by Harry and Rosemary Wong
Year Summary of Articles
In reading The First Days of School, you are familiar
with our description of the four stages of teaching. We recently
encountered a student teacher who believed simplistically, “Teachers
are professionals who have the power to use their attitudes to set
the tone for the rest of the school year and to make a positive
influence on their students and colleagues.”
She’s in stage number one: fantasy. As a new teacher,
you will be in for a shock as quickly as the first day of teaching
if you think that platitude, as nice as it may sound, is all you
have in your bag of skills.
Her statement is a truism, however, we asked her to provide us
- First day of school script
- Classroom management plan with procedures
- Discipline plan
- Lesson plan for any unit with anticipatory set, lesson criteria,
criterion reference test, and show how they are aligned with state
- Lesson plan showing how she will differentiate a lesson
- Evidence that she is competent in any phase of Charlotte Danielson’s
domain of effective teaching.
We never heard from her.
No one ever said teaching is easy. Teaching
is a craft and it will take at least five years to become proficient
and effective as a teacher. For the past three years we have
been happy to share real life teachers and their successes, such
as Jeff Smith last month (http://teachers.net/wong/MAY04).
Late News Break
On May 11, all of Jeff Smith’s students passed their state
test to be certified welders. This means that in the past
four years out of the four years he has been teaching, Jeff Smith
has successfully taught 100% of his class to pass their State Code
Section 9, which makes his grand total for four years 96 certified
welders. He leaves no one behind!
Three Year Summary of Articles
A summary of three years of articles for
can be found this month.
It has been most pleasurable to share the attitudes, strategies,
and techniques of successful teachers and administrators these past
three years. In the process, we have probably learned
more than anyone else. We meet people, or people send us letters
and tell us what they are doing, and with each letter we learn more
and more and develop a greater respect for the creativity and competence
of teachers. So, if you are wondering how we can write these
columns month after month, it’s very simple. Just
keep those letters and emails coming.
As we look over the three years of articles, there are
two recurrent themes:
Effective teachers can implement. Effective
teachers have the ability to look at someone else’s work,
regardless of the grade level or subject matter, or even if it’s
from someone who may not even be in education, and are able to
“steal it,” change it to fit, and use it in their
classroom. Effective teachers don’t need articles
specific to their grade level or subject.
Effective teachers are versatile. They are able to look
at teaching through the eyes of other teachers and then think
or reflect on how they can continually modify and implement ideas
from others. Our articles are replete with examples of teachers
who are able to do this, such as Michelle Beck, a first grade
teacher, from Sydney, Australia (February 2004) and Jeff Smith,
a high school welding teacher (May 2004).
Effective teachers are proactive. Effective
teachers have learned how to prevent problems, rather than react
to problems. We often get letters from teachers who want
to know what to do to a specific student. They want specific
punishments or consequences. We answer, “you don’t
‘do something’ to someone.” Rather,
you proactively have a classroom management plan that prevents
problems from occurring.
From Melissa Pantoja (June 2000), who had a first day of school
script, Sarah Jones (August 2002), who had a First Day of School
Action Plan, Bridget Phillips (January 2002), whose school has
school-wide procedures, to Nathan Gibbs (March 2004), with his
list of procedures, these teachers and administrators have plans.
Read the plan of Liz Breaux (February 2002) and you’ll
understand why we call her a stress-free teacher. For, if
you fail to plan, then you are planning to fail.
WARNING: We get an infrequent letter from someone who tells
us that they tried a technique from one of the articles and it did
not work. A prerequisite to using any of the techniques
mentioned in any of our articles requires the reading of The
First Days of School or the watching the video series,
The Effective Teacher. This is
who know what to do,
know how to do it, and
can explain why they are
It is imperative that you know the research and the reason for
what is being done so that you can help yourself and then be able
to help another teacher.
We thank the many people who have told us how our books and video
tapes have been of help to them. For instance,
I’ve been in education, either teaching or in
administration, for 24 years. Never have I come across such
a comprehensive, practical, research based book as The First
Days of School. This book has rekindled my passion for
Casorso Elementary School
If anyone needs a blueprint on how to organize a school
for success, look no farther.
