Facilitator and Staff Developer Guide - Effective Teaching€¦ · 1. The user is now ready to proceed with Lesson 1. Encourage the user to begin Lesson 1 immediately following the

How to Best Use the eLearning Classroom Management Course

Classroom Management with Harry and Rosemary Wong

www.ClassroomManagement.com

Home of the premier eLearning course produced byHarry K. Wong Publications, Inc.

Facilitator and Staff Developer

Guide

https://www.ClassroomManagement.com

Harry K. Wong Publications, Inc. Facilitator and Staff Developer Guide 1


Facilitator and Staff Developer Guide

How to Best Use the eLearning Classroom Management Course

SECTIONS PAGES Overview of the Course - - - - - - - - - - - - - 2 - 6

Facilitator/Staff Dev Lesson Summaries - - 7 - 14

User Lesson Checklists - - - - - - - - - - - - - 15 - 24

Reflections Sample - - - - - - - - - - - - - - - - 25

Resource Article Sample - - - - - - - - - - - - 26 - 29

Binder Page Sample - - - - - - - - - - - - - - - 30 - 31

www.ClassroomManagement.com Home of the premier eLearning course produced by

Harry K. Wong Publications, Inc.


Facilitators and Staff Developers Guide How to Best Use the eLearning Classroom Management Course

Classroom Management with Harry and Rosemary Wong PREFACE We live in the age of iPads, eBay, gigabytes, cell phones, instant messaging, blogs, and the World Wide Web—and yet there are some people who are fearful to turn on the computer. These are the people who will need to have their hands held in the initial stages of this program. Because this is a ground breaking course delivered over a medium that many feel uncomfortable navigating, it is highly recommended to have a computer savvy member of your staff become familiar with the course and lead the group at first. Just like with good classroom management, take the time in the beginning to establish the procedures for the course and the program will run like a well-oiled learning machine.

● Identify someone who has taken the course to help those who are not fully computer savvy get a quick start.

Research substantially states that the best professional development learning exists when people are networked into collegial groups. BACKGROUND INFORMATION Classroom Management with Harry and Rosemary Wong is based on the book The First Days of School.

The purpose of the course is to teach the user how to structure and organize a classroom for maximum student learning time. By the end of the course, the user will have created a binder containing a personal Classroom Management Action Plan.

STRUCTURE OF THE COURSE The course consists of six lessons along with additional information to make this eLearning program easy to experience. It will take approximately 20 hours to complete in its entirety.

● Before You Begin: Navigation Guide for the Course ● Welcome: Introductory Remarks from Harry and Rosemary ● Lesson 1: A Plan for Classroom Management ● Lesson 2: What Is Classroom Management? ● Lesson 3: Getting Organized for the Start of School ● Lesson 4: How to Teach Procedures ● Lesson 5: School-Wide Procedures ● Lesson 6: Some Final Thoughts ● Course Survey: Feedback About the Experience


Each of the six lessons features the following:

● A set of objectives ● Examples and strategies used by effective teachers and schools ● Three different types of Assignments:

1. Reflections—Questions to use for introspection or group discussion.

These questions apply the objectives from the lesson and give deeper meaning to the content just experienced.

2. Readings—Pages from The First Days of School, enrichment

reading pages from THE Classroom Management Book, and sections from Never Cease to Learn are called out to reinforce the topics presented in the lesson.

Additional Resource Articles are provided that show how practicing classroom teachers have adapted the topic to their particular situations.

3. Binder Pages—Pages with topics that guide the user in developing a

personal classroom management plan for a particular area. The pages are inserted into the Classroom Management Action Plan binder included in the course.

Over 70 topics are offered to help the user think through a plan for classroom management. Individual pages are provided to complete and put in the binder.

Examples of each of the starred items () can be found in the back of this guide. REQUIREMENTS OF THE COURSE This is a media rich experience. To avoid user frustration with the hardware needed for the course, it is critical that the requirements for the course are met so you can have a positive experience. These are the requirements for the course:

● High speed Internet access ● Access to a printer ● Free software Adobe Acrobat Reader 5.0 or above installed ● Free software Adobe Flash Player 9.0 or above installed ● Access to the book, The First Days of School ● Access to the Enhanced CD or DVD of Never Cease to Learn ● Access to the book, THE Classroom Management Book, for

recommended enrichment reading PREPARING TO BEGIN THE COURSE Although the course is designed to be taken individually, staff developers can maximize the implementation of the course if teachers network while taking the course. The “housekeeping” suggested in A and B on the next page is essential for the successful deployment and implementation of the course.


A. Plan an initial meeting of all who are taking the course:

1. Distribute User IDs and Passwords.

2. Distribute binders and emphasize the outcome of the course, which is the

Creation of a binder containing a personal Classroom Management Action Plan

3. Exchange email addresses and phone number so the group can help

each other, if needed.

