Classroom Management
Supplement
This guide is provided to substitute teachers in Austin ISD as a resource
for classroom management strategies. It does not replace the Substitute
Handbook and does not supersede district policy.
Information is changed periodically, so please check for updates!
Austin ISD Substitute Services
1111 W. 6th Street, Building D-130
Austin, TX 78759
Ph 512.414.2611
[email protected]
www.austinisd.org/hc/substitutes
Updated 11/9/12
TABLE OF CONTENTS
A. CLASSROOM MANAGEMENT
 Why Are You Doing That?…………………………………………
 Nice Things to Try Before You Penalize Youngsters…………...
 Functional Behavioral Assessment (FBA)…………..…………..
 Giving and Getting Respect………………………………………..
 “I Messages”…………………………………………………………
 The Circle of Courage………………………………………………
 Why should I?……………………………………………………….
 Group Incentives……………………………………………………
 Individualized Incentives…………………………………………...
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B. DR. HARRY WONG
 The Effective Substitute Teacher………………………………….
 Contents of the SubPack…………………………………………..
 Professional Substitute Teacher Checklist………………………
 Resources for Substitute Teachers……………………………….
 A First Day of School Script……………………………………….
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D10
Classroom
Management
Giving and Getting Respect
When students feel valued, respected and welcomed in their classroom, they are more
likely to behave better and demonstrate respect toward you. Here are a few tips for creating
the optimal classroom environment.
Build your "rep" by communicating and showing concern for the
welfare of your students.
-Display concern for youngsters’
-When they ask: "Why did you call my parents?" or
"Why did you give me detention?"
-Answer with
"Because I care about you." or
"Because I know you're capable of so much more."
-Converse with your students outside of class. Give them the time of day. Build
a friendly relationship.
-Use your expressive and receptive humor. See the humor in situations and
create joy for your youngsters.
Set up children for success
-Establish routines so children know how to behave in recurring situations.
-Discuss behavioral expectations before an activity & use student input.
-Use proactive cooperation. Give a direction that you know they will enjoy
following before you give them directions with which they might hesitate. Get
them in the cooperative mood first.
-"Everyone draw a capital "I" in the air."
-"Hey Fran, give me five."
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-"Everyone hold up your pointer finger. Now stick it in the book where you
think page 108 must be."
Then tell them to open their books to page 108 and write answers to the six questions.
-Help them respond correctly in class. Give hints and cues so that they are
successful in front of others.
-Catch 'em being good (Remember to describe the behavior. Don't label the
student...for more information, see the link on the home page titled "Problems with
catching students
being good and how to do it right)
-Recognize effort, not correctness. If a child is giving us his/her best, we should be
happy.
-Point out the progress made over time. Children need to see that they have learned.
-If a child doesn't want to attempt a hard task, reminisce about the times when effort
brought success. Encourage that display of effort again. Remember to tell
her/him that as long as s/he tries hard, you are pleased.
-State your belief in their potential. Let them know that you have faith in their
ability.
When things go wrong, remember why you went into teaching. You do
remember, don't you?
(You liked children and wanted to help them learn and become good citizens.)
Help misbehaving youngsters to learn new and better ways
-Interact respectfully with misbehaving youngsters. Treat them as you would like
to be treated. Help them to do better. Be a guide, not a boss. Be the type of
teacher you remember fondly from your school days.
-Talk TO them, not AT them
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-Keep your voice at a conversational level, even when you're perturbed
-Avoid giving lectures about life
-Exhibit the self-control you wish for them to show
-Never do anything to them that you wouldn't want done to you
-Separate the behavior from the child. Like the youngster, dislike the behavior.
-In an incident, don't just find fault, identify what was OK and what wasn't (some %
of positive). For example: "Fran, it was noble of you to stand up for your friend.
Being a loyal friend is important. However, I can't allow you to hit others. How
else could you have handled the situation?"
-Seek win-win solutions. Look for solutions to problems that don't find blame or punish.
-Help the youngster to display more acceptable behavior:
-teach it, role-play it, remind him/her to demonstrate it, reward it, encourage
more of it
Three Possible Statements for Nice Things
"Don't throw sand." becomes "Sand can really hurt if it gets in someone's
eyes." or "If sand gets on our floor, the floor gets very slippery. We don't
want anyone to slip and fall."
"Rulers are for measuring." or "Rulers are for drawing straight lines."
"If covers are bent back, it will ruin the binding."
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I Messages
Updated 7/12/01
A particularly good way to prevent escalation of arguments and avoid putting
others on the defensive is to state feelings or directions in the form of an "I
(not
) message".
Restate the comments found below, avoiding any negative
or even neutral use of the word "you". Tell how the behavior affects you by using
"I", "me", "my" or some other self-referring designation.
What can you say in place of "you" when talking with children (or a loved one with
whom you're having an argument or to whom you will need to give a direction)? Instead of
"you", perhaps respond with "my students." We can also bond and connect with
our pupils by using the plural form of the "I message"...Instead of "You're all too
noisy.", try "We all need to be quiet so that we can hear Toby's report."
Examples:
Notice how the word "you" was eliminated from the statements found below,
replacing that word with
"I", "us", "we", and "our".
"You weren't listening. You're gonna end up on welfare."
becomes "I want my students to listen closely so that they can learn important
things that will help them succeed in life."