Wayne Watts, Principal
Edwards Middle School
Your book is the only gift I give to anyone I know
who is going into teaching. They always come back and thank
me over and over again.
Robin Zarzour, Special education teacher
Parma City (Ohio) Schools
The First Days of School is an absolute
must. It is the only textbook I have considered because of its practical
and honest approach to what works in the classroom.
Jim Wilhite, Professor of Education
Northeastern Oklahoma State University
Summary of Effective Teaching Articles
JUNE 2000--Your First Day
Key Idea: First Day of School Script. Start school
with a first day of school script. One teacher began his year
with fun activities and spent the rest of the school year chasing
after his classes. His first day lacked structure, which led
to his students structuring the class for him. Elementary
school teacher, Melissa Pantoja, began the first day of school with
a script, which led to a successful beginning. Her script
is provided for you to use and adapt to your classroom.
JULY 2000—Applying for your First Job (http://teachers.net/wong/JUL00)
Key Idea: Mentoring is Not Induction. Know the difference
between mentoring and new teacher induction. Statistics say
that teachers entering the profession right now will not be teaching
in three to five years; in fact, many will not even last a year.
To combat the high turnover rate of teachers, many schools
and districts are turning to new teacher induction (not mentoring)
programs to prepare teachers for success in the classroom. Examples
of successful induction programs are provided. Review them
and learn what to look for in your next school.
AUGUST 2000—There is Only One First Day of School
Key Idea: Seven Things Students Want to Know. What
you do the first day of school will determine your success for the
rest of the school year. Discover the seven things all students
want to know on their first day of school, and why a successful
year starts on the first day of school. You would not expect
a truck driver to haul an expensive load without first making sure
he knew how to drive the truck. Neither can you expect students
to succeed if they do not know the routines and procedures of your
class. The seven things all students want to know are provided
so that you can use them to prepare for your first day of school.
SEPTEMBER 2000—The Problem is not Discipline (http://teachers.net/wong/SEP00)
Key Idea: Manage, not Discipline Your Classes. Learn
how to manage, rather than disciplining your classroom. The
former will enhance student learning, and the latter will wear you
down. Rather than discipline your classes, manage them. Learn
which procedures every class needs to have down before students
can start learning. Create or hone your procedures so that
this school year will be your best school year ever! Suggested
procedures are outlined in the article. Copy and use them
in your own classroom.
OCTOBER 2000—How to Start a Class Effectively (http://teachers.net/wong/OCT00)
Key Idea: Effective Start-up Techniques for Prime Time.
Start your class with an organized routine that includes bellwork
and other effective start-up techniques. The first few minutes
of every class are prime time, so what you do in those first few
minutes determines how on task your students will be. Read
about teachers and schools who have experienced success because
of effective prime-time practices. Use the prime-time examples
as a guide to create your own effective prime-time practices.
NOVEMBER 2000—The First Five Minutes are Critical
Key Idea: The First Five Minutes Are the Most Important.
Make the first five minutes of your class count. Like the
first chapter of a good novel, the beginning of class must capture
students’ attention. Have your students working the
minute they walk into class and you will have their attention. Once
you have achieved this, it is easy to keep them on task. Use
the examples in this article to create your own bellwork and warm-up
DECEMBER 2000—It’s Not the Students, It’s
the Teacher (http://teachers.net/wong/DEC00)
Key Idea: Effective Teachers Show, not Tell. When
teachers tell us their discipline problems, we refer them to this
article. Ineffective teachers want to “do things”
to students, whereas effective teachers know how to teach procedures.
Rather than telling students what to do, show them how to
do it. Effective teachers, like effective parents, show students
what to do instead of telling and yelling. Even a student
from a negative home environment will respond positively if teachers
follow the steps shared for teaching procedures.
JANUARY 2001—The Miracle of Teachers (http://teachers.net/wong/JAN01)
Key Idea: Thanks, Praise, and Encouragement for the Miracle of Teachers.
Learn what teachers have been doing right, and how they have
improved the American condition exponentially in a few short years.
Teachers are the most amazing professionals in the world today,
and you deserve to be thanked and to know that their accomplishments
are shaping the nation for continued success. Take heart and
encouragement from the stories of hope in this article. You,
the teacher, are a miracle.