B. Suggested plan for launching the course: 1. Check that the computer has software needed to operate the course:

• Adobe Acrobat Reader 5.0 • Adobe Flash Player 9.0

Both applications are free and downloadable over the Internet.

• To download the latest version of Adobe Flash Player go to http://get.adobe.com/flashplayer/?promoid=BUIGP

o Uncheck the box to install the Google toolbar. • To download the latest version of Adobe Acrobat Reader go to

http://get.adobe.com/reader/?promoid=BUIGP o Uncheck the box to install the Google toolbar.

2. Access the course by clicking the “Launch Course” button at

www.ClassroomManagement.com.

3. Log on to the course using the User ID and Password provided by Harry K. Wong Publications.

C. Suggested plan for beginning the course: 1. Start with the Before You Begin section. Each of the 6 pages

in this section explains important functions of the program. There is a page on

● How to Use the Course ● How to Navigate the Course

There are four pages on

● Accessing and Printing the Assignments found at the end of each lesson

2. Next, view the Welcome message from Harry and Rosemary.

They set the purpose for the course and then explain that the goal of the course is to create a binder with a Classroom Management Action Plan. This is a short 2 minute 40 second talk.


3. Check the group for understanding of the Assignments as this is the segment in each of the six lessons that is used to complete the Classroom Management Action Plan binder.

4. Remind the group to use the Support function in the upper right

hand corner of the screen should they encounter problems with the program. Users can either email or call for help. Technical support is available Monday–Friday, 7:30 a.m.–4:00 p.m. Pacific Time.

5. It will take the user about 15 minutes of computer time to go through the steps in sections A, B, and C above. Encourage the user not to hurry through these pages as they lay the foundation for the successful implementation of the course.

D. Begin Lesson 1:

1. The user is now ready to proceed with Lesson 1. Encourage the user to begin Lesson 1 immediately following the Before You Begin section and listening to the Welcome message. This will reinforce all of the tools mentioned in the Before You Begin section.

2. It is highly recommended that users do one lesson at a time.

3. Set a deadline for completion of each lesson and arrange a meeting to assemble the users and share their experiences. A suggested structure for these follow-up meetings would be as follows:

● Discuss the Reflections questions at the end of each lesson. ● Ask users to share one or more of the binder pages created. ● Role play implementation of selected binder pages. ● Encourage sharing of binder pages by starting a “Master

Bank” of procedures for users to refer to as ideas for ways to implement procedures in their classrooms.

● Discuss ways that the procedures created will increase their

effectiveness in the classroom. ● Have each user select at least one procedure to implement

immediately and bring the results back to the group to discuss at the next meeting.

● Identify and address any concerns or technology problems the

users may be encountering while taking the course. ● Remind the group that good classroom management is the

leading trait for effective teachers. ● Set the date for the next group meeting.


OUTCOME OF THE COURSE At the start of the course, an empty binder is given to each user to create a personalized Classroom Management Action Plan Binder.

At the end of the course, the binder will be filled with pages of plans for organization and management and will become the learner’s personal guide for success in the classroom for years to come. Celebrate the achievement of each user. Host a “graduation” ceremony where users can savor their accomplishment and connect with others who have shared this experience.

IMPLEMENTATION OF THE COURSE Harry and Rosemary Wong lead the user and provide the instruction in the course. At the end of each lesson, the user is given Assignments as “homework” to reinforce the instruction. It is highly recommended that users work through the lessons sequentially, one at a time.

This eLearning course is designed to improve the quality of the teacher’s classroom management skill

so he or she can maximize student learning time.

The following two sections serve as checklists to maximize the experience for the facilitator/staff developer and for the participant. For the facilitator/staff developer, an overview of the content of each lesson is provided in the lesson summaries on pages 7–14. For the user, pages 15–24 contain checklists to show what needs to be done for the successful completion of each lesson.


Facilitator/Staff Developer

Lesson Summaries


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Harry K. Wong Publications, Inc.


Lesson Summary

Lesson 1: A Plan for Classroom Management Objectives:

● The need for a Classroom Management Action Plan ● The benefits of a Classroom Management Action Plan ● How to construct a Classroom Management Action Plan

Reading Recommended:

The First Days of School Pages v, xii, 3, 7, 86, 87, and 204–207

Article 1-1: A First Year Teacher’s Action Plan Article 1-2: A High School Teacher’s Action Plan Article 1-3: His Classroom Is A Real-Life Office

Enrichment Reading:

THE Classroom Management Book Pages ii–iii, 16–36, 77–79, 103, 105, 109, 128, 133, 140, 163, 241, and 287–290

Binder Pages Created:

● Directions for Creating Your Binder starts this section.

● A Table of Contents of all binder pages is included and helps the user with a suggested means to organize the binder pages as they are created in the course.

