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My media plan share my ideas of how I will be marketing my workshop for my campus.

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Harry Wong's "The First Days of School"book helped me so much my first year teaching.

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the first days of school: how to be an effective teacher

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education / teaching methods & materials / general

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teaching methods & materials - classroom planning

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education / teaching methods & materials / general

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teaching methods & materials - classroom planning

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The First Days of School: How to Be an Effective Teacher

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The First Days of School: How to Be an Effective Teacher [Wong, Harry K., Wong, Rosemary T.] on Amazon.com. *FREE* shipping on qualifying offers. The First Days of School: How to Be an Effective Teacher

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Harry Wong is an exceptional speaker. His tips and advice for classroom management is beyond imaginable.

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Harry K. Wong, Ph.D., best-selling author and motivational speaker, has offered guidance to tens of thousands of teachers and school leaders over the past three decades.

A former science teacher, Wong has written and co-written several books, including "The First Days of School: How to Be an Effective Teacher." More recently, Harry and his wife, Rosemary, wrote "The Classroom Management Book." Combined sales of their books total more than 4 million copies.

A native of San Francisco, Wong taught middle and high school in Menlo Park, California. The Wongs still reside in Northern California - when they aren't traveling across the United States or touring the globe to present their no-nonsense teaching style. Their model for helping teachers excel starts with a simple, if methodical, approach: Teaching is all about student achievement. Like every other profession, good teachers are good managers. Hence, positive student achievement begins by developing strong classroom management skills.

We caught up with the Wongs between their recent trips to China and Missouri. Through a series of email exchanges, we asked Harry to explain classroom management procedures, as well as his decision not to become a brain surgeon, as his parents had hoped. Fortunately, for the millions of educators who have benefited from the Wongs' books and columns, videos and workshops, he decided to become a teacher.

What advice do you offer new teachers about relying on colleagues when it comes to classroom management techniques?
Of course, always seek guidance from colleagues. But it must be done carefully because most all teachers regard classroom management as discipline [and] it is not.
Management has to do with organization. When you manage a store or team, you organize the store or team. You don't discipline the employees, customers or players.

The best guidance is to ask other teachers to share or show their classroom management plan - typically in a binder or folder - from whence a new teacher can glean ideas they can adapt. To see something specific is better than guidance.

What common threads do teachers share in their approaches to teaching and preparing students for the next education level or careers?
I do not see any common thread. What I see are teachers who follow what is the prevailing thread, which currently is to prepare every student for college.
Schools love to brag [about] what percentage of their graduates go to college. They fail to see that a great percentage never finish the college they go to.

It would be better to prepare students for a career, but there is little or nothing in the curriculum that prepares students for the work-world after high school.

In this brief video, Wong discusses the difference between disciplining students and implementing procedures that help teachers avoid student behavior problems.

You often point out that teachers don't discipline students; they manage classrooms. How should teachers manage students in differentiated classrooms?
Students do not learn when they are disciplined. They learn when the classroom is organized for learning and success.
Differentiation refers to instruction, not to management. A store is managed to run well. The differentiation comes in the variety of merchandise that is offered.

There was a recent article in "Education Week" where the writer said differentiation does not work. It caused a controversy, but he had some valid points.

I have yet to see a differentiated classroom. Nor have I even seen research that supports differentiation. Here is what I have learned. If a student does not succeed in learning what the teacher wants the student to learn - the objective - here is what works:

1. Reteach it again (not the same as differentiating).

2. Check for understanding (assessment) and reteach it again and again.

That's what music teachers and coaches do. They don't differentiate.
John Hattie's [visible learning] research says, give students the lesson objectives before the lesson begins and you will raise student achievement by 27 percent. The student then learns to understand the objective while the teacher teaches to the objective.

In an effective instructional template - the lesson plan - a lesson begins with a lesson objective or lesson target. The next thing a teacher does is called instructional strategy. This is where a teacher uses a variety of activities to teach the objective. For instance, you don't use technology until you post the objective first.

With today's emphasis on technical training programs that seem to mirror the European model, should teachers be preparing some students for careers that don't require a college education?
Yes. But it is not a European model. Only Germany has a [technical training] model that seems to work. Singapore has an excellent career model.
How does your business analogy - comparing classroom management to operating restaurants - fit within the current educational environment?
What's interesting is that all stakeholders understand my analogy. All business people, military people, and parents in the work-world accept my analogy [because] that is their work-world. They all come from or work in an environment that is organized.
The problem is in education [systems] where many believe that a classroom should be unstructured to allow students to explore and discover their own learning. If they discover their own learning, then they have ownership of what they discovered - more educational jargon.

As a counterpoint, Wong shared a recent communication he received from a teacher that reflects his organizational concepts of how to manage an efficient classroom:

"As I am an elementary instrumental/general music teacher, the first five minutes of class are all about awakening my students' creativity while helping them prepare to focus on my instruction.

Students follow the same entrance procedure in every music class. They enter the classroom, find their assigned spot or seat at their instrument, depending on their grade level. Then, they are instructed to improvise on their instruments within specific guidelines (for example, practice the notes and fingerings for G, A, and B on the recorder, or improvise on the high pitched parts of your xylophone, etc.).

During this time, I am taking attendance, helping students with any instrument issues, and checking for student understanding of previously learned material. This practice allows students to experiment with sound in a structured environment, while simultaneously releasing excess energy and excitement about the instruments.

We are then ready to focus on whatever concept we are learning for the class period. Students are also given opportunities to share their creations when there is time. This helps them learn audience etiquette, respect for others' work, and pride in what their imaginations can produce."

