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Effective Teacher: What does it mean

  4 Stages:




 ImpactEveryone can be an effective teacher Difference between efficient and effective

Top 3 Traits of an Effective Teacher: (from “What Helps Students Learn”, Educational
Leadership—50 years of research)

* is a Good Classroom Manager

* designs lessons to reach mastery

* has positive expectations that students will be successful



* Classroom Management Profile Quiz (ACTIVITY)

 * Teacher is most important element inside the classroom

 * Manage a Classroom, not discipline! Restaurant, airlines, stores, etc.


DESIGNS LESSON FOR MASTERYdo we really teach them? Through lecture: But did we teach them how to take

notes? Through recitation: But did we train them?“Study Chapter 5” – what does that mean? Essay Test: but did we show them examples of good essays? Do the students DO? Or all they do the whole day is listen? Who works the hardest inside the room is he who learns most: the Teacher! (Cooperative Learning: SUPPORT BUDDY SYSTEM)

HAS POSITIVE EXPECTATIONSExperiment done on a group of students Parents: when you grow up, what will you be? By how you live your life at home, parents, by how you live your life at school, teachers, so shall your children at home, so shall your students at school. So what are your expectations? Low? High? High expectations: we even come attired professionally for them: BECAUSE HOW WE TREAT THEM, is how they also will treat us. STUDENTS COME TO SCHOOL WITH EXPECTATIONS. They come with unlit candles. And they expect you to light their candles. And the ones who want it most, are those who have been at risk, in the dark. They need you. They need us. They have expectations. YOU, WHAT ARE YOUR EXPECTATIONS?


POWERPOINT of 100 years from now . . .


 The Number one factor governing learning is Classroom Management Not discipline Not self esteem Not motivation Not class size, etc.


Effective Teacher MANAGES



* The best way to manage is to have Procedures & Routines.

 Clearly define classroom procedures and routines. Effective teachers spend a good deal of time the first week of the schoolyear introducing, teaching, modeling and practicing procedures until they become routines.


* You want responsible students?


1. The only way you can have responsible students is if you have procedures and routines to which the students can be responsible to.

2. When students know how the class is run, they will more willingly do whatever you want them to do.



PROCEDURES: What you want students to do.


ROUTINE: What the students do automatically.


Principle: Procedures must be rehearsed.



Discipline = how students behave

Procedures = how things are done


Discipline = has penalties and rewards

Procedures = have no penalties or rewards


A rule is a DARE to be broken, whereas a procedure is not.


So don’t discipline. Manage!

Procedures to rehearse with students

Passing in papers

Heading of papers

Roll call

Entering the classroom

When asking a question

Getting to work immediately

When teacher is tardy

Walking in the hall during class time

End of period class dismissal

Participating in Class Discussion

When a student needs paper/pen

Coming to attention 

When you are absent

Working cooperatively 

Changing groupsSaying “thank you”





* When they don’t follow procedures, no need to get angry: just ask: WHAT’S THE PROCEDURE PLEASE? Can you show me? . . . THANK YOU

 When they know how the class is run, they will more willingly do whatever you want them to do. And when the teachers know how to manage the class, the students will do whatever the teacher wants the students to do.


Part III. Discipline Plan: Once and for all, You can solve your discipline problem.



6,000 murder, rape, assault of teachers

90% of disruptive behavior:

 kids not keeping quiet 75%

 kids not staying in their place 15%


Bad teacher: 1 disturbance every 20 seconds.

Good teacher: 1 disturbance every 2minutes


WASTE OF TIME!  – reduces productivity

<!--[if !supportLists]-->- <!--[endif]-->wears down the teacher



 1) Do not smile until Christmas – first day: show pangs! It works . . . for 2 weeks at most. After that, you look for stop gap measures.

 2) All you have to do is to have a good curriculum, small class size, latest books, etc. --- they are good. But not enough!

 3) All you got to do is to teach in a nice upper middle class community. Because the problems are in other places.

 4) All you have to do is to be friends with the students. DON’T BE FRIENDS. Be friendly, but not a friend. They need a model, an adult they can admire.

 5) All you have to do is be big and tough. ---- no one scares me here. All of you look nice.




You have to have a discipline plan. He who does not have a plan is planning to fail!

(Philippine Air Lines: when a crisis happens, no plan?)