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"If you use your garbage mouth one more time, you're losing recess." becomes "I
need to hear only appropriate words for the rest of the period. That way recess will
still be on the schedule."
"You're a rude little bugger." Becomes "I feel bad when my students speak in a
mean way. Please tell me what you want in a polite way...that's the only way you'll
ever get it. (knowing smile here)"
Notice how the utterances become less confrontational and condescending.
Chances of getting compliance and cooperation increase. The wording can initially
be a bit cumbersome, but becomes easier with practice. Let's all give a conscious
effort toward improving our verbal directions to children. (Notice how I avoided saying
that "You need to improve your verbal commands."?)
Your Turn
Imagine the situation in which these comments are said and provide an "I
message" replacement.
"You're outta your chair again."
"What's wrong with you?"
"Oh no...What did you do that for?"
"Whoa! You're doing it all wrong."
"You little brat."
"You better start paying attention."
"You're living down to your reputation."
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"Why do you always do this to yourself?"
"You ain't never gonna be no honors student no how."
"You're doing it all wrong."
"You're so clumsy (noisy, rude, nosy, etc.)"
"Bozo! Quit acting like a clown."
"Bonzo and Cheetah. Stop acting like apes."
"Godzilla and King Kong, why are you always breaking things?"
"Don't deny it. You're the only one who opens those boxes Pandora."
Practice Makes Perfect
Write down "You" statements heard being used by yourself or others. Rephrase
them into "I" or "We" messages.
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The Circle of Courage
5/24/02
The "Circle of Courage" developed by Larry Brendtro, Martin Brokenleg, and Steven Van
Bockern is just one of hundreds of models for explaining why people do what they do and
how we should treat others and educate students (especially those with emotional and behavioral
problems).
It is based on a Native American/American Indian orientation toward life (specifically
how the Sioux Nation might view life),
but agrees with the models of other cultural groups. It
matches up nicely with the views of Western psychology (as promoted by William Glasser
and Rudolph Dreikers, among others), East Asian views (the Ying-Yang, all things in balance and
harmony orientation),
and the African-American belief system as espoused by writers such as
Ogbu, DuBois, Kunjufu, and Hilliard.
The Circle of Courage model can be used to identify the source of the behavioral problem,
and guide our rehabilitation or "reclaiming" efforts. The model is presented visually as a
wheel with four spokes or supports that keep the wheel "true" and strong..
Used with permission from Circle of Courage, PO Box 57, Lennox, SD 57039. Artist: George Blue Bird
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It is believed that all four parts of an individual's "circle" must be intact to have a selfsecure, prosocial approach to life. A lack of strength in any of the four areas of development
can result in emotional and behavioral difficulties.
The most important component, upon which the other three are based is a well developed
sense of "Belonging". Humans have a need to feel valued, important and protected by
others...to feel comfortable and welcomed within a group: family, friends, colleagues, etc. Of
course the family and close community are the most important influences on the original
development of this area of self esteem. Those who have weak senses of belonging due to a
disrupted or non-supportive upbringing are often able to rebuild or strengthen that area by
developing close allegiances, friendships, and relationships later in their lives with positive
people and groups. However, those who do not repair that broken area of self concept may
show one or more of many problems in relating to others. They may join into or identify with
negative groups that promote crime or religious hatred or some other distorted views. This
connection with negative influences is done in an attempt to feel important and be accepted
within a social structure. They may become non-responsive or resistant to the efforts of good
people and groups (including counselors and teachers) because they do not feel worthy of
inclusion, or for fear of being rejected by positive people at some point in the future. In
essence, they scare off those with whom they most want to be connected.
If one has an impaired, distorted, or absent sense of belonging, it will probably effect one
or more of the other areas. For example, those who have a strong sense of "Generosity"
(because those in the groups to which they belonged when they were young shared time, work, play, resources,
and knowledge)
are empathetic toward others and want to help others. They give of
themselves or their possessions in some way. They truly have the "joy of giving", receiving
pleasure from helping others in need. Folks who have a distorted or absent sense of
generosity will be "stingy", lack concern for the welfare of others, be callous in their
interactions with others, and "take" rather than "give".
Those who are strong in the quadrant of "Mastery" feel competent in their abilities, seek
more skills and knowledge, and are willing to fail or look unskilled when they try new things.
Those with an impaired sense of mastery have a low self concept, fear failure, may refuse to
try a task for fear of failure, give up easily, are dependent on others, and/or may devalue and
ridicule schooling or the efforts of others.
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Persons with a strong sense of "Independence" feel in control of themselves, their
behavior, and their lives. They have a well-developed sense of autonomy, and accept
responsibility for themselves and their actions. On the other hand, those who have a
lessened or absent sense of independence are likely to engage in "scatter-brained behavior,
be easily swayed by others, and blame circumstances/others for their actions.
We want our schools to be "Reclaiming Environments" that provide a feeling of belonging
in a supportive place. We want to help students achieve and develop their sense of mastery.
By providing opportunities for care giving and helping we can promote generosity. Through
wise and supportive coaching, we can help those who misbehave to make better decisions.
Our class will be reviewing the book and engaging in further discussion/activities related to its
material.
