How to Be An Effective
Teacher
Margaret Adams
Melrose Public Schools
August 2012
1
WHY YOU NEED TO
SUCCEED ON THE FIRST
DAYS OF SCHOOL
Chapter 1
2
Objectives
Participants will be able to…
 Discuss the key characteristics of
“effective teachers.”
 Name specific strategies to set positive
expectations with students.
 Outline first day script for their classroom.
 Outline a classroom discipline plan.
State your objectives at the beginning of every lesson.
Post the objectives on the board. They should always begin
with “Students will be able to…” Return to your objectives
at the end of the lesson.
3
Agenda
First Day Scripts
 What is an Effective Teacher?
 Positive Expectations
 Classroom Management




Rules
Consequences
Classroom Discipline Plan
Post your agenda for the lesson everyday! Review it at the
beginning of the class. Return to it at the end of class.
4
Three Steps to Teaching Procedures
1.
2.
3.
Teach. State, explain, model, and
demonstrate the procedure.
Rehearse. Rehearse and practice the
procedure under your supervision.
Reinforce. Reteach, rehearse, practice,
and reinforce the classroom procedure
until it becomes a student habit or
routine.
p. 175
5
Give Me Five
1.
2.
3.
4.
5.
Eyes on speaker.
Quiet
Be still.
Hands free (put things down)
Listen
p. 185
6
Important Facts

Successful teachers have a script or plan
ready for the first day of school.

The most important thing to establish in
the first week of school is CONSISTENCY.

Effective teachers teach classroom
management procedures that create
consistency.
p. 3-4
7
Important Facts

Effective teachers have lesson plans and
procedures that produce student learning.

Effective teachers establish control over
the classroom in the very first week of
school.
p. 3-4
8
Effective Teacher
Use a script to organize the class the first
week.
 Continually acquire knowledge and skills.
 Produce results.
 Impacts and touches lives

p. 3-4
9
First Day Scripts

As we go through two teacher’s first-day
scripts, think





What content did they cover?
What was the tone?
What was the message to students?
What do you think the students got out of
these presentations?
What do you think the teachers got out of
creating these presentations?
10
Think, Pair, Share
1.
2.
3.
4.
5.
6.
7.
8.
9.
Think about the questions. Take
notes if you need to.
Sit knee to knee.
Quickly choose who will go first.
Partner 1 talks.
Partner 2 talks.
Speaker speaks loudly and
clearly.
Listener listens with a calm body.
Everyone takes responsibility for
their own listening.
Be prepared to share with the
class.
11
Three Most Important Components

Let’s agree on the three most important
components of a first-day script that can
be consistently implemented.
12
What is the procedure to be
implemented?
Who will do this procedure?
How will the procedure be
presented? (PowerPoint presentation,
tri-fold brochure, classroom poster)
When will the procedure be
taught? (One the first day, student
survey, personal reflection, etc.)
How will feedback be collected?
(Peer observation, student survey,
personal reflection, etc.)
What revisions are needed to
improve this procedure? (Teach it a
different time, review and critique it daily,
etc.
13
WHAT IS AN EFFECTIVE
TEACHER?
Chapter 2
14
The Effective Teacher
1.
2.
3.
Exhibits positive expectations for all
students.
Establishes good classroom management
techniques.
Design lessons for student mastery.
Chapter 2
15
With positive
expectations
Without
positive
expectations
With
classroom
management
Without
classroom
management
With lesson
mastery
Without
lesson
mastery
Look
Like
Sound
Like
Feel
Like
16
CHARACTERISTICS #1:
POSITIVE EXPECTATIONS
Unit B
17
The Effective Teacher
Has a statement of positive expectations
ready for the first day of school.
 Creates a classroom climate that
communicates positive expectations.
 Conveys positive expectations to all
students.
 Has a personal attitude of high
expectations.

p. 44
18
Areas where we can convey
high expectations for
students
Ways to convey high
expectations in this area
Introductory script for day one
Homework assignments
Classroom environment
Answering student questions
19
Suggestions for Positive Expectations
Dress for respect.
 Stand at the door, smile, welcome
students, and extend a hand of welcome.
Be intentionally inviting.
 Assignment, “Do Now” posted on the
board.
 The room and materials are ready.
 Post inspirational sayings.