● It is recommended that users create binder divider tabs with the following

headings: Getting Ready Classroom Management Plan Teacher Materials Student Materials Seating Student Movement

● The following binder pages are created in this lesson:

Classroom Expectations Academic Expectations My First Day of School Introduction First Day of School Schedule Students’ Names Getting Acquainted Activity Classroom Helpers

Selecting Students Returning to Task Classroom Visitors Guest Teachers Teacher Away from the Room Bathroom Use Student’s Sudden Illness Organizing Me

Additional Notes:

Each lesson contains a Blank Binder Page file. Encourage users to add to the binder pages suggested with topics that suit their particular classrooms.


Lesson Summary

Lesson 2: What Is Classroom Management? Objectives:

● How to define classroom management ● The difference between classroom management and discipline ● The characteristics of a well-managed classroom ● Why classroom management is essential to effective teaching


● The First Days of School Pages 10, 30, 82, 84, 133, and 169 Chapters 8, 13, 14, and 15

● Article 2-1: The Importance of Classroom Management ● Article 2-2: There is Only One First Day of School ● Article 2-3: How to Start a Class Effectively ● Article 2-4: The First Five Minutes Are Critical ● Article 2-5: What to Do on the First Day of School

Enrichment Reading:

THE Classroom Management Book Pages 5–14 and 31


Daily Schedule Heading for All Papers Paper Name Check Organizing Contents of Student Storage

Organizing Contents of Desks Tardy Procedure Absence Procedure Homework Procedure

Additional Notes:

The user is taken into a classroom of an effective teacher and an ineffective teacher. During the group meeting, ask for additional characteristics of an effective and ineffective teacher.


Lesson Summary

Lesson 3: Getting Organized for the Start of School Objectives:

● The essentials needed to organize for the start of school ● The importance of establishing procedures to increase student learning time ● How procedures become routines


● The First Days of School Pages 11, 22–25, 181–184, and 192 Chapters 6 and 25 Unit C: Pages 79 - 194

Article 3-1: Your First Day of School Script Article 3-2: Teaching Procedures Is Teaching Expectations Article 3-3: Establish Consistency the First Week of School Article 3-4: Structuring a Classroom with Procedures and Routines Article 3-5: What You Can Learn from a Special Education Teacher Article 3-6: What You Can Learn from a PE Teacher Article 3-7: What You Can Learn from a Band Teacher Article 3-8: What You Can Learn from a Voc-Tech Teacher Article 3-9: Group Work Procedures Article 3-10: The First Ten Days of School Article 3-11: Use a Daily Agenda to Organize Your Students Article 3-12: He Used PowerPoint for His Procedures Article 3-13: Procedures Saved a Kindergarten Teacher’s Life Article 3-14: How to Dispense Hands-On Materials Article 3-15: What You Can Learn from an Art Teacher

Enrichment Reading:

THE Classroom Management Book Pages 7, 16–23, 53–56, 60–75, 82–87, 118–121, 146–149, and 246

Binder Pages Created: First Day Bellwork Assignment Bellwork Assignments Morning Opening Procedures Students Entering the Classroom Procedure Students Leaving the Classroom Procedure Walking in the Hall Procedure If Students Finish Early Getting the Class’ Attention Quieting the Class Procedure Listening to/Responding to Questions Getting the Teacher’s Attention Roll Taking Procedure Collecting Papers Distributing Papers

Disaster Drills End of Day Dismissal Procedure Floor Plan for My Classroom Beginning Classroom Seating Arrangement Additional Classroom Seating Arrangements Seating Assignment Method Class Seating Chart Socio-Gram of Class Class Contact List Working Together in Groups Classroom Rules Classroom Consequences Classroom Rewards Recognizing Positive Discipline


Behavior Intervention Posting Homework Assignments First Homework Assignment Letter of Introduction to Students Letter of Introduction to Parents

All About Me Bulletin Board Class of Winners Bulletin Board Themes for Other Sharing Bulletin Boards Materials for the Classroom …

Additional Notes:

This is the longest lesson in the course. Assignments for Binder Pages and Resource Article readings are not all at the end of the lesson. They appear throughout the lesson and can be easily missed. On Page 6 of 7 in the lesson the “Procedures” cup appears with six pencils. The red “Seating” pencil automatically loads and starts to play. Once it is done, click the Assignments button at the bottom of the page to gather the Binder Pages and Resource Readings associated with the Seating topic. Then proceed to the next pencil in the cup and follow the same process. The pencils may be selected in any order according to the user’s interest. All of the pencils must be clicked to retrieve the Binder Pages and Resource Readings for that topic. This is a lesson rich with information (15 Resource Articles and 37 Binder Pages). Encourage the users not to complete it in one sitting. A natural dividing point is between Part 1 and Part 2.