Reference
Larry Brendtro, Martin Brokenleg, & Steve Van Bockern (1992). Reclaiming Youth at Risk:
Our Hope for the Future. Bloomington, IN: National Educational Service. This book can be
ordered from www.nesonline.com, or by calling 888/763-9045 (toll free number). In 2006, the price
was about $24.
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WHY SHOULD I?
Adapted from the work of Dr. Fred Jones
How do you motivate a student who simply does not care? Gaining leverage over student motivation
is one of the most vexing issues of classroom management that any teacher faces. The question
underlying the topic of motivation in the student's mind is, "Why should I?" If you can answer that
question successfully, you can get work from an otherwise unmotivated student. If you cannot come
up with a good answer to the question, you get nothing.
Answers to the question, "Why should I?" have a collective and generic name: incentives. A successful
teacher must be a skillful manager of classroom incentives. An incentive is a reinforcer; by definition, it
generates work. Incentive is not to be confused with "reward." Depending on a given student's
willingness to work for it, a reward might or might not function as a reinforcer in the classroom. During
the past three decades, education has been guilty of the profligate use of rewards in the classroom -- to
the point that they have gotten a bad name. But, you cannot turn your back on incentives. One way or
another, you must deal with the question, "Why should I?"
INCENTIVES ARE EVERYWHERE
Almost any social interaction has incentive properties. If you simply make eye contact with the person
speaking to you, you provide an incentive for that person to continue speaking. Whatever you do
during Guided Practice will constitute an incentive system for building in your students work habits -either good or bad.
If, for example, you have students work until the bell rings, you have created a dawdling incentive.
Why should students knock themselves out doing the assignment? If no other goal than endless work
is in sight, many students will slow down and expand the work to fill the time. The only students who
will work hard are the ones with an internalized work ethic that is impervious to your classroom
management practices.
If, on the other hand, you provide as a goal a reinforcing activity that students receive upon
completion of the assignment -- but before the work is checked -- you have created a speed incentive.
Many students will say to themselves, "the quicker I finish this stuff, the sooner I can have some fun."
Once again, the only students who will work conscientiously are the ones with an internalized work
ethic that is impervious to your classroom management practices.
If you want to train students to work hard while being conscientious, you must check the work as it is
being done, so students only receive the incentive when they work to your standards. For that reason,
the technology of incentive management for classroom assignments hinges upon contemporaneous
work check.
GROUP INCENTIVES
Point economics, and especially group point economies, are notoriously weak in managing
misbehavior. The students who respond most readily to points or rewards given to the group tend to
be the nice students or the borderline nice students who can be co-opted into being good with a bit of
reward. For your chronic goof-offs and troublemakers, you are driving a weak bargain. You are asking
them to give up the joys of not working and of fooling around right now in order to receive some
preferred activity promised later in the day or week. One of the major determiners of the potency of a
reward for altering behavior is immediacy of delivery. They are taking immediate delivery of a reward
of their own choosing (i.e., goofing off) as opposed to your promise of something nice for the whole
group hours or days from now. Do not be surprised if your chronic goof-offs fail to rise to the bait.
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INDIVIDUALIZED INCENTIVES
Basic Design
The classic behavior modification program is the individualized incentive program for a behaviorally
and/or educationally handicapped student. The objective of such a program is typically to replace
problem behavior with appropriate behavior. The steps in implementing such a program serve as a
model for contingency management in general.
1. Pinpointing the Problem What behaviors do you want to change? Very often teachers and parents
will have a vague and undifferentiated notion of the problem when pressed to describe it. They may
describe the child, for example, as oppositional, nasty, lazy, or out of control. "Pinpoint interviewing" will
help delineate the boundaries of the problem and will sometimes turn up surprises as the exact nature
of the problem is explored. For example, one elementary teacher who requested a management
program for a student who was described as incorrigible could not cite any instance of incorrigible
behavior during recent weeks. When interviewed further the teacher was able to cite only one
memorable experience-an instance earlier in the year when the student spat in her face during a
tantrum. The incident was so disgusting to the teacher that it colored all subsequent perceptions of the
child.
2. Pinpointing Behavioral Assets Understanding a student's liabilities is only the first part of diagnosis.
What are the strengths upon which you can build? Knowing that a student hits other students frequently
is one thing, but knowing that he or she can often go all morning without hitting is quite another. A
management program is not built around deficit behavior since a deficit provides no foundation for
building. Rather, most management programs focus on maximizing assets. A management program
almost always focuses on the simultaneous manipulation of a pair of behaviors the one you want to
eliminate and the one you want to build in its place. If you focus only on the elimination of problems, the
building of appropriate behavior is left to chance.
3. Recording Target Behavior You cannot assess improvement unless you have some notion of the
rate of target behaviors (key problems and key assets) before and following intervention. The data from
recording the rate of target behaviors before intervention is called "baseline data," and most behavior
modification programs make their first appearance in the classroom with the recording of baseline data.
Baseline data can also produce some surprises of its own. Sometimes the problem isn't there, and often
a discipline problem disappears as a result of baseline data, especially if the teacher is taking the data.
When the problem disappears, it is typically because the teacher quit ignoring the problem and began
looking at the offending student every time he or she misbehaved. Often the taking of baseline data by a
teacher is more valuable as a means of training the teacher to track the problem behavior than it is as a
source of data.
4. Pinpointing Critical Reinforcers A reinforcer is not necessarily a reward. A reinforcer is anything
that anyone will work for. A reward offered by a teacher but spurned by an uninterested student is not a
reinforcer. It is simply a waste of time - a false start.