20
Suggestions for Positive Expectation
Address students by name.
 Say “please” and “thank you.”
 Has a controlled, disarming smile.
 Is loving and caring, lovable and capable.

p.76
21
CHARACTERISTICS #2:
CLASSROOM MANAGEMENT
Classroom management is the most important factor
governing learning.
Unit C starting on page 78
22
What is Classroom Management?
Refers to all of the things a teacher does
to organize students, space, time, and
materials so student learning can take
place.
 A well managed classroom has a set of
procedures and routines that structure the
classroom.

p. 83-84
23
Characteristics of a Well-Managed
Classroom
1.
2.
3.
4.
Students are deeply involved with their
work.
Students know what is expected of them
and are generally successful.
There is relatively little wasted time,
confusion, or disruption.
The climate of the classroom is work
oriented but relaxed and pleasant.
p.85
See chart of page 86
24
A Successful
Restaurant is Ready
A Successful Teacher
is Ready
The table is ready.
 The dining room is
ready.
 The staff is ready.


p. 91
The work is ready.
 The room is ready.
 The teacher is
ready.
 Have your
classroom ready,
every single day,
especially the first
days of school.
25
The Ineffective
Teacher…
Which characteristic
of a well-managed
classroom does this
violate?
What would an
effective’s classroom
look like, or how
might you do this
differently?
Takes attendance and
dallies.
Is the one doing the
work.
Tells but does not
rehears procedures.
Says, “Read chapter 3
and know the material.”
Yells and flicks lights.
Is asked repeatedly,
“What are we doing
today?”
26
Starting the First Day of School
Greet students at the door with a smile
and hand shake every day.
 Have seating chart prepared.
 Have an assignment ready and posted,
i.e. your “Do Now.”
 Set expectation and procedure for how
students will enter the classroom.
 (Stop class a few minutes before the end
to discuss procedure for exiting class.)

p. 114
27
“Do Now”
Your first priority is not to take atendance;
it is to get the students to work
immediately.
 Post an assignment before the students
enter the room.
 Post the assignment in the same location
every day.

28
HOW TO HAVE AN
EFFECTIVE DISCIPLINE
PLAN
29
Rules
Rules are to set limits.
 Students need to feel that someone is in
control and responsible for their
environment-someone who not only sets
limits but also maintains them.
 The function of a rule is to prevent or
encourage behavior by clearly stating
student expectations.
 No more than 5 rules.

30
Two Kinds of Rules
General Rules
Specific Rules
Respect others.
 Be polite and
helpful.
 Keep the room
clean.


p. 151
In class when the
bell rings.
 No offensive
language.
 Hands, feet, and
objectives to
yourself.
Use rules to state your specific behavior
expectations, know what work you want
performed.
31
Procedure for Group Work
1.
2.
3.
4.
You are responsible for your own job and
the results of the group.
If you have a question, ask members in
your group.
You must be willing to help if a group
member asks for help.
If no one can answer a question, then
agree on a consensus question and
appoint one person to raise a hand for
help from the teacher.
p. 209
32
Drafting Class Rules

Work in grade level/department clusters
to develop specific rules for your
classroom.
33
Consequences
Consequences are what result when a
person abides by or breaks a rule.
 Discuss with students a fact of life: Every
action results in a consequence.
 Two kinds of consequences: rewards or
penalties.
 Do not stop instruction when carrying out
out a consequence.

p. 153
34
Continue Working on Discipline
Plan

Work in grade level/department groups to
draft your classroom discipline plan.
35
Classroom Procedures that Must
Become Student Routines
1.
2.
3.
4.
5.
Beginning of period (page 197)
Quieting a class (page 182)
Students seeking help (page 186)
Movement of pages (page 198)
End of period (page 178)
p. 174
See page 193 for a full list of possible procedures.
36
First New Teacher Meeting
Bring a copy of your first day script with
procedures outlined.
 Bring a copy of your classroom rules.
 Read “Unit C: Classroom Management” in
The First Days of School: How to Be an
Effective Teacher.

37
Objectives
Participants will be able to…
 Discuss the key characteristics of
“effective teachers.”
 Name specific strategies to set positive
expectations with students.
 Outline first day script for their classroom.
 Outline a classroom discipline plan.
State your objectives at the beginning of every lesson.
Post the objectives on the board. They should always begin
with “Students will be able to…” Return to your objectives
at the end of the lesson.
38
Agenda
First Day Scripts
 What is an Effective Teacher?
 Positive Expectations
 Classroom Management




Rules
Consequences
Classroom Discipline Plan
Post your agenda for the lesson everyday! Review it at the
beginning of the class. Return to it at the end of class.
39