Lesson Summary Lesson 4: How to Teach Procedures Objectives:

● The 3 steps to teaching a procedure ● How to teach a procedure


● The First Days of School Pages 79–194

● Article 4-1: How to Teach a Procedure ● Article 4-2: Procedures Teach the Skill of Independence ● Article 4-3: Kindergarten – The First Five Days of School ● Article 4-4: Third Grade – The First Five Days of School ● Article 4-5: High School – The First Five Days of School ● Article 4-6: What You Can Learn from a Librarian

Enrichment Reading:

THE Classroom Management Book Pages 47–56 and 246

Binder Pages Created: Procedure to Teach Procedures Visuals for Procedures

Additional Notes:

The 3 steps to teaching a procedure (Explain, Rehearse, Reinforce) are taught in this lesson. Ask users to take a procedure from their Classroom Management Action Plan binders and teach the procedure to the group using the 3 step method.


Lesson Summary Lesson 5: School-Wide Procedures Objectives:

● The benefits of implementing procedures within grade levels, departments, and schools


● The First Days of School Pages 5, 6, 15, 16, and 313–322 Chapters 20, 24, and 26

● Article 5-1: What You Can Learn from Foreign Language Teachers ● Article 5-2: How an Effective School Can Help You ● Article 5-3: People Who Work Together Achieve Together ● Article 5-4: Procedures Are Taught Before School Begins ● Article 5-5: Teachers Are More Effective When They Are Part of a Team ● Article 5-6: School-Wide Procedures After a Disaster ● Article 5-7: Procedures for the Substitute Teacher

Enrichment Reading:

THE Classroom Management Book Pages 11–14 and 291–294


Emergency Activities Grade-Wide/Department-Wide Procedures School-Wide Procedures

Additional Notes:

This is a short lesson in length, but has great impact for the culture of the school. Invite users to take the concept presented in the lesson back to their schools for implementation.


Lesson Summary Lesson 6: Some Final Thoughts Objective:

● The impact that teachers can make in the life of a child

Reading Recommended: ● Article 6-1: The Miracle of Teachers

Enrichment Reading:

THE Classroom Management Book Pages 296–299

Viewing Recommended:

● Never Cease to Learn Binder Pages Created:

Additional Procedures Needed for Start of School Ending the School Year

Additional Notes:

At the end of this lesson is a short course survey of 10 questions. Encourage users to complete it and submit it online. Remind users that a Certificate of Completion is available and to apply for the certificate at www.ClassroomManagement.com. Invite them to frame it and display it in the classroom.


User Lesson Checklists


www.ClassroomManagement.com

Home of the premier eLearning course produced by Harry K. Wong Publications, Inc.

This checklist was inspired by Charity Peters of Grove School, Shawnee, Oklahoma who said,

“I have had the best school year EVER of my teaching career. I implemented many of the topics covered in the course.

THANKS SO MUCH!!!”


Lesson Checklist

Before You Begin with Lesson 1

Check for Course Requirements High speed Internet access Adobe Acrobat Reader 5.0 or above installed Adobe Flash Player 9.0 or above installed Access to the book, The First Days of School Access to the Enhanced CD or DVD, Never Cease to Learn Access to a printer

Click Thru

Before You Begin: Navigation Guide for the Course

Know How to navigate the course How to access and print the assignments Know where the Support button is for technical assistance

Watch Welcome: Introductory Remarks from Harry and Rosemary

Gather Recommended Enrichment Reading Material Access to the book, THE Classroom Management Book


Lesson Checklist

Lesson 1: A Plan for Classroom Management

Watch Course Lesson 1

Read

The First Days of School Page v Page xii Page 3 Page 7 Pages 86 and 87 Pages 204–207

Resource Articles Article 1-1: A First Year Teacher’s Action Plan Article 1-2: A High School Teacher’s Action Plan Article 1-3: His Classroom Is A Real-Life Office

Complete Reflections on Lesson 1

Assemble Classroom Action Plan Binder

Make Tabs for Binder Getting Ready Classroom Management Plan Teacher Materials Student Materials Seating Student Movement

Binder Pages for Getting Ready Tab Classroom Expectations Academic Expectations My First Day of School Introduction First Day of School Schedule Students’ Names Getting Acquainted Activity Classroom Helpers Selecting Students

Binder Pages for Classroom Management Plan Tab Returning to Task Classroom Visitors Guest Teachers Teacher Away from the Room

Binder Page for Teacher Materials Tab Organizing Me

Binder Pages for Student Movement Tab Bathroom Use Student’s Sudden Illness


Lesson Checklist

Lesson 1: A Plan for Classroom Management


Read

The First Days of School Page v Page xii Page 3 Page 7 Pages 86 and 87 Pages 204–207

Resource Articles Article 1-1: A First Year Teacher’s Action Plan Article 1-2: A High School Teacher’s Action Plan Article 1-3: His Classroom Is A Real-Life Office