A reinforcer is not necessarily pleasant either. It is axiomatic that children have a very low tolerance for
being totally ignored. Children work for attention, and if they cannot get good attention, they will usually
work for bad attention rather than accept no attention for a prolonged period of time. Consequently,
children will at times provoke their teachers or parents when the only consistently observed
consequence is criticism or scolding. Reprimands, scolding, criticism, and even receiving a beating can
serve therefore as reinforcers in the course of human events.
When building a management program the reward must be potent enough that the student will
consistently work for it. It must be of critical importance to students to induce them to forgo accustomed
forms of reward that reinforce inappropriate behaviors. If you cannot find a critical reinforcer, you are up
a tree.
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Dr. Harry
Wong
Effective Teaching...
-----------------------------------------------------------------This article was printed from Teachers.Net Gazette,
located at http://teachers.net.
------------------------------------------------------------------
by Harry and Rosemary Wong
The Effective Substitute Teacher
As soon as the March Gazette column was posted, the letters of anguish from
substitute teachers began to arrive. "What am I to do as a substitute teacher
when, as often happens, I find that the regular teacher has not left any
instructions? The teachers like Melissa Pantoja with her 'Daily Class Routine for
the Substitute' http://teachers.net/gazette/MAR03/wong.html are rare. When I walk into a
classroom where the children are responsible and well behaved, I look up, smile
and say, 'Thank you.'
"Most of the time, I walk into a classroom and within a few seconds I know that I
am in for a trying day. I look up, grimace, and say, 'Why are you punishing me
today?'"
On any given day, approximately 274,000 substitute teachers serve in this
country's classrooms. By the time a student graduates from high school, that
person will have spent the equivalent of a full year being taught by a substitute.
The potential of a substitute is often wasted because many districts do not have
any form of a training program for these teachers, just as they have no training
program for their new teachers.
D1
But, the reality is that you are a substitute TEACHER, something you have
chosen to do. So,

First of all, arrive on time, which probably means at least one-half hour
before the first class is scheduled to begin. You should check in with the
principal or secretary and sign in on the sign-in sheet that is available at
many schools.

Second, always dress professionally. A Phoenix teacher says, "I dress
to the 'T' as a substitute teacher. The kids hold the door for me. One on
each side! That's pretty scary and wonderful that they are influenced so
easily by appearance. My daughter's been on her job for only two weeks
and she says they hold the door for her, also."

Third, follow the teacher's lesson plan as given to you. Most all
teachers are responsible and want their students to learn. You are
expected to carry on with the academic program.

Fourth, always have a backup plan. This is your way to engage students
in meaningful learning activities just in case no lesson plans have been left
for you.
How to Begin
As stated in The First Days of School, the most important day for a teacher is the
first day of school. How a teacher begins will determine that teacher's success for
the rest of the school year. Good teachers, like Melissa Pantoja, have scripted
their first day of school and come prepared to start correctly
http://teachers.net/gazette/JUN00/covera.html,
http://teachers.net/gazette/JUN02/wong.html,
http://www.teachers.net/gazette/MAR03/wong4.html.
All effective classrooms have a basic set of procedures that organize and manage
a classroom. To refresh your memory on this subject, please refer to Unit C,
especially Chapter 20, in The First Days of School; tapes 3 and 4 in the video
series, The Effective Teacher; the new CD set, How to Improve Student
Achievement; or any of our past columns in www.teachers.net.
D2
If you ascertain that the regular teacher has not left you with any semblance of
procedures, then as an effective substitute you should be ready to install a basic
set as soon as you take over a class. The two most important procedures are:
1. how the students are to come to attention and
2. what they are to do when they enter the classroom ("bellwork").
How these two procedures are taught is explained in the above resources.
Classroom management overarches everything. You should not begin teaching
until the classroom has been organized, no more than you would begin a surgical
procedure in an operating room until the preparations have been organized.
D3
Prepare a SubPack
A SubPack is like an emergency preparedness kit for the classroom. It should
contain a variety of useful and necessary classroom supplies and materials.
Check the pack at the end of every day, refill it with what is necessary, and have it
by the door or in the car ready for the next day.
The contents of a SubPack can be organized into three categories:



Personal and Professional Items
Activity Materials
Everyday Stuff
Personal and Professional Items
Clipboard
Pen, pencil, and colored (non-red) marking pen
Substitute teacher report (to leave for the permanent teacher)
District information (maps, addresses, phone numbers, policies,
starting times, etc.)
A coffee mug or water bottle
A whistle (useful for P.E. and playground duty)
A small package of tissues
Snacks (granola bar, pretzels, bottled water, etc.)
An individualized Hall Pass
A small bag or coin purse for keys, driver's license, money (enough
for lunch), and other essential items.
Band-Aids®
Headache medicine (for you only)
Small sewing kit with safety pins
D4
Activity Materials
Tangrams
Bookmarks
Picture books and brainteasers
A number cube or dice for games
Estimation jar
Timer
Copies of a 5 minute filler (or early finisher) activity
One class set of a short activity
Everyday Stuff
Crayons
Rubber bands
Colored markers, pencils, and/or crayons
Labeled ball-point pens (red, blue, black)
Pencils and small pencil sharpener
Transparent and masking tape
White board markers and dry eraser
Chalk
Scissors
Glue sticks
Paper clips, staples, and a small stapler
Post-it® note pads (various sizes and colors)
Ruler
File folders
Calculator
Lined and blank paper
Name tag materials (address labels or masking tape will work)
D5
Professional Substitute Teacher Checklist
A checklist is provided so that you can plan, keep track of, and reflect upon your
day.
