1. Time Efficient Procedures and Classroom Organization
Section II:
Time Efficient Procedures and Classroom Organization

3. Time Space Materials (Interactions)

5. What is the difference between effective and ineffective teachers?
Proactive - “Effective teachers MANAGE their classroom.”
Reactive - “Ineffective teachers DISCIPLINE their classrooms.”
Classroom Management
The most important factor governing student learning is Classroom Management. Classroom management is the primary determinant of how well students will learn. Put footnote here.
How you manage your classroom is the primary determinant of how well your students will learn.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

6. A Well Managed Classroom has Four Observable Characteristics
1 – 2 – 3 – 4
High level of student involvement with work.
Clear student expectations.
Relatively little wasted time, confusion, or disruption. Put in research of time on task.
Work-oriented, but relaxed and pleasant climate.
Footnote Wong and research on time on task.
A well- managed classroom is a task-oriented and predictable environment.
Expectations known
Little wasted time and confusion
Students know what is expected of them and how to succeed.
Both teacher and students know what to do and what is supposed to happen in the classroom.
The Effective Teacher
Works on having a well-managed classroom.
Trains students to know what they are to do.
Has students working on task.
Has a classroom with little confusion or wasted time.
Footnote Wong
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

7. Characteristic #1 High level of student involvement with work.
Effective: Students are working
Ineffective: Teacher is the only one working
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

8. Characteristic #2 Clear student expectations
Effective: Students know assignments based on objective and know tests based on objectives
Ineffective: Teacher says, “Read chapter 3 and know all the material or you’ll fail the test and get an F in this class.”
Goal:______ Why:________
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

9. Characteristic #3
Relatively little wasted time, confusion, or disruption
Effective: Teacher teaches behavioral expectations, starts class immediately, has assignments posted.
Ineffective: Teacher makes up rules and punishes according to his or her mood, takes roll and dallies, students asks for assignments repeatedly.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

10. Characteristic #4
Work-oriented but relaxed and pleasant climate.
Effective: Teacher has invested time in practicing procedures until they become routines, knows how to bring class to attention, knows how to praise and encourage.
Ineffective: Teacher tells but does not rehearse procedures. Teacher yells and flicks light switch and uses generalized praise or none at all.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

11. How does one achieve these four characteristics?
Through 4 structures:
Interactions
Space
Time
Materials

12. Getting the Classroom Ready
Readiness is the primary determinant for teacher effectiveness.

14. Space, Materials, Time, Interactions
Prepare:
Floor Space
Work Area
Student Area
Wall Space
Bookcases
Teacher Area
Have a spot ready with schedule, rules, procedures, calendar and a big welcome.

15. Taking Roll So Instruction Time Is Not Lost
The effective teacher starts class immediately with an assignment, not roll taking.
There are many ways to take roll; however your first priority to get the students on task.

16. Space, Materials, Time, Interactions
Seating Assignments: Purposes?
Roll taking
Name memorization
Separation
Peer Support
Separate off task behavior students.
Add notes from page 119- highlighted information.

17. Space, Materials, Time, Interactions Taking Roll Without Lost Learning Time
Fast Easy Roll Taking Methods
Seating chart
Folders or materials taken
Clothespin
Student leader
Look at your class and refer to you seating chart.
Have folders or something personal in a box at the door. When the students come in, they are to take their folders, go to their seats and get to work on the posted assignment.
Have each students name on a clothespin. Clip these pins to a cutout. When the students come in, they move their clothespin to a cutout indicating they are in attendance.
E/S Seating chart method
E The folder or material method
E Clothespin method
E/S Student leader method

18. Seating Chart Method Frank Janet Steve Josi Laura Juan Mandell Ben
Ashley
Derek
Kobe
Lindsay
Diana
Mary
Hector
Min Ki
Clara
Mark
Dimitri
Long
Jackie
Danny
David
Maria
Kathy
Mariah
Anthony
Luis
Cynthia

19. Folder or Material Method

20. Clothespin Method

21. Check for group members present.
Student Leader Method
Check for group members present.

22. Time, Space, Materials, Interactions
Organizing Materials
Teacher materials
Student materials
Notebooks, desk, paper, pencils
Assignment submission

23. Manage classroom with procedures
Lack of procedures and routines = reduced productivity and learning and an increase in behavior problems
Number one problem in classroom = lack of procedures and routines.
Footnote Wong
The number one problem in the classroom is not discipline; it is lack of procedures in routines.
A vast majority of the behavior problems in the classroom are caused by the failure of students to follow procedures and routines. These are the main reasons why students do not follow procedures:
The teacher has not thoguht out what happens in the classroom.
The students have not been trined to follow the procedures.
The teacher spends no time managing the classroom.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

24. Initial Evidence of Culture of Productivity
Students enter room quickly and courteously.
Students go to seats and take out materials.
Students look for their assignment.
Students begin work immediately.
Evidence starting lesson/period with effective procedures.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

25. What is the difference between discipline and procedures?
Discipline = How students behave
Procedures = How things are done
Discipline: Has penalties and rewards
Procedures: Have no penalties and rewards
“You can not punish or reward all behaviors you want to address.”
We are their frontal lobes!
We teach forethought and planning
A procedure is a simple method or process for how things are to be done in the classroom and how the students are to work.
Every time the teacher wants something done, there must be a procedure or set of procedures.
So how do you do it? Create an atmosphere and organization.