Make Tabs for Binder Getting Ready Classroom Management Plan Teacher Materials Student Materials Seating Student Movement

Binder Pages for Getting Ready Tab Classroom Expectations Academic Expectations My First Day of School Introduction First Day of School Schedule Students’ Names Getting Acquainted Activity Classroom Helpers Selecting Students

Binder Pages for Classroom Management Plan Tab Returning to Task Classroom Visitors Guest Teachers Teacher Away from the Room

Binder Page for Teacher Materials Tab Organizing Me

Binder Pages for Student Movement Tab Bathroom Use Student’s Sudden Illness


Read Recommended Enrichment Material THE Classroom Management Book Pages ii–iii Pages 16–36 Pages 77–79 Page 103 Page 105 Page 109 Page 128 Page 133 Page 140 Page 163 Page 241 Pages 287–290


Lesson Checklist

Lesson 2: What Is Classroom Management


Read

The First Days of School Page 10 Page 30 Page 82 Page 84 Page 133 Page 169 Chapter 8 Chapter 13 Chapter 14 Chapter 15

Resource Articles Article 2-1: The Importance of Classroom Management Article 2-2: There Is Only One First Day of School Article 2-3: How to Start a Class Effectively Article 2-4: The First Five Minutes Are Critical Article 2-5: What to Do on the First Day of School



Binder Pages for Classroom Management Plan Tab Daily Schedule Heading for All Papers Paper Name Check Tardy Procedure Absence Procedure Homework Procedure

Binder Pages for Student Materials Tab Organizing Contents of Student Storage Organizing Contents of Desks

Read Recommended Enrichment Material

THE Classroom Management Book Pages 5–14 Page 31


Lesson Checklist

Lesson 3: Getting Organized for the Start of School


Read

The First Days of School Page 11 Pages 22–25 Pages 181–184 Page 192 Chapter 6 Chapter 25 Unit C: Pages 79–194

Resource Articles Article 3-1: Your First Day of School Script Article 3-2: Teaching Procedures Is Teaching Expectations Article 3-3: Establish Consistency the First Week of School Article 3-4: Structuring a Classroom with Procedures and Routines Article 3-5: What You Can Learn from a Special Education Teacher Article 3-6: What You Can Learn from a PE Teacher Article 3-7: What You Can Learn from a Band Teacher Article 3-8: What You Can Learn from a Voc-Tech Teacher Article 3-9: Group Work Procedures Article 3-10: The First Ten Days of School Article 3-11: Use a Daily Agenda to Organize Your Students Article 3-12: He Used PowerPoint for His Procedures Article 3-13: Procedures Saved a Kindergarten Teacher’s Life Article 3-14: How to Dispense Hands-On Materials Article 3-15: What You Can Learn from an Art Teacher



Binder Pages for Getting Ready Tab First Day Bellwork Assignment Letter of Introduction to Students Letter of Introduction to Parents All About Me Bulletin Board Class of Winners Bulletin Board Themes for Other Sharing Bulletin Boards


Binder Pages for Classroom Management Plan Tab Bellwork Assignments Morning Opening Procedures If Students Finish Early Getting the Class’ Attention Quieting the Class Procedure Listening to/Responding to Questions Getting the Teacher’s Attention Roll Taking Procedure Collecting Papers Distributing Papers Classroom Rules Classroom Consequences Classroom Rewards Recognizing Positive Discipline Behavior Intervention Posting Homework Assignments First Homework Assignment

Binder Pages for Teacher Materials Tab Materials for the Classroom

Binder Pages for Seating Tab Floor Plan for My Classroom Beginning Classroom Seating Arrangement Additional Classroom Seating Arrangements Seating Assignment Method Class Seating Chart Socio-Gram of Class Class Contact List Working Together in Groups

Binder Pages for Student Movement Tab Students Entering the Classroom Procedure Students Leaving the Classroom Procedure Walking in the Hall Procedure Disaster Drills End of Day Dismissal Procedure


THE Classroom Management Book Page 7 Pages 16–23 Pages 53–56 Pages 60–75 Pages 82–87 Pages 118–121 Pages 146–149 Page 246


Lesson Checklist

Lesson 4: How to Teach Procedures


Read

The First Days of School Unit C: Pages 79–194

Resource Articles Article 4-1: How to Teach a Procedure Article 4-2: Procedures Teach the Skill of Independence Article 4-3: Kindergarten – The First Five Days of School Article 4-4: Third Grade – The First Five Days of School Article 4-5: High School – The First Five Days of School Article 4-6: What You Can Learn from a Librarian



Binder Pages for Getting Ready Tab Procedure to Teach Procedures Visuals for Procedures