At Home
_____ Organize several appropriate substitute teacher outfits in a section of your closet.
_____
Compile a set of note cards containing pertinent information about the schools
where you may be assigned.
_____ Keep a note pad and pencil by the phone you will be using to answer early
morning calls.
_____ Answer the phone yourself.
_____ Assemble a SubPack. Keep it well stocked and ready.
_____ Leave early enough to arrive at school at least 30 minutes prior to the beginning
of school.
Prior to Entering the Classroom
_____ Report to the administration office.
_____ Ask about student passes and special procedures.
_____ Ask if there will be any extra duties associated with the permanent teacher's
assignment.
_____ Ask about any special school-wide activities planned for the day.
_____ Find out how to refer a student to the office.
_____ Ask if any students have medical problems.
_____ Obtain any keys that might be necessary.
_____ Find out how to report students who are tardy or absent.
_____ Find the locations of restrooms and the teachers' lounge.
_____ Ask the names of the teachers on both sides of your classroom and if possible,
introduce yourself to them.
In the Classroom Before School
_____
_____
_____
_____
Enter the classroom with confidence and your SubPack.
Write your name (as you wish to be addressed by the students) on the board.
Review the expectations, or rules, if any are posted.
Locate the school evacuation map.
D6
_____
_____
_____
_____
Read through the lesson plans left by the permanent teacher.
Locate the books, papers, and materials which will be needed throughout the day.
Study the seating charts. If you can't find any, get ready to make your own.
When the bell rings, stand in the doorway and greet students as they enter the
classroom.
Throughout the Day
_____ Greet the students at the door and get them involved in a learning activity
immediately.
_____ Carry out the lesson plans and assigned duties to the best of your ability.
_____ Improvise using the materials in your SubPack to fill extra time, enhance
activities, or supplement sketchy lesson plans as needed.
_____ Be fair and carry out the rewards and consequences you establish.
_____ Be positive and respectful in your interactions with students and school personnel.
At the End of Each Class Period
_____
_____
_____
_____
Make sure that all classroom sets are accounted for.
Challenge students to recall projects and topics they have studied that day.
Remind students of homework.
Have students straighten and clean the area around their desks.
At the End of the Day:
_____ Complete your Substitute Teacher Report and leave it for the permanent teacher.
_____ Neatly organize the papers turned in by the students.
_____ Close windows, turn off lights and equipment, and make sure the room is in good
order before you lock the door.
_____ Turn in keys and any money collected at the office.
_____ Check to see if you will be needed again the next day.
_____ Jot down a few notes to yourself about what was accomplished, how things went,
and ways to improve.
D7
Resources for Substitute Teachers
The SubPak and the Professional Substitute Teacher Checklist have been
modified from the Substitute Teacher Handbook, which is available from
Substitute Teaching Institute
Utah State University
6516 Old Main Hall
Logan UT 84322
435-797-3182
http://subed.usu.edu
The Substitute Teacher Handbook, for grades K-12, is a compressive book for all
substitute teachers. It includes



how-to information for classroom management and teaching strategies,
analysis of legal issues affecting substitutes, and
over 100 pages of activities and lessons that can be used in a variety of
classes and grades.
Additional Resources for Substitute Teachers
These resources are just a mouse click away:
Substitute Teachers' discussion chatboard at
http://teachers.net/mentors/substitute_teaching
Substitute Teachers' e-mail discussion group at
http://teachers.net/mailrings
Monthly peer moderated chat meetings for Substitute Teachers on the first and
third Mondays of each month, 9:00-10:00 p.m. Eastern Time in the Meeting Room
at
http://teachers.net/meetings
Archived chat transcripts at
http://teachers.net/archive/substitutearchive.html
D8
You Are the Teacher
It's inevitable that teachers will be away for the classroom. It's the wish of most
classroom teachers that learning will continue to take place and that procedures
will continue to operate. This can happen when the permanent teacher and the
substitute teacher are both effective teachers.
You may have the label of a substitute teacher, but you have the opportunity to
make a difference in the life of a child when you become the TEACHER in that
classroom. Seize the day, be prepared for it, and milk each moment for the
possibility of helping your students continue to grow and to learn.
Harry & Rosemary Wong products: http://harrywong.com/product
# 413604
D9
Effective Teaching...
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-----------------------------------------------------------------This article was printed from Teachers.Net Gazette,
located at http://teachers.net.
------------------------------------------------------------------
by Harry and Rosemary Wong
A First Day of School Script
Effective teachers have a plan for every day of the year and especially one for the
first day of school to start everything correctly. There is nothing that will take
students into orbit faster than to suspect that a teacher is not organized. Model
disorganization and the students will replicate this behavior and the classroom is
soon in chaos.
In our June 2000 column (teachers.net/gazette/JUN00/covera.html), we featured
the first day of school script of Melissa Pantoja, who was a brand new teacher
about to begin the first day of her professional career. She had a very successful
first year as a teacher and one of the reasons was her classroom management
skill of being organized with a script for the first day of school.
