by Harry & Rosemary Wong
Special to the Gazette
Twenty-two, First Year, and Legit
Twenty-two–year-old Kara Moore was hired as a 6th grade teacher to start the August 2011 school year. Excitedly, she ordered 200 "Miss Moore's Math Class" pencils. She spent a week getting her room ready for that all-important first day of school.
One week before school began, the principal called her into his office and told her that her teaching assignment had changed. She was going to teach a different subject to a different grade level in a different classroom, on a different floor in her building.
Prepare for the Unexpected
Kara Moore is still smiling in spite of her unsettling start to her teaching career. Flexible and adaptable are not common traits among first-year teachers, yet Kara took her reassignment in stride and prepared AGAIN for the start of her teaching career.
At mid-year she shared, “So far teaching has been phenomenal.I honestly love my job and still cannot believe that teaching is a ‘job’ and that I am getting paid for it.”
At the end of the school year in May 2012, Kara wrote, “I cannot believe my first year of teaching is already over.It has been an amazing experience.My only problem is how in the world do teachers move on after they get so attached to these amazing children?I honestly do not know how to let go.”
Have a Plan and Work Your Plan
How did Kara turn her situation around and create the positive year she and her students had? What happened? Very simple. Football season is about to start and all coaches go into a game with a game plan. All pilots take off with a flight plan. All effective teachers start the first day of school with a classroom management plan.
If you do not have a plan for this coming school year, the students will plan the school year for you and you will be chasing after the class every day. How Kara succeeded is a lesson for all teachers, new about-to-begin-teachers and veteran teachers alike.
When Kara learned that she had been hired, she quickly began developing a classroom management plan. She knew from her student teaching experience that classroom management came first and then the curriculum would easily fall into place. She learned this concept under the supervision of her master teacher, Sarah Nuckols at South Point Middle School in Ohio. Kara learned the strategies and tactics from watching her run a smooth, consistent, functioning classroom. (Sarah Nuckols is now the assistant principal at the middle school.)
Kara says, "There is no better combination than the experience of a veteran teacher and the enthusiasm of a new teacher."
Kara had watched The Effective Teacher video when she was in high school. It was a program called “Teacher Academy” and was offered to juniors and seniors to introduce them to the different opportunities in education as well as the importance of teaching. She said, “The video stuck with me . . . even as I was preparing for my own teaching experience.”
She also knew of The First Days of School. She immediately bought a copy of the book and said, “I watched the DVD in the back of the book of Chelonnda Seroyer's first day of school and literally watched it 10 times and paused it probably about a million times to use some of the exact things in my classroom management plan and construct my plan. I had my syllabus, guidelines, and procedures made up. I wrote a Back-to-School letter. I wrote out my plan and rehearsed my first day speech. I was going to work my plan.
“I was prepared. I had a plan; and my students were going to know that I was LEGIT.”
If You Have a Plan, You Can Modify the Plan
As Kara was busily creating a stimulating, welcoming, and positive classroom, her principal called her into his office and broke the bad news to her. She was being moved to a different grade level, teaching a different subject. This would mean switching classrooms to a new room on a different floor of the building. This was one week before the start of school.
She said, “I went upstairs to my new room and was completely dismayed. I walked into the exact same classroom where I was a student in an 8th grade social studies class and found the classroom decorated exactly the same way it was when I was a student in the class.”
The now vacated room belonged to her 8th grade social studies teacher. Because of her retirement, this made the room available for Kara. The teacher left the room just as Kara remembered it. There were even pamphlets stacked in the room that she remembered filling out and coloring. Some of the papers had dates from 1993. This was when Kara was 4 years old.
Although the room brought a rush of memories, Kara set out to make this old classroom her new classroom.
For Kara, the sudden transition from teaching math to teaching social studies was easy. She had a plan and all she had to do was tweak the plan.
If you have a plan and change comes, just modify the plan. But, if you do not have a plan, change will be traumatic.