THE Classroom Management Book Pages 47–56 Page 246


Lesson Checklist

Lesson 5: School-Wide Procedures


Read

The First Days of School Page 5 Page 5 Page 15 Page 16 Pages 313–322

Resource Articles Article 5-1: What You Can Learn from Foreign Language Teachers Article 5-2: How an Effective School Can Help You Article 5-3: People Who Work Together Achieve Together Article 5-4: Procedures Are Taught Before School Begins Article 5-5: Teachers Are More Effective When They Are Part of a Team Article 5-6: School-Wide Procedures After a Disaster Article 5-7: Procedures for the Substitute Teacher



Binder Pages for Getting Ready Tab Emergency Activities

Binder Pages for Classroom Management Plan Tab Grade-Wide/Department-Wide Procedures School-Wide Procedures


THE Classroom Management Book Pages 11–14 Pages 291–294


Lesson Checklist

Lesson 6: Some Final Thoughts


Read

Resource Article Article 6-1: The Miracle of Teachers

Watch Enhanced CD Never Cease to Learn



Binder Page for Getting Ready Tab Additional Procedures Needed for Start of School

Binder Page for Classroom Management Plan Tab Ending the School Year

Complete Course Survey

Order Certificate of Completion


THE Classroom Management Book Pages 296–299

In this lesson you have learned

• how to define classroom management.• the difference between classroom management and discipline.• the characteristics of a well-managed classroom.• why classroom management is essential to effective teaching.


Lesson 2 — What Is Classroom Management?

Copyright © Harry K. Wong Publications, Inc. - Duplication Prohibited

Reflections on Lesson 2

1. Classroom management is not a hot new topic. Businesses and business leaders have beenrecognized and applauded though the years for their management skills. The same organizational concepts that apply to businesses also apply to the classroom. What are some of the similarities between a well-run business and a well-run classroom?

2. Why do children respond more positively to classroom procedures than to classroom rules?

3. What aspects of your classroom could benefit from improved classroom management techniques?

4. What are the first three procedures you will implement in your classroom so that it hums with efficiency? Why is this a question only you can answer?

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Lesson 3 – Getting Organized for the Start of School

© Harry K. Wong Publications, Inc. - Duplication Prohibited

3-11: Use a Daily Agenda to Organize Your Students

There were the complaintsfrom the teachers: Thestudents don’t do theirhomework. How am I supposed to teach when they do not come prepared? Thestudents lose everything I givethem. They never bring theirmaterials—no pencils, nopapers, and no signed papers!

It’s pretty clear why many students are not doing well inschool. They just aren’t turning in their assignments orcoming to class prepared.

This is because no one has ever taught them how toorganize their time and work. Students who do not do theirwork are not unintelligent, lazy, or irresponsible. True, somestudents may come from dysfunctional homes—homes where thefamily is not functioning well. The students have no knowledge orskill in having procedures that beget success.

On the other hand, we have students who come from functioninghomes and they do not do their work either. Or, they are trying tojuggle so much, that they only do whatever may accidentally surface.Students belong to that carefree age where there are no adultresponsibilities and they live a life where adults take care of theirneeds: food, shelter, finances, and love. What a life, but that’s of no help to a teacher who wants the work done!

Take a look at a child’s room at home and if it’s a typical child’sroom, it is a mess. The floor is where they “hang” their clothes;the closet is where they “place” their books; and the presence of

a calendar or schedule of their work is nowhere to be found.

Possibly the Most Important Skill in Life

If you plan to learn, you MUST learn to plan!

Just as the teacher needs to be organized, the teacher needsto help the students to be organized. Teachers who are notorganized do not have any concept of the need for the students to beorganized, too.

Effective teachers are organized and have the following on the firstday of school:

• A first day of school script

• An action plan

• Classroom management procedures

• Lesson plans

• Housekeeping procedures, such as grade record book, lettersto parents, attendance records, safety plans, and informationfor emergencies.

Also, effective teachers have procedures to help students stay organized.

Getting organized does not mean becoming neat and clean. It’s notabout how things look; it’s about keeping a schedule, knowingwhere things are, and making your time and space work for you.

The result is less chaos; you get things done, and even have time to enjoy life. Staying organized is everyone’s problem, from thecompany executive, homemaker, to the underachieving student. This is why there is such a market for Day-Timers© and Palm© organizers.

Being organized, knowing what you are doing, and gettingthe work done is possibly the most important skill foreveryone in adult life. Being organized is a skill studentsneed to start developing in school.

The Key Is a One-Page Agenda

After teaching for over ten years, Carol Brooks, a middle schoolteacher in South Carolina, came up with a solution to the problem of student organization. In time, her classes of underachievingstudents were doing so well that the parents, who didn’t even knowwhat she was doing, were asking for what their neighbors were“screaming” for, “Get my kid into that notebook class!”

Brooks gives each of her inclusion students at Palmetto MiddleSchool in Williamston, South Carolina, a three-ring binder ornotebook. She noticed the students were always flipping throughscience, social studies, math, English, whatever. So, she tookconstruction paper and made blue one subject, yellow one subject,red . . . and made themselves dividers.