FEBRUARY 2001—A Journey of the Heart (http://teachers.net/wong/FEB01)
Key Idea: The Impact of Teachers on Students’ Lives.
This column is about the journey teachers make into the hearts
of their students. What you do everyday, whether someone tells
you or not, touches the lives of your students in immeasurable ways.
Teachers change lives, and the proof is in every student who has
gone on to succeed. If you just touch even one life as a teacher,
you are a success. Learn to invite students to learn by following
the steps in this article.
MARCH 2001—What Successful New Teachers Are Taught
Key Idea: Induction Prepares Teachers for Success. Learn
how induction programs teach new teachers how to become successful
teachers. Start your new career right, in a district that
values its teachers and provides a comprehensive and ongoing induction
program for all teachers new to the district. Know the difference
between mentoring programs and induction programs, and choose to
teach in a district that has a solid, comprehensive program to help
you develop in your chosen career.
APRIL 2001—How to Recognize Where You Want to Be
Key Idea: The Ten Questions to Ask at Your Interview. Know
the ten questions you should ask at your interview to ensure you
choose the school and district that are right for you. After
reading this article, you will be able to recognize the district
you want to teach in and maximize your potential. Your career
depends on the decision you make. Copy the ten questions you
should ask and use them in your next interview.
MAY 2001—How to Motivate Your Students (http://teachers.net/wong/MAY01)
Key Idea: Motivational Activities to Capture Students’ Attention.
Motivate and entice students with discrepant events.
Then, learn how and why to continue the lesson with group collaboration.
Students will remain motivated to do whatever they are instructed
to do. Ideas for discrepant events in different subjects are
provided in this article. Use them to capture the class’
attention and imagination.
SEPTEMBER 2001—How a Good University Can Help You
Key Idea: The Value of a Good University. A good
university will teach you how to be an effective teacher. Sarah
Jones’ experiences at Western Kentucky University enabled
her to begin her teaching career with the proficiency of a veteran
teacher. Her success is due to diligent instruction in everything
from lesson planning to effective classroom management practices.
Before she ever set foot in a classroom, she already had a
comprehensive list of classroom procedures to develop responsible
students. Copy and adapt Sarah Jones’ action plan to
meet the needs of your teaching environment.
NOVEMBER 2001—The Effective Teacher Thinks (http://teachers.net/wong/NOV01)
Key Idea: Effective Teachers Can Implement What Other Effective
Teachers are Doing. Become an effective teacher by
thinking about what you learn, or observe other teachers doing,
and adapting it to meet your unique classroom management needs.
Steve Geiman, a Physical Education teacher in Virginia, thought
about what Harry said at a conference and the wheels began to spin.
The result is an effective and efficient model of classroom
management that has transformed his PE class. Steve's procedures
are outlined in this article. Copy, adapt, and implement the
procedures in your class.
DECEMBER 2001—Van Gogh in Nine Hours (http://teachers.net/wong/DEC01)
Key Idea: Effective Classroom Management Works in Every Situation.
This column illustrates effective classroom management procedures
in two very different environments, the library and an elementary
art classroom. Learn from the success of Betty Hamer and Jeanne
Bayless, as they guide their students to success with routines and
procedures that cut down on the confusion, mistakes, and messes—
and allow students to get down to the business of learning. Both
teachers’ classroom management procedures are featured in
the article for your needs.
JANUARY 2002—A Most Effective School (http://teachers.net/wong/JAN02)
Key Idea: Safe and Productive School Culture Leads to An Effective
School. Transform your school into an effective school,
by creating a school culture that promotes a safe and productive
learning environment starting on day one. Goldfarb Elementary
in Las Vegas, Nevada, has just such a culture. They developed
and maintained a consistent school-wide set of procedures that have
become the foundation for the school’s culture. Create
school-wide procedures using Goldfarb’s procedures as a guide,
and watch your school blossom into an effective learning environment.