Kara’s First Day of School Plan
We met Kara before her school year began as a first year teacher when we spoke to the teachers in the Coal Grove, Ohio, area in August 2011. She shared her already made, first day, classroom management plan with us.
Click hereto see the rest of Kara’s first day classroom management plan.
Past teachers.net columns have featured teachers with first day plans. Click here to go the column that featured Sarah Jondahl’s classroom management plan. Her plan is also featured on pages 213–218 in The First Days of School.
No Classroom Management in College
Kara’s first day of school went, as she says, “So smooth. I was organized and the organization gave me a sense of assuredness that helped me to begin with a positive attitude. I taught my plan and procedures and when the bell rang for each of my classes to switch on the first day of school, everyone stayed in their seats and waited for me to say, ‘Have a great day.’ I didn’t expect students to follow procedures that quickly, but they did starting on day one. It was amazing.”
She says, “I honestly have to say that starting off the year prepared with a well-organized plan gave me a good foundation for the rest of year. As the year went on I was able to manage running a consistent classroom while being able to create positive relationships with the students.
“I honestly feel having a plan to start the school year was the most crucial part of my success as a new teacher.”
Kara reflects on her college days and says, “Besides The Effective Teacher video I saw in high school and my student teaching experience with Ms. Nuckols, classroom management was never mentioned to me in college.”
Start Every Class with an Agenda
Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Kara’s students know what the events for the class are as she has an agenda posted.
Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. The students know to look at the agenda when they enter the classroom to determine their work tasks for the class period.
The procedure of an agenda removes the need to harass the students every day, every period, to sit down and be quiet while the teacher wastes valuable instruction time taking the attendance—and the students are talking, wandering, and texting—waiting to be told what to do when everything can be listed on the agenda with the students responsible for reading it and beginning the class period.
Kara says, “Because my students know what to do, it is now the 5th week of school and I am absolutely in love with my job. I cannot believe I am actually getting paid to do something that I could not wait for. I look forward to my weekdays now more so than the weekends. I always knew I wanted to be a teacher, but I never could have imagined the love that I truly have for being in the classroom.
“It is crazy some of the looks I get when I tell people I teach 8th graders. They look at me as if I have a screw loose or something, but I would not have it any other way. My only hope is that my passion and fire for teaching will stay the way it is forever, because I could not possibly be any happier than I am right now.”
The Lesson Objectives
With a classroom that is well organized—the first characteristic of an effective teacher—Kara can now focus on the second characteristic of an effective teacher, which is teaching for mastery of the lesson objectives.
Kara has different ways of pointing out to the students what they are responsible for learning. Sometimes, she uses an objective board to display what the learning targets are for the lesson. The board tells the students what they will be learning. She knows her students like to look out the window. So, she places the objective board in front of the window, so they are forced to at least take a glance at it as they peer out the window!
Her lessons include rubrics so students can self-assess their learning and progress. The rubric she shares in her Thirteen Colonies Lesson Plan and Rubric can be redesigned for whatever topic they are covering in class. It can be used as often as needed. Kara uses the rubric to check her students’ understanding of the topic. If she sees students struggling with a particular objective, she can tweak her instruction to help the students make progress. She can also see if students are comprehending quicker than anticipated. If that is true, Kara moves ahead giving her students a chance to explore a topic in deeper detail and enrich their learning experience.
A Positive Attitude for Success
As a college student, Kara had a classmate that had the outlook of always being a “gamer.” With that attitude, stress melted away, and she was reassured she was a winner. Kara uses this same concept with her students. She tells her class to be a gamer and get it done. She reassures them they can do anything with their gamer attitude. Even students in the class tell each other they are gamers. Kara often hears in her classroom, “Guys, we can do this. We’re gamers!” This approach helps students connect with each other. It makes the class a team, where there is strength in numbers and support for one another.