This article is correlated toChapter 17 in The First Days of School.

Carol Brooks and herSWOOSH binder

How to Help Students with TheirAssignments

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© Harry K. Wong Publications, Inc. - Duplication Prohibited - 3:11 Use a Daily Agenda to Organize Your Students

The notebook is divided into sections with colored dividers, one foreach class to keep the class work.

The key to the system is a one-page agenda with blanksquares for every period, every class, and every day.

Students, parents, and teachers can take one look and tell what is being or needs to be done.

Because many of her students have developed bad study habits, sheis relentless in having them write down everything that they are todo, everything that’s expected, and every homework assignment from every teacher. She is relentless in seeing that they get everyassignment from every teacher. If they are absent, she is relentlessin having them come back in the next day and write down what theymissed. This is a way of teaching them to be responsible whenthey’re out.

The students are to have every assignment from everyteacher written down in the agenda. It’s unacceptable to write,"No homework." They have to write what they were doing that day.Were they dissecting frogs? Were they talking about the history ofancient Egypt? Were they talking about paragraph structure? We were discussing how to do fractions.

With students on an Academic Assistance Plan (AAP), parents are required to sign the agenda each day as well. It’s an effectivecommunication tool between the parents and their children. Theparents like to see what their child is learning or what their childneeds to do, such as studying for a test.

She Calls Her Plan SWOOSH

Carol Brooks calls her planning system SWOOSH (School-WideOptimal Organizational Student Handbook).

Ignore what SWOOSH stands for, but know that for every hyperactivemiddle school kid who knows a bit about sports, they know theword SWOOSH. SWOOSH occurs when you shoot a basketball and it goes through the hoop cleanly, touching only the net below thehoop, making a SWOOSH sound. When this happens, teammateshigh-five each other and yell, “SWOOSH!” SWOOSH is a sense ofaccomplishment!

The SWOOSH notebook has the following components:

Notebook: The notebook holds the component parts. A student isto bring the SWOOSH notebook, textbook, and related materials toall classes. Book bags are not allowed in the classroom.

Plastic pouch: This holds pencils, pens, rulers, and other schoolrelated supplies.

Dividers: There is one for each class, each a different color forquick reference. The respective class syllabus goes here, too.

Agenda: This is the heart of the plan. On one page, all assignmentsare kept for every class for every day in a month.

Game Plan: In a clear plastic protector, class schedules andcalendars are kept.

SWOOSH Attack Sheets: This is what the teacher uses toperiodically check the notebooks for organization and the agendasfor completeness. Fouls are given if the agendas are not complete.

Carol Brooks has an amazingly simple, yet effective, plan for assistingstudent achievement. The only thing the students have to carry to allof their classes is the SWOOSH notebook. Everything that they do isin this notebook. The only things the parents have to buy arenotebook paper and pencils. And if they don’t have those, Brookswill supply them.

Every student has the same notebook set up the same wayand they are taught how to maintain the notebook. Kids willnot plan if you don’t teach them how. Somebody needs to take thetime to teach them to plan and to learn to use the notebook as agreat planning tool. From the basic plan, they can plan their bookreports, science fairs, and rehearsals for the week and the month.

It takes a student 5 to 15 minutes each day to bring the agenda up to date. Brooks says that the more they get used to it, the better theyare at it. For those 5 to 15 minutes each day, you are gettingorganized, responsible kids. It’s definitely worth it.

Checking the Agenda Page

The parents are required to check and sign off the one-pageagenda each day. Brooks says that it’s a great tool for parentcommunication. The children can’t say, “We didn’t do anythingtoday.” A parent can easily see what is scheduled and say, “Well, itsays here you have a test on Thursday and you got your study guidetoday. Let’s start studying.”

Brooks checks and initials the agenda every day. It’s easy to checkas it’s only one page. All she has to do is look to see if any of theagenda blocks are blank. If there is a blank, the student is given a“FOUL.” Fouls are not regarded as punishments, because kidsreadily accept the concept of fouls in a game.

Those students who have the fewest fouls are given a reward, whichcould be permission to go to a SWOOSH dance. Other rewards haveincluded basketballs, jump ropes, board games, Play Stations, GameBoys, music, and more! Students who have worked for weekskeeping up with their SWOOSH notebooks and assignments earntheir reward.

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The students are responsible for checking their ownagendas. The agenda page says, “All agenda blocks must becomplete.” They write how many fouls that they have for each blank square.

Every Monday they check the previous week’s agenda. The firstthing they have to look for are any blank agenda blocks. The words“not here,” “out today,” “did nothing,” “no homework,” are fouls.

Students perform weekly peer SWOOSH Attacks or notebookshakedowns to monitor whether students are conforming to therules of the game. These rules include filling in each section of the agendas with assignments and making sure that all pages aresecurely placed in the appropriate sections.

