routines

  Setting up effective discipline plans

  • Rules – what the expected behaviors are. Purpose is to set limits or boundaries.There should be only 3-5 rules.
  • Consequences – what the students chooses to accept if a rule is broken. Can be negative or positive. Issue is CHOICE!
  • Rewards-what the student receives for appropriate behavior

Bill Jenson’s 6 different types of rules and examples for each

  • Compliance Rule – Follow your teacher’s directions. Do what your teacher asks.
  • Preparation Rule – Have books, pencils, and paper. Have your homework completed.
  • Talking Rule – Raise your hand and ask permission to speak.
  • In Class Behavior Rule – Keep hands and feet to yourself.
  • On Time Rule – Be in your seat before the bell rings. Be in class and prepared by 8:00 a.m.
  • Transition Behavior Rule – Walk down the halls with hands and feet to yourself.

   Steps to teaching procedures

  • Explain – State, explain, model, and demonstrate the procedure
  • Rehearse – Rehearse and practice the procedure under teacher supervision until it becomes a routine.
  • ReinforceReteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.



Difference between effective and ineffective rules

Effective RulesTurn in completed assignments on time.Bring paper, pencil, and books to class.Sit in your seat unless you have permission to leave it.Do what your teacher asks immediately.Raise your hand and wait for permission to speak. Walk, don’t run, at all times in the classroom
Ineffective Rules – Be responsible.Be a good citizen.Pay attention.Be ready to learn.Demonstrate respect for others.Do your best.



Creating effective assignments

  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 the sentences home with the students


Number one research based factor that affects student learning (wong)

  • Classroom Management

Differentiat between effective and ineffective assignments

  • Ineffective – when teacher tells class what will be covered.
  • Effective- tells the students upfront what they will be learning.

definition of an objective examples of verbs to use and not to use when writing objectives




  • What students must achieve to accomplish what the teacher states is to be learned, comprehended, or mastered.
  • name, plan, summarize, create,
  • bad verbs: enjoy, appreciate, understand

 Why do we test students?

  • Test for Lesson Mastery

 Purpose of using rubrics

  • Confirms that the students have learned what was taught

   Difference between norm-referenced and criterion referenced testing

  • C.R. – each question written to a prestated objective. Student competes agst himself. Used as a corrective tool – diagnostic instrument. Ex. Doctor example of testing and getting sick and not correcting it.
  • N.R. – used to determine placement on a curve. Determine competitive ranking.

    When we are teaching lessons, we are not teaching for rank. We want everyone to succeed.

  Three most important words for a teacher (Wong)

Preparation , prepartaion, prepartion

 Importance of first day of school

What you do the first day of school will determine your success or failure the rest of the school year

   Instructional Strategy: Cooperative Learning

a set of instructional techniques whereby students work in small, mixed-ability learning groups

   Purpose of Assertive Discipline

not to punish misbehaviour, but to prevent it from happening again


How to have high expectations for students (Whitaker)

have high expectation for your students but even higher expecations for yourself


5 components of effective praise


  • Authentic – praise for something genuine
  • specific
  • immediate,
  •  clean – don’t issue to get someone to do something in the future, NO BUT,
  • private

Definition of response to intervention

(Dr. Ruth Jones)

  • RTI is a process.  It is a multi-tiered system of intervention, data collection system that informs decision making, and ongoing progress monitoring.
  • RTI can be conceptualized as a systematic application of data-based decision making to enhance outcomes for ALL students
  • .  Interventions are based on how the child performs in the general education classroom, there must be a BASELINE, performance data & intervention documentation prior to moving up tiers, team approach is required

Interviewing tips 

(Samantha Zon)


  • Apply at multiple school corporations
  • Realize your first teaching assignment, may not be your “dream job”
  • Go to the BSU career day
  • The more you practice you interviewing, the easier it will get.
  • Dress professionally!
  • Be on time.
  • Don’t blurt out the first thing you think.
  • Teacher Perceiver Test
  • Bring your portfolio, but make a pamphlet/packets to highlight the best of your work.
  •  Send a thank you letter promptly






Difference between poor classroom managers and good classroom managers – Chapter 4 (Todd Whitaker)



Revenge vs keeping the behavior from reoccuring
Definition of Co-teaching
arrangements in which licensed professionals are actually sharing in instruction delivery

     Definition and Implementation of Mystery Motivator

  • to increase/decrease behaviors
  • whole class, teams, or single students
  • write a M with a magic marker if students have earned a chance to see if they earned a reward.

    Differences between an ineffective and effective teacher

(chart page 86 Wong)

Effective – students are working, know assignments/test are based on objecitves, have procedures and routines, starts class immediately, has assignment posted, saved time to practice procedures, knows how to get  classes attention, knows how to praise and encourage

First Day of school preparations


  • Have your room ready
  • be at the door
  • assign seats
  • have the first assignment posted