26. 6 Steps to Teach Classroom Procedures:
Explain
Rehearse
Reinforce
Repeat
And repeat
State, explain, model and demonstrate the procedure.
Rehearse and practice the procedure under your supervision.
Re-teach, rehearse, practice and reinforce the classroom procedure until it becomes a student habit or routine.
See handouts teaching a new behavior

27. Teach Time Management
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.

28. Space, Materials, Time, Interactions
Get immediate time on task
Assignment location taught
Assignment rationale posted
Your very first priority when class starts is to get the students to work.
When class begins you can easily get students to work if three criteria have been met:
Students have assignment.
They know where to find assignment.
They know why they are to do assignment.

29. Space, Materials, Time, Interactions
Consistent Daily Posting
Before students enter
Same location daily
Teach location
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.

30. Assignment Calendar
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

31. Single Period Schedule/Agenda
Today’s work: 9/30/05
Begin assignment on your desk
Presentation on civil war battles
Discussion group work
Activity to choose your report topic

32. Daily Schedule/Agenda
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

33. Picture Schedule
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

34. Teach Time Management Eliminate time waste
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.
Eliminate time waste

35. Procedures in Movement to Rehearse with Students
Entering the classroom
End of period class dismissal
Changing groups
Going to the office
Getting materials without disturbing others
Handing out playground materials
Moving about room
Going to library or career center
Walking in hallways as a group
Walking in hallways individually
Responding to fire drill, earthquake or weather alert

37. #9. Demo: A Beach Ball Technique to Teach Line Movement to Elementary Students Using Backward Training

38. Teach Assignment Management
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.
Eliminate time waste

39. Procedures in Managing Assignments to Rehearse with Students
Getting to work immediately
Attending
Knowing schedule
Finding directions for assignment
Passing in papers
Correcting work
Returning student work
Already did entering classroom and getting to work immediately. Each group please select 2 procedures. How will you explain, what techniques would you use and how will you reinforce?
List on page 193
Give an example on Procedures for Students Seeking Help page 186, 187, 188.
Break chart up into different categories and make slides.

40. 6. Correcting work Phase One:
Do the work in pencil or black or blue pen
Phase Two:
Green pen – correcting for right/wrong
Phase Three:
Purple or red pen – what I meant to say

41. Procedures in Managing Assignments to Rehearse with Students (cont.)
Headings on papers
Finishing early – now what?
Interruptions during tasks
School wide announcements
Visitor in the classroom
Teacher out of the classroom
Tardiness
Absences
Keeping a progress report
Already did entering classroom and getting to work immediately. Each group please select 2 procedures. How will you explain, what techniques would you use and how will you reinforce?
List on page 193
Give an example on Procedures for Students Seeking Help page 186, 187, 188.
Break chart up into different categories and make slides.

43. Teach Requests Eliminate time waste
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.
Eliminate time waste

44. Procedures for Requests and Participation to Rehearse with Students
Listening to and responding to questions
Participating in class discussions
Indicate understanding
Working cooperatively
Needing help or conferencing request
Asking a question
If you are suddenly ill
Saying “thank you”

46. 5. Needing help or conferencing request
Hand signal: Student signals with different number fingers
Toilet tissue tube: Student signals with colored tube
Styrofoam cup: Student signals with position of cup.
Index Card: Student signals with message on index card.
Textbook: Student signals with upright textbook.
Wong, H. K., Wong, R. T. (2001). How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong, Publications, Inc.

49. Teach Material Management
Common sense and research on the effective classroom emphatically tell you to POST YOUR ASSIGNMENTS EVERY DAY!
Post assignment ready for students.
Takes role after students are on task.
Do not disturb class during roll taking.
Takes roll quickly and quietly.
Has posted morning or class-opening routine.
Has the assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Assignments Teach Students Responsibility
Students must be responsible for class work.
Post assignments if students are to do them.
Teach responsibility by letting them know what to do.
Eliminate time waste

50. Procedures for Materials to Rehearse with Students
Organizing and keeping notebook
Organizing and keeping desk clear
When you need pencil or paper
Sharpening pencils
Checking out classroom materials
When you don’t have materials

52. Organizing and Keeping a Notebook

53. Go back and check your procedures.
Next Steps – Section II
Go back and check your procedures.
See your handouts for My Procedures checklist.

54. Next Steps?