Using the Agenda to Prepare a Portfolio

Brooks teaches her students how to organize, plan, and goal set.She then holds them accountable. All she needs to see if a student is accountable is the one-page agenda. The kids are totallyresponsible for maintaining this one sheet of paper, not the teacher.

And Brooks loves not having tons of paperwork. The kids aredoing all the work.

The students use the agenda to create their very ownworking portfolios.

PASS: Portfolio Assessment for Successful Students

• At the end of the nine-week grading period, students will staple the pages from each section/subject.

• They will also include the SWOOSH Attack sheets as a record of their organizational habits.

• All material from the quarter will be placed in a 9" x 12"envelope.

• Homeroom teachers will maintain these portfolios for each student.

• Portfolios will be used as documentation of assessment for the grading period. These are extremely useful in conferences.

To prepare the portfolio, every sheet of paper has to have thestudent’s name, the date, and the topic. If it’s a stapled packet ofpages, then the information is just listed on the top sheet of paper.Each week during the nine-week period, the students go throughevery sheet of paper. This keeps all the pages in the correctsection. Science must be with science, and math has to be with math.

Brooks says, "These kids have somebody holding them accountableand teaching them how to organize, plan, and goal set. We’re not

telling them what to do; we’re showing them how to do it. We’regiving them the tools that they need to succeed. So this is all thatevery kid has to have to succeed."

The Parents Comment

Dear Mrs. Brooks,

I understand that you are responsible for the SWOOSHnotebooks that the students used last year and will use againthis year. I would like to commend you on your idea that hashelped greatly with my two children. Both of my children arestudents at Palmetto Middle School. They are both verydifferent in their style of learning and their organizationalskills. My older child has always been very organized and hasalways kept things very neat and orderly, as my younger childhas always been the complete opposite.

I can say that the notebook has helped each of them greatly.My organized child felt such a relief that she didn't have tocarry around a different notebook for each class. She hasreally enjoyed being able to have all other notes together. Myyounger child now has to be organized, and I'm assured as aparent that he has all of the notes that he needs for each class.

It the beginning of last year, I was thrilled that the notebooksaved me lots of money for school supplies. I am now thrilledthat my children are being taught the importance oforganization.

Thanks again.

The Students Comment

The notebook organizer has helped me make good in class.Last year in 5th grade I was making Ds and Fs. Now in 6thgrade I am making As, Bs, and Cs.

I think the planner has helped me. I am so proud of mygrades and, most of all, my mother is proud of me.

That is why I think we should have the notebook shakedown.

Jason F.

The Students Are Learning

Brooks is proud that her test scores are some of the highestin the state. The principal bought into the plan right away and it isnow used by the entire school.

The SWOOSH plan was ignited by a concern for studentachievement, fueled by concerns from parents about the rising cost of supplies, and driven by the teachers’ efforts to ensure student success. After a very successful pilot, which targeted theinclusion/special needs students, the program was expanded,developed further, and implemented school-wide.

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SWOOSH has been shown to increase student achievement in anumber of ways. Expectations for organization are consistentlycommunicated and reinforced through a school-wide incentive plan.Students enter class more prepared to learn and leave with the toolsnecessary for extended learning beyond the classroom. Theplanning system ensures optimal organization. SWOOSH enableslong range planning for tests, quizzes, and other assignments.Students learn organizational skills that will transfer throughout their educational and future workplace careers.

The object is simply to give the students a plan with thetools they need to succeed. The belief is that if you can teachthe kids how to plan and set goals, then they can and will succeed.

For more information contact:

Mrs. Carol Brooks409 Calhoun RoadBelton, SC [email protected]

The Object Is to Plan

Organization does not just happen. It is a methodical process withdetails thought through to the minutest detail. By taking the timenow to think through your plan for the coming year, you will beproviding your students with a skill they’ll carry with them possiblythroughout their lifetime.

The joy of organization is the reward of more time for yourself, foryour family, for your business, or for your pleasure. Time is theresource we most long for. Get yourself and your students organized and experience the gift of time.

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Classroom Expectations

What kind of an atmosphere do you want to create? What do you want the students to do tocreate an atmosphere so you can teach?

Copyright © Harry K. Wong Publications, Inc. From Classroom Management with Harry and Rosemary Wong

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Binder Page - Sample 1

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Academic Expectations

Your academic expectations should be simple and straightforward. Expect students to workhard and be willing to learn. What will you promise your students in return?

Copyright © Harry K. Wong Publications, Inc. From Classroom Management with Harry and Rosemary Wong

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Binder Page - Sample 2

Documents

Facilitator and Staff Developer Guide - Effective Teaching€¦ · 1. The user is now ready to proceed with Lesson 1. Encourage the user to begin Lesson 1 immediately following the