It is now four years later and Melissa is so effective as a teacher that she can
leave directions for her substitute teacher and indicate the procedures that govern
the effective operation of her classroom. People have recognized her
effectiveness: 1) she serves on the school's improvement committee, 2) she is
chairperson of the fine arts festival, and 3) an administrator has recommended
that she work on her administrator's degree.
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Daily Class Routine – Melisa Pantoja-Art - Substitute Teacher's Copy
Here is a list of routines to help you pace each of the classes from start to finish. I
have tried to include the routine my students are familiar with.
1. Wait at door for each class of students to arrive
a. wooden door stopper will help to hold the door open
2. Ask students to quietly find their assigned seats at the tables
3. Explain the lesson for the day
a. lesson may be something we've been working on, or
b. a lesson prepared for the Substitute {Substitute Lessons for the
Day}
4. Call out list of supplies needed for the project
5. Choose a quiet student from each table to be "Table Leader" and gather
the supplies needed for this class period
a. the "table leaders" can help pass out the papers, get
supplies/materials ready and at end of class -- put away
b. I use a chart to record who has been table leader -- they may ask
about it -- you won't need to worry about this
6. If the class has already started the project their papers will be on the
designated shelf (North side of room)
7. Remind the students of the 5 numbers at the front of the room
a. the numbers are incentives for working quietly
b. if it gets too loud, or the students aren't giving you full attention -ring the timer (on ledge of white board) and take down the 5, and
then continue pulling numbers as needed for warning the class
c. you can record how many numbers they kept at end of class
d. I use these numbers to allow the class to earn a POPCORN party
8. Taking care of the supplies: as the class works they may need to be
reminded of taking care of the supplies - especially with paints, brushes
and supplies that can be used over and over again.
9. Clean-up -- depending on how messy it gets -- you may need to allow 5-10
min. for clean-up before they leave
a. let the students know that you are looking for tables who are cleaned
the fastest and the best -- this usually gets them moving!
b. table leaders can help to pick-up supplies and make sure they are
put back where they belong or on the counter (some things may
need to air dry)
c. you'll want to have the kids clean-up as much as possible -- this will
make it a lot easier on you at the end of the day
d. I will usually clean brushes and things that need a little extra
attention
10. Look for tables that all students are sitting quietly
a. you may call these tables to line up - one table at a time (the
numbers are hanging above each table)
11. I have students sit on floor, parallel to computer table, as they wait
a. this helps me not to step on or over them as I open the door and
wait for their teacher
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A Middle and High School First Day Script
In June 2002, we featured Sasha Michaels, a middle school teacher, and her first
day of school script (teachers.net/gazette/JUN02/wong.html). Sasha was the
teacher who the assistant principal did not think would last a week. Without any
administrative support, she lasted the year.
Effective teachers are able to see a concept or an example, and then implement a
strategy, technique, or activity for their own classrooms. Regrettably, ineffective
teachers will whine that things don't apply to them, unless they are shown
something specific to their grade level or subject area. Sasha was able to take the
script of Melissa Pantoja and apply it to her classroom.
Likewise, John Schmidt, a high school teacher was able to look at Melissa
Pantoja's script, understand the concept, and create a script for his own high
school classroom. Granted, he had help because his school, the HomewoodFlossmoor High School District of Flossmoor, Illinois, has a three-year new
teacher induction program with expert help in training and supporting new
teachers to bring out the best in them. John Schmidt became so successful that
the Homewood-Flossmoor Induction program used him as one of their
demonstration teachers in his second year as a teacher. What a role model!
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Script for the First Day of School - John Schmidt
Homewood-Flossmoor High School
Before Class
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Have a clearly marked sign on the door and on the front chalkboard that
indicates the name of the class, the teacher, the hour, and the room
number.
Place a copy of the Student Information Survey on every student desk to
be completed as bellwork.
Setup individual trays for every handout the students will need to pickup.
Place a sign that reads "Please Take One" near the trays.
Setup a copy of the textbook, a sample binder, and a sample notebook on
the chalkboard sill.
Use the overhead projector to display the seating chart.
Greet at the Door
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Welcome each student with a handshake and hello.
Look directly at each student, not the busy hallway or the growing line of
people at the door, when they introduce themselves.
 Make sure every student is in the right place at the right time.
 Tell each student the following:
1. They can find their seat by referencing the seating chart on the projection
screen.
2. They should grab the 3 handouts on the table at the front of the room.
3. They have a bellwork activity waiting for them at their desks.
Welcome and Introduction
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Welcome everyone to the first day of school and ask the students to take a
few more minutes to finish the bellwork.
Take attendance by referencing the seating chart.
Welcome everyone again and introduce yourself.
Provide a few tidbits of appropriate personal information (educational
background, family, etc.).
Explain your personal educational philosophy.
Stress that you are very excited to be back at school and that you look
forward to a successful year ahead.
Syllabus Explanation (Handout 1)
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Ask the students to reference the Course Syllabus handout.
Explain the basic course information.
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Provide instructor contact information.
Discuss the course objectives.
Identify the required class materials and reference the items setup on the
chalkboard sill as a visual reminder of what each student will need.
 Explain the grading scale.
 Discuss specific academic requirements.