Best plan: consistent in every classroom, by every teacher.

Like in airplanes: whatever airlines, they have the same plan/rules.

NOT A PLAN: To deal with every case according to situation.

This plan I’m about to share doesn’t require effort. You won’t have to get angry! That’s the best part.

Teachers without problems of discipline

Quadrant of discipline types Low control, low support – neglects the class, doesn’t know how to teach, afraid to shake hands, always angry, grouchy. Produces BORED students.Low control, high support – permissive teacher; beginning teacher; school is playground; no control of the students; classroom is a zoo! Produces FRUSTRATED kids, no concept of rules, limits, etc.High control, low support – everyone sit down; listen to me; shut up. Teacher would commit suicide before he can smile at students. Dictatorial teacher! Produces REVENGEFUL students.High control, high support – I know exactly when to give the exam, how long the exam is, what to do in the classroom. Support: Class, how are you? Authoritative teacher. Master Teacher. Assertive Teacher. Not mean, not pushy. SUCCESSFUL STUDENTS.


Principle: Never interrupt lesson to discipline

Never use non-assertive words:

 How many times will do I have to tell you. . .?

 What’s wrong with you?

 What are you trying to do?

 When will you grow up?

 Are you challenging me? My authority?


Useless words.

 Knock it off. Act your age. Simmer down. Shape up. Etc.

Ineffective Teachers REACT. Effective Teachers ACT.


Plan A Learn THE STARE


Plan B Walk up to the student.

 Call by name. Tell him exactly what you want him to do. Wait. Thank you

Like in an airline. They never: How many times do I have to tell you to fasten your seatbelts? They simply walk up to you, put their hand behind your seat. Sir?


Part IV. The Plan


 Never discussed with the class. It is stated.


 Not too late to start it on Monday. Script: I care that you learn inside the classroom. I don’t want anyone to violate your right to learn. We will work as a team, helping each other. So that we do not violate each other’s right to learn, we will have a set of rules inside the classroom.


 Then state them. Better yet, POST THEM. Take them down when they have memorized them.


A. Rules – 3 to 5. Never more than that.

 * No unnecessary noise.

 * No unnecessary movement.

 * Be prepared.


B. Negative Consequences: Penalty

C. Positive Consequences: Reward


Positive Consequences:

"Good News" notes sent to parent

Smile-O-Gram for pupil

Happy face/rubber stamp/sticker award on a good piece of work

"Citizen of the Day" award

Pat on shoulder

"I'm proud of you!" statement

Special "free time" allotment

Stars on chart for daily/weekly award

"Special Helper of the Day" award

Healthful food treat--if allowed

Tokens or chips to be traded

Time at learning center/computer

Row, line, or class leader job

Extra "free-choice" time

Selection from "Goodie Bag"

Lunch with the teacher

Extra media center time

Assistant to school secretary, librarian, or custodian

Visit to principal for special acknowledgement

Tutor or assist other students

Selector of group activity or project

Exchange card for extra points

Free homework pass

Call to parent(s) with good news

Negative Consequences:  

Isolation in classroom (time out)

Loss of break period

Loss of all or part of recess

Short detention at lunchtime

Isolation in lunch room

Detention after school

Clean up the mess created

Student call to parent at home or work to report misbehavior

Isolation in another classroom (by pre-arrangement)

Loss of star/demerit on behavior chart

Assignment to clean-up tasks--room, building, yard

Restriction from programs and special assemblies

Loss of center time or/free-choice time

Lower conduct grade

Seating assignment changed

Tape-recording of tantrums; play back for parents

Removal of pupil and desk to hallway

Student apology to those offended

Last in line

Request student to repeat rule and to follow rule

Notes home to parent(s)

Removal to the office

In-school suspension

Recommendation for suspension

Recommendation for alternative school



SYSTEM: checking beside the name of the person



3 checks right away

to show it as a way of getting even with the student


They will hate the chalk. But not you!


Part V. Other reward system:


There should be more rewards than penalties.


1. Tally marks for every good behavior or cooperative behavior.

2. Jar & Marble routine.

3. Stop Watch Routine



You go home NOT tired. NOT angry. You go home happy. And loved. NO MORE BURN OUTS!


If you are cynical, doubtful, IT WILL NOT WORK. Forget it.


Be convinced! It really works.