Kara Gives Credit for Her Success
Kara credits much of her success to her colleagues at her school. She says, “The support of my co-workers has played a huge role in my success as a first year teacher. They gave me honest compliments and offered me advice whenever I needed it. Several teachers came to me and admitted they thought I was going to have a harder time being the ‘authority’ figure (as a 21-year-old) and running a smooth classroom. They were impressed and told me to keep up the good work.”
With her first year behind her, Kara shares some insights into how to become part of the team at your school. She says, “As a new teacher or even a teacher needing help, be brave and ask for help when you need it. And once in a while write a note to thank people for their help. Your thanks is all teachers want as it validates what they do every day. This tells people of your character and your commitment to helping students.”
Planning for a New School Year
Amanda Brooks, another successful first year teacher, was featured in our August 2010 column. Amanda’s success continued into her second year of teaching. She shared at the time, “My state test scores came back and my class had the highest test scores in my school, and I am saying this to encourage new teachers to get it right the first day and then enjoy the rest of the year.”
At the end of her third year of teaching, Amanda shared this gem of insight. “Three years ago I was a terrified, first-year teacher on the eve of beginning my career when I had the good fortune of hearing the Wongs at our school convocation. I can now say that teachers often overlook the importance of procedures, and I firsthand can say that they have drastically changed the lives of many of my students. My kids come from homes where there are no procedures, but when they come to me they get the safeness of consistency, which to many students means so much.”
Amanda continues to grow in the profession. She just finished her masters in curriculum and instruction and she “wants to help new teachers.”
And Kara? She is working on her masters and wants a doctorate before she is 30. We are eager to track her progress and hear of her success in the years ahead. She’s a gamer—she will make come true whatever she sets her mind to accomplish.
Success did not come to Amanda and Kara randomly. This is true of the many teachers we have featured through the years in this teachers.net column. Each of these teachers PLANNED for their success. And it all started with a classroom management plan that brought order to the chaos that could happen in the classroom, logic to the confusion of how the classroom is going to operate, and care to the anxieties that students and teachers experience—especially on the first day of school.
When the students enter your classroom this school year, will they be welcomed with who you are and the anticipation of an exciting school year? Or will they be greeted with faded memoires of a time when teaching was exciting for you?
There are Seven Questions all students want answers to on the first day of school. (See The First Days of School, page 102.)
1. Am I in the right room?
2. Where am I going to sit?
3. What are the rules of this classroom?
4. How will I be graded?
5. What will I be doing this year?
6. Who is the teacher as a person?
7. Will my teacher treat me fairly?
Effective teachers include the answers to these questions as part of their classroom management plans to share with students on the first day of school. From the moment your students cross the threshold, opportunity for learning must take place. How you organize your classroom so students know what to DO will determine whether they will have the opportunity to LEARN.
Plan for your students’ success and your success each day of this new school year.
For a printable version of this article click here.
About Effective Teaching...
Harry and Rosemary Wong have been writing columns for Teachers.Net for over 13 years and the columns all have a distinctive style. They write about effective teachers, administrators, schools, and school districts featuring techniques that are immediately replicable and at no cost. More importantly, they work to enhance student learning. An archive of past articles can be found at the end of every column, with an abstract of all articles at the end of the most recent June column.
For over 30 years, helping teachers become effective has been the passion of the Wongs. Writing for Teachers.Net is just one of the many ways they reach out to educators with their ideas on how effective teachers improve student learning.
About Harry & Rosemary Wong...
Harry and Rosemary Wong are teachers. Harry is a native of San Francisco and taught middle school and high school science. Rosemary is a native of New Orleans and taught K-8, including working as the school media coordinator and student activity director.
Harry Wong has been awarded the Horace Mann Outstanding Educator Award, the National Teachers Hall of Fame Lifetime Achievement Award, the Science Teacher Achievement Recognition Award, the Outstanding Biology Teacher Award, and the Valley Forge Teacher's Medal. He was selected as one of the most admired people in education by the readers of Instructor magazine. Rosemary was chosen as one of California's first mentor teachers and has been awarded the Silicon Valley Distinguished Woman of the Year Award. She was also honored as a Distinguished Alumnus from her alma maters, Southeastern Louisiana University and Louisiana State University.