Class Policies Explanation (Handout 2)
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Ask the students to reference the Class Policies handout.
Discuss your overall discipline philosophy.
Stress that a student chooses to break a rule.
Explain the short list of simple class rules and ask the students to explain
why they are in place.
Stress that the class rules will be consistently enforced.
Explain the detention policy.
Explain the tardy and late arrival policy.
Discuss the importance of academic honesty.
Discuss the attendance requirements.
Explain the late work policy.
Explain the make-up test policy.
Ask each student to sign the back of the Student Information Survey in the
space that indicates that they understand and agree to all of the class
policies.
Class Procedures (Handout 3)
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Ask the students to reference the Class Procedures handout.
Explain the purpose of class procedures by using an appropriate analogy.
Promise the students an organized and efficient classroom.
Explain the importance of following procedures.
Explain the difference between procedures and rules.
Explain and rehearse the following procedures: entering the room,
bellwork, picking up materials, coming to attention, arriving late, and
leaving the classroom.
 Explain that other procedures will be explained and rehearsed as they
become necessary (getting absent work, make-up tests, using the
bathroom, getting a detention, getting extra handouts, handing in
homework).
Dismissing the Class
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With a few minutes remaining, reiterate your excitement for the upcoming
year.
 Tell the students that it was nice to meet all of them.
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Rehearse the procedure for leaving the classroom and require the students
to wait for teacher dismissal before leaving the classroom.
 Collect student information sheets as the students leave the class.
Class Policies
Mr. Schmidt
A. Note from the Instructor
I will lead a respectful and disciplined classroom. To achieve this I have
established a few simple policies. As a student, it is your responsibility to comply
with these policies. If you decide not to comply, there will be logical
consequences. By enforcing these policies, I promise to you fairness and order in
our classroom.
B. Class Rules
Watch Your Mouth- Students will exhibit courtesy and respect toward all other
students at all times. Hateful comments concerning race, gender, sexuality,
political views, appearance, or of any other type will not be tolerated; this applies
to serious as well as "joking" comments.
Keep Your Hands to Yourself- Physical contact of any kind is not permitted.
Violation of this simple rule will be punished by the most severe consequences
possible.
Stay in Your Seat- Do not walk around during class unless directed to do so.
Have everything you need ready before class begins.
Leave the Food at Home- Students may not eat or drink in the classroom. This
includes gum and candy. Closable containers of water are permitted.
I Need to See Your Eyes- Students may not sleep in class. To prevent this,
students' eyes must be open and visible to the instructor at all times.
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Nothing Goes Airborne- Nothing will go airborne in class at any time. This
includes pens, paper, and other students.
Do Not Say "Shut Up"- This phrase has no place in school. Do not use it.
C. If YOU CHOOSE to Break a Rule:
Punishments will always fit the crime. Of course there are behaviors that will
warrant a Dean's Referral immediately. Examples of this include gross
insubordination or violent behavior. Behaviors that are less severe, but in violation
of the basic rules of the class will be dealt with in the manner described below.
This format is in no way all inclusive and is subject to change:
1st Incident -- Warning and name on board
2nd Incident -- 30-minute detention and check next to name
3rd Incident- 60-minute detention, phone call home, and second check
4th Incident -- Dean's referral and phone call home
Warnings carry over for the entire week. Name and checks will be erased on
Fridays. However, continued violations will be noted and dealt with appropriately.
D. Detentions
All detentions will be served on Friday. Detentions can be served before or after
school. One day notice will always be given. Students receiving a detention on a
Friday may serve it the following Friday if necessary.
E. Tardies and Late Arrivals
A Student who is not in the classroom when the bell sounds, is considered either
late or tardy. A student is tardy if he is without a pass after the bell. A student is
late if he arrives with a pass after the bell. Tardy and Late students need to signin at the clipboard by the door, and are not to disrupt the class. Late students
need to pin their pass to the wall above the clipboard. There is no penalty for
arriving late with a pass. The tardy penalty is explained below:
Definition: A student is tardy if he is not inside the classroom when the bell stops
ringing and does not have a pass.
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First Tardy -- Student receives a warning.
Second Tardy -- Student is referred to the Dean.
Further tardies will be handled by the Dean's office as indicated in the
student handbook
F. Academic Honesty
It is expected that students will use genuine, sincere, and fair means for the
accomplishment of the tests, tasks, or projects from which evaluations of progress
shall be determined. Students found plagiarizing, copying or cheating in any way
will receive automatic zeros and have phone calls made to their parents. In
addition, a write-up of the incident will be given to the student's counselor.
Flagrant or repeated offenses will result in a failing grade for the quarter or
semester depending on the nature of the incident.
G. Attendance
If a student has an excused absence from class he or she is responsible for the
assignments/ homework that missed. The student has as many days as he or she
was absent to make up the assignments. It is up to the student to inquire about
missed work and tests. Zeros will be given if a student fails to make up work
within an acceptable time frame. Unexcused absences void all make-up
privileges.
H. Late Work
Homework assignments may not be turned in late. Papers and projects may be
turned in late with a penalty of one letter grade for each day late.
I. Make-Up Tests
If a student has an excused absence for a test day, he may make up the test in
the morning or afternoon on Fridays. Arranging a make-up requires signing in with
the instructor. A missed make-up appointment without notice will result in a zero.