Jennifer Roland, NBCT
Instrumental Music
Windsor Hill Arts Infused Elementary School
North Charleston, South Carolina

Have you ever had second thoughts about your decision not to become a medical doctor?
No second thoughts at all. In our presentations, we have one slide that says, "The noblest of all professions is teaching. Upon your effectiveness hangs the success of every child."
Learn More: Click to view related resources.

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Harry Wong: Classroom Management Strategies & Techniques

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Harry K. Wong, Ph.D., best-selling author and motivational speaker, has offered guidance to tens of thousands of teachers and school leaders over the past three decades. A former science teacher, Wong has written and co-written several books, including "The First Days of School: How to Be an Effective Teacher."

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beginning; teacher; induction; mentoring; btim

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Beginning Teacher Induction and Mentoring

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It's always comforting when a first year teacher is not the only one have trouble or feel like their lost. It is natural and with advice from others who have been in that situation (all teachers) can always help, even if it's just a little bit.

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Education World asked the "sophomores" who faced -- and survived -- that dreaded first year to reflect on their successes and failures. First-year teachers, here is their best advice for getting through it.

There's no doubt about it. Beginning the school year in a strange environment filled with new faces, unfamiliar procedures, and unknown pitfalls can be a scary prospect. You're the teacher, however, and you can "never let 'em see you sweat."

To help you stay cool and dry in the coming year, Education World asked the "sophomores" who faced -- and survived -- that dreaded first year last year to reflect on their successes and failures. They offered their best advice for getting through it.

What advice did those teachers offer? From North Carolina to Arizona, from Mississippi to Wisconsin, the "grizzled veterans" agreed on several essential points:

Take charge. Wisconsin teacher Dawn Schurman recommended "having a clear discipline plan set up, with both rewards and consequences. Explain it to the kids on day 1 and review throughout the first week. In addition, I'm very glad that I sent home a copy of the discipline plan. I asked parents to read it with their child and for parents and children to sign and return a contract stating that they agreed to the rules. This has come in handy a few times."

Keep students busy and engaged. First-year teacher Jean Federico said "I have one big piece of advice for first-year teachers: Before the first day of school, have plenty of activities prepared for emergency use. I learned the hard way that kids will misbehave if they have nothing to do. A class full of bored kids won't all sit quietly for ten minutes waiting for you to figure out what is next."

Get peer support. Retta Threet, a teacher in Sumter, South Carolina, admitted "My biggest mistake was not insisting on a mentor, or at least a peer teacher. If I had it to do again, I would make a good friend whom I could go to for advice."

Get parental support. North Carolina teacher Jana Lippe suggested "Use your parents as much as you can. Every time I needed supplies for a celebration, I just sent a note home asking for donations. Every time, the parents came through."

Organize yourself. Arizona English teacher Alana Morales advised "Find an organization system that you can live and work with and stick with it. With 120-plus students, it's crucial that you stay organized!"

Organize your students. Said Mississippi teacher Lisa Packard "Don't assume they know how to organize themselves, because they don't. Show them how to organize their notebooks and folders. Show them exactly what you want on their papers and homework."

Write and reflect. Teacher Mike Powell advised "Start keeping a professional journal. After the course of the year, this journal will allow you to reflect on your professional practices and to witness what is probably going to be enormous personal growth."

Have fun. "Do your best and have fun doing it. Once I finally relaxed, I had a great time," said teacher Tracy Keirns.

So, with thanks to Dawn, Jean, Retta, Jana, Alana, Lisa, Tracy, Lew, Mike, and all the other teachers who responded to our request, Education World compiled a list of the 26 top tips for surviving the first year. We call them

THE ABCs FOR FIRST YEAR TEACHERS

Admit your mistakes -- and learn from them.

Be firm but flexible.

Communicate with parents.

Develop a homework policy -- and stick to it.

Empower your students; don't just lecture to them.

Find time to attend after-school events.

Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries.

Have the courage to try something else if what you're doing isn't working.

Institute a clear discipline policy -- and enforce it consistently.

Just listen -- both to what the kids are saying and to what they're not saying.

Keep a journal.

Learn your school's policies and procedures.

Model desired attitudes and behavior.

Non carborundum ignorami. (Don't let the imbeciles wear you down.)

Overplan.

Prepare interesting lessons.

Quit worrying and just do your best.

Remember that you teach students first, then you teach whatever academic discipline you learned.

Stay alert.

Take pictures.

Understand that the learning process involves everyone -- teachers, students, colleagues, and parents -- and get everyone involved.

Volunteer to share projects and ideas, and don't be afraid to ask others to share their ideas with you.

Work within your limits.

Xpect the unexpected -- and plan for it!

Yell if you need support.

Zero in on your strengths, not your weaknesses. (Remember -- nobody's perfect!)

Finally, keep in mind the words of Philadelphia teacher Lew Clark: "Have a blast! You are about to begin a remarkable adventure."

ADDITIONAL RESOURCES FOR FIRST-YEAR TEACHERS

Check out some of the sites below for more advice and activities for beginning teachers.

Article by Linda Starr
Education World®
Copyright © 2002, 2015 Education World

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Advice for First-Year Teachers | Education World

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Education World asked the "sophomores" who faced -- and survived -- that dreaded first year to reflect on their successes and failures. First-year teachers, here is their best advice for getting through it. There's no doubt about it. Beginning the school year in a strange environment filled with new faces, unfamiliar procedures, and unknown pitfalls can be a scary prospect.

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Teaching is one of the most fulfilling thing that anyone can do. It takes a special person to go into teaching.