FEBRUARY 2002—A Stress-Free Teacher (http://teachers.net/wong/FEB02)
Key Idea: Become a Stress-Free Teacher. Reduce your
work-related stress by enforcing consistent procedures and routines
for all classroom activity and interactions. Liz Breaux’s
structured approach to classroom management has guided students
to success, and has made her classroom virtually problem-free.
Apply her secrets to stress-free teaching, and begin your own path
to a teaching career free from anxiety.
MARCH 2002—Impossible, No Job Openings? (http://teachers.net/wong/MAR02)
Key Idea: Teacher Induction Means Teacher Retention.
Learn how to retain your new teachers with a structured new teacher
induction program that guides them through classroom management,
instructional strategies, and more. By teaching them the things
they need to know before they step foot in a classroom, you will
be setting them up for a successful career. See the procedures
that Medford’s new teachers have created, and get inspiration
for your own list of procedures.
APRIL 2002—Even Superintendents Do It (http://teachers.net/wong/APR02)
Key Idea: Good Leaders Are Models of Success. We
have shared how teachers and principals create and maintain effective
schools. In this article we show you that superintendents
do it, too. Sunnybrook School District #171, under the guidance
of Dr. Joseph Majchrowicz, has developed an effective district-wide
culture based on core values agreed upon by all the member of the
learning community. The district-wide set of procedures established
by Sunnybrook’s learning community, as well as their four
core values, are showcased in this column. Review this article
to select elements of effective teaching to implement in your school
MAY 2002--$50,000 to Replace Each Teacher (http://teachers.net/wong/MAY02)
Key Idea: New Teacher Induction Programs. This article
highlights effective new teacher induction programs and shares evidence
to support the implementation of induction. The costs of having
an effective new teacher induction program are small in comparison
to the cost of losing newly hired teachers. Use the information
in this article to guide you as you build an effective induction
program for your new teachers, or use the information within this
article to guide your quest for the perfect school or district in
which to begin, or continue, your teaching career.
JUNE - JULY 2002—Teaching Procedures is Teaching
Key Idea: Procedures Start on Day One. Teach your
students procedures starting on day one. Establishing procedures
beginning with the first day of school will set you up for a smooth
school year. Don’t believe us? Read this month’s
column, and learn how teaching procedures teaches your student what
you expect. Use the first day of school script contained within
the article to develop or hone your own first day of school script.
AUGUST 2002—How to Start School Successfully (http://teachers.net/wong/AUG02)
Key Idea: First Day of School Action Plan. Start
your first day of school with an action plan. Sarah Jones
began planning her action plan, procedures, and activities long
before she ever set foot in a classroom, and it paid off. Use
the sample Action Plan to guide you in creating your own First Day
of School Action Plan, and the Academic Expectations templates to
guide you in creating your statement of academic expectations.
SEPTEMBER 2002—Dispensing Materials in Fifteen Seconds
Key Idea: Effective Procedures Make Activities Effortless.
Using procedures will make any classroom activity go off without
a hitch, and will guarantee that all your supplies are accounted
for at the end of the activity. Imagine a school year in which
no supplies are lost and activities flow without a single discipline
problem. Use the time-tested methods for dispensing and collecting
materials contained in this article and never again lose another
OCTOBER 2002—Effective Practices Apply to All Teachers
Key Idea: Effective Practices Work in All Classes. Effective
classroom practices apply to all teachers, even foreign language
teachers. Effective teachers can adapt the techniques in The
First Days of School to any classroom environment, and any
subject matter, even high school Spanish! Review examples
of foreign language teachers’ procedures, from what to do
before class starts to procedures for traveling teachers. Reflect
on what you have learned and then adapt your favorite procedures
to implement in your own classroom.
NOVEMBER 2002—A Class Size of 500 (http://teachers.net/wong/NOV02)
Key Idea: How to Manage Your Non-Traditional Classroom.
Imagine standing in front of 500 teenagers, raising a hand,
and having the entire class of 500 become quiet in a matter of seconds.
It is possible. These results are just a matter of establishing
procedures and practicing them with the students until they become
routine. This article examines the success of teachers in
non-traditional classrooms, and illustrates how even the largest
class can be a well-oiled learning machine.