Quizzes are not to be made-up. Instead, the previous night's homework will be
handed in and graded in place of the quiz.
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Class Procedures
Mr. Schmidt
A. Note from the Instructor
As an instructor, I pride myself on an efficient and smooth running classroom. To
achieve this I have established a few simple procedures. As a student, it is your
responsibility to learn and perform these procedures. Through these procedures, I
promise to you a more organized and effective learning experience.
B. Most Common Procedures
Entering the Classroom
You are to enter the classroom without screaming, running or otherwise causing a
ruckus. Students who do not do this will be asked to leave the room and reenter
as expected. It is expected that as soon as you enter you first go to the center
table and pickup any handouts or hand in homework in the appropriate tray. You
should then get anything you need around the room (grade check, pencil
sharpening, tissue, etc.). Once seated, check the front screen for the day's
bellwork. You should also check the side chalkboard for the day's assignment
(write it down so you don't forget). You can also use this time to briefly speak with
me or make an appointment to make-up a test or get extra help.
Bellwork
Everyday will begin with bellwork. You will find the bellwork on the front screen.
Bellwork should be started before the bell rings. Most bellwork will involve specific
instructions for preparing for a daily quiz. Other times the bellwork may be to
answer a question or fill out a form. Bellwork is required.
Picking up Materials for Day
Any handouts that you will need on a given day will be found in the tray, on the
middle table marked "Please Take One". If the tray or sign isn't there, you don't
need to pick up anything, just begin the day's bellwork. If you arrive late and
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picking up the handouts will cause a distraction, sign-in, go to your seat, and raise
your hand when it is appropriate to do so.
Handing In Homework
If there is an assignment that you need to hand in, place it in the tray, on the
middle table, marked "Please Deposit Homework Here". If the tray or sign isn't
there, keep the assignment and begin the day's bellwork. If you arrive late and
handing in the homework will cause a distraction, sign-in, go to your seat, and
raise your hand when it is appropriate to do so.
Coming to Attention
When I need to quiet the class, I will raise my hand. When you see this you are
expected to stop your conversation, look at me, and raise your hand. This is only
complete when all hands are up and the class is quiet.
Arriving Late
When you enter the room late (with or without a pass) you need not disturb the
class. Simply sign your name and the appropriate information on the clipboard by
the door. Print clearly and sign only your name. Signing a name other that your
own will result in immediate referral to the dean's office. If you have a pass, pin it
to the wall above the clipboard. If you must speak with me, sign-in, go to your
seat, and raise your hand when it is appropriate to do so.
Leaving the Classroom
The bell does not dismiss the class, I do. Do not pack up until I dismiss the class.
Do not leave your seats until I dismiss the class. "People who pack fast shall
leave last."
Absences
On the day you return from an absence you should arrive early to class. The first
thing to do is check the Class Log on the student center. The log will likely answer
any questions regarding "what we did" when you were gone. If there are any
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questions beyond the log, speak with me before class begins, after class, or
during office hours.
Extra Handouts
If you need a handout, because you were absent or just lost your first one, go to
the appropriate "extras box" on the bottom shelf, next to the student center. Do
not ask me for handouts, go straight to the box.
Make-Up Tests
If you are absent for a test day (not the day before a test) you will have to arrange
for a make-up test. Make-up tests are done on Fridays in the morning or
afternoon. You will sign-up for the test and receive a green reminder slip. Make
these appointments before class begins, after class, or during office hours.
Detentions
As indicated in the Class Policies, you will receive one warning if you choose to
behave inappropriately and have your name put on the board. If you continue to
choose to behave inappropriately, you will have a check placed next to your name
and I will remind you to see me right after class. There will be no conversation or
debate regarding detentions. When class is dismissed, you will see me, sign-up
for the detention, and receive a pink reminder slip. Failure to speak with me after
class will result in immediate dean's referral.
Using the Bathroom
The bathroom may only be used in emergencies. A pass is needed for leaving the
class. Do not ask to use the washroom or go to your locker before class begins;
just go before you get to class. Anyone late for any reason is late.
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Procedures may be changed or added by the instructor. All procedures will
be thoroughly rehearsed as a class.
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How To Create Your Own Script
The last two first day of school scripts were each presented in June. By
presenting it this time in March, this will give you time to create your own script
before the present school year is completed.
If you have never organized your classroom with procedures, this is what you
may want to do:
1. Decide on what one thing you would like the students to do that would start
to make your classroom run smoother. Do not say to yourself, "If they
would only behave this way, I would be happier." Procedures have nothing
to do with behavior. Behavior falls into the realm of discipline, whereas
procedures fall into the realm of classroom management. If you are not
familiar with the difference between discipline and classroom management,
please read chapter 20 in The First Days of School.
2. Teach that one procedure every day for a week until it becomes a routine.
If you do not know how to teach a procedure, read chapter 20 in The First
Days of School or read our September 2000 column, "The Problem Is Not
Discipline." (teachers.net/gazette/SEP00/wong.html)
3. The following week and every week thereafter, teach another procedure.
4. Save each procedure and when school is over in the next two or three
months, you will have a battery of procedures similar to those that used by
John Schmidt.
Each of you, we know you have the capacity, talent, and commitment to do it and
become even more successful as an effective teacher.
Harry & Rosemary Wong products: http://harrywong.com/product
# 546134
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