Harry and Rosemary have been awarded the Upton Sinclair Award and were nominated for the Brock International Prize in Education. They have built and sustain a school in the jungles of Cambodia.
The Wongs are the most sought after speakers in education today, booked two years into the future. Their presentations are practical, offering a common sense, user-friendly, and no-cost approach to managing a classroom for high-level student success. Over a million teachers worldwide have heard their message. In spite of their heavily booked schedule, Harry and Rosemary have agreed to write this monthly column so that more people can hear their message.
How They Develop Effective Teachers...
Harry and Rosemary Wong are committed to developing effective teachers, one teacher at a time.
To do this, they have formed their own publishing company, of which Rosemary is the CEO.
THE Classroom Management Book is what everyone has been waiting for. It is an exhaustive extension of Unit C on classroom management in The First Days of School.
Turn chaos into student achievement
Reduce behavior issues; increase learning
Step-by-step plans to a well-managed classroom
50 procedures in detail
40 QR codes with additional resources
320 pages in full color
Complete first days of school plans
Suitable for all grades, all subjects, all teachers
Costs no money to implement
How to Be an Effective and Successful Teacheris an audio CD set that was recorded live before 800 teachers in St. Louis. Listen as they walk you through classrooms that hum with learning and share how you can replicate the same success in your classroom. In 2 hours and 40 minutes, Harry and Rosemary can transform you into a very effective and successful teacher at no cost!
This presentation has transformed the lives and teaching success of hundreds of thousands of teachers.Learn how to
Begin the school year with a plan
Start class immediately
Have a well-organized and structured classroom
Reduce discipline problems
Have students who are engaged and working
Teach procedures and responsibility
Maximize classroom instructional time
Use lesson objectives so students know what they are to learn
Use rubrics to assess for student learning
Deal with at-risk students
Improve student learning and achievement
The Wongs have written The First Days of School, the best-selling book ever in education. Over 3.8 million copies have been sold. It is used in 120 countries, 2,114 colleges, and most every new teacher induction program. The fourth edition has been translated into five foreign languages and includes:
An additional chapter on procedures
A new chapter on assessment with rubrics.
A new chapter on Professional Learning Teams
A new chapter for administrators on implementation
Additional information in Going Beyond Folders
A new DVD, Using THE FIRST DAYS OF SCHOOL, presented by Chelonnda Seroyer
The Wongs have also produced the DVD series, The Effective Teacher, winner of the Telly Award for the best educational video of the past twenty years and awarded the 1st place Gold Award in the International Film and Video Festival.
They also have a successful eLearning course, Classroom Management with Harry and Rosemary Wong. The course can be taken in private at the learner's convenience. The outcome of the course is a 2 inch binder with a personalized Classroom Management Action Plan.
This Action Plan is similar to the organized and structured plan used by all effective teachers. Details for the classroom management course can be seen at www.ClassroomManagement.com.
You can hear Harry Wong LIVE on a set of CDs, called
How to Improve Student Achievement, recorded at one
of his many presentations. He invites you to steal from him the secrets of effective teaching for all grade levels.
Never Cease to Learn has the power to transform your
attitude and your life. In this DVD, Harry shares his journey on the road to success and tells listeners how to become the educators they were meant to be.
When the books, video series, CD, DVD, and eLearning course are used together, they form the most effective professional development training tool for producing effective teachers. Staff developers and administrators who would like to know how to implement the aforementioned book, video series, and CD are encouraged to consult the book, New Teacher Induction: How to Train, Support, and Retain New Teachers. Information about these products can be found by visiting the publisher's website at www.HarryWong.com.
Helping you produce effective teachers is our passion.