DECEMBER 2002—No Problem With Hurricane Lili (http://teachers.net/wong/DEC02)
Key Idea: Students Remember Effective Procedures. School-wide
procedures can make school flow smoothly even after a devastating
act of nature has shaken the community. Imagine a hurricane
tearing through your community and school, and leaving in its wake
devastation and despair. Now imagine the students returning
to school, shaken but finding a classroom ready for learning. This
is not a fluke; it is a result of consistent and practiced school-wide
FEBRUARY 2003—How to Retain New Teachers (http://teachers.net/wong/FEB03)
Key Idea: Teacher Induction is A Multi-Year Commitment.
Retain new teachers by implementing a new teacher induction program.
Induction is a multi-year investment in your new teachers’
career, and in your school/district’s ability to retain top
talent. Induction is a process that includes a variety of
career building activities, from courses in classroom management
practices to how to integrate effective strategies within a lesson
plan. Learn the components of a successful induction program,
and read examples of three commendable induction programs.
Model your approach after these fine examples and watch as your
retention rates rise to unprecedented levels.
MARCH 2003—First Day of School Script (http://teachers.net/wong/MAR03)
Key Idea: First Day of School Scripts Work. This
column provides further proof that first day scripts put teachers
on the road to success. This article shares Melissa Pantoja’s
Daily Class Routine for the Substitute and John Schmidt’s
First Day Script, Procedures, and Class policies. Utilize
these exceptional works to guide your creation of a First Day Script
and lists of your own procedures that will guide your class to success
from day one.
APRIL 2003—The Effective Substitute Teacher (http://teachers.net/wong/APR03/)
Key Idea: Effective Substitutes Employ Effective Practices.
Prepare in advance for your next substitute teaching adventure.
Learn how to create a Sub Pack and what materials it should include.
Print a copy of the Professional Substitute Teachers’
Checklist and use it to organize your daily routine and prepare
for your next subbing job. Peruse the many helpful substitute
teacher links and gather as many additional hints that you can glean
from these valuable resources.
MAY 2003-Applying for A Teaching Job in A Tight Market,
Part 1 (http://teachers.net/wong/MAY03)
Key Idea: Actions that Guarantee Interview Success. This
article teaches the actions that guarantee a successful interview.
There are two critical questions you should ask at your interview.
In this article, we discuss the first question, “Does your
district have a new teacher induction program?” Review
the hints contained in this article as you prepare for your teaching
interview and get ready to ‘wow’ the interviewer.
JUNE - JULY 2003—Applying for A Teaching Job in A
Tight Market, Part 2 (http://teachers.net/wong/JUN03)
Key Idea: The Value of Curriculum and Standards Guides.
This article answers the second question all teachers should ask
when they interview for a position, “Does the district have
a curriculum guide that is aligned to state standards?”
Understanding the state standards and implementing them in a classroom
is hard enough, but to do so without a curriculum guide is suicide.
Be sure that the school you choose has a set curriculum for
each grade, and that it aligns with the state standards. As
a bonus, included are end-of-the-year procedures. Use them
to guide you toward a stress-free summer vacation and new school
AUGUST 2003—How to Start A Lesson Plan (http://teachers.net/wong/AUG03)
Key Idea: Creating Effective Lesson Plans. Discover
how to begin lesson planning when there is no curriculum guide to
steer you. Many districts do not have curriculum guides, and
most teachers do not leave behind collections of curriculum and
activities to assist a beginning teacher. Follow the Steps
to Creating an Effective Assignment and begin your lesson planning
FEBRUARY 2004—The Effective Teacher Adapts (http://teachers.net/wong/FEB04/)
Key Idea: Getting Out of Survival Mode. This article
explores the realities of survival mode, and explains how to move
beyond survival to mastery. If you are in survival mode, you
must read this article. It contains wisdom that will help
you to become the teacher you always dreamed you would be. The
article also contains an innovative adaptation of the Tote Tray
System. We invite you to explore and adapt this method for
use in your own classroom.
MARCH 2004—A Well-Oiled Learning Machine (http://teachers.net/wong/MAR04/)
Key Idea: Classroom Management in the Diverse Classroom.
This article features the classroom management plan of Nathan Gibbs,
which has turned his class into a well-oiled machine. Consistent
classroom management will even make the most behaviorally challenged
child take note and perform his best. Adapt the procedures
you find in this article to meet the needs of your learning community.
APRIL 2004—What to Do When They Complain (http://teachers.net/wong/APR04/)
Key Idea: Respond to Complaints the Right Way. This
article highlights the proper response to complaints and presents
further examples of Nathan Gibbs’ procedures that you can
modify for use in your classroom. In every group there will
be at least one person who complains; this includes any given group
of students. This article gives insight into how to deal with
those complaints without becoming upset, and how to promote critical
thinking and problem-solving skills at the same time! Try
the complaint procedure, and see how it changes the dynamics in
MAY 2004—His Students are All Certified (http://teachers.net/wong/MAY04/)
Key Idea: Effective Classroom Management is Universal.
This article demonstrates that effective classroom management procedures
are universal and can be used to create a successful learning environment
from Pre-K to Technical College and beyond. It reveals the
career changing management and teaching strategies of Jeff Smith.
Jeff shared his Goals and Procedures with us, so that you
could take from them ideas to build your own class goals and procedures.
Please use his examples and modify them to suit your particular
Please Share With Us
If you have stories of your success, please share them
with us. We are in the sharing business. We
thank the people who have the skill to take the ideas other teachers
share, modify and use them, and then, in turn, share their own techniques
with the profession.
As your go into the summer, please read our past columns and know
There is something inherently special about our
profession that allows us to close out a previous academic year
and plan for a new beginning—a sort of annual renewal, if
Best wishes for a pleasant summer! We’ll
see you in August.
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- A Grateful Goodbye After 15 Years (Jun 2015)
- Love, Marriage, and Babies, Oh My! (May 2015)
- Retention Rate Is 100 Percent (Apr 2015)
- Teacher Effectiveness and Human Capital (Mar 2015)
- Training Teachers to Be Effective (Feb 2015)
- Making Deals Is Ineffective (Dec 2014 / Jan 2015)
- Retrieving and Carrying Electronic Devices (Nov 2014)
- Sharing to Succeed (Oct 2014)
- How a University Prepares Its Students (Sep 2014)
- Effective Teaching (Aug 2014)
- Your Future Is in Your Hands (June/July 2014)
- The Classroom Management Book (May 2014)
- When Students Succeed; Teachers Succeed (April 2014)
- Teaching New Teachers How to Succeed (March 2014)
- Execute and Praise (February 2014)
- Shaping a Solid Foundation (Dec 2013 / Jan 2014)
- The Most Misunderstood Word (November 2013)
- How to Start Class Every Day (October 2013)
- Prevention: The Key to Solving Discipline Problems (September 2013)
- Planning, Planning, Planning (August 2013)
- Are You THE One? (June / July 2013)
- Practical Examples That Work (May 2013)
- A Disability Is Not a Handicap (Apr 2013)
- Totally Inexcusable (Mar 2013)
- Be Proud of Public Education (Feb 2013)
- Structure Will Motivate Students (Dec 2012 / Jan2013)
- Orchestrating the Classroom (Nov 2012)
- The Lasting Impact of Instructional Coaching (Oct 2012)
- Learning, Laughing, and Leaving a Legacy (Sep 2012)
- Twenty-two, First Year, and Legit (Aug 2012)
- A Master Teacher of Teachers (June/July 2012)
- Where Going to School Means Success (May 2012)
- A Nationally Celebrated High School (Apr 2012)
- The Highest Rated School in New York City, Part 2 (Mar 2012)
- The Highest Rated School in New York City, Part 1 (Feb 2012)
- The Importance of Culture (Dec 2011 / Jan 2012)
- You Can Teach Classroom Management (Nov 2011)
- Seamless, Transparent, and Consistent (Oct 2011)
- Coaching Teachers to Be Effective Instructors (Sep 2011)
- How a Principal Creates a Culture of Consistency (Aug 2011)
- Graduation Begins in Your Classroom (June/July 2011)
- The Inspiration of a Mother (May 2011)
- How to Be an Effective Leader (Apr 2011)
- Learning Objectives: The Heart of Every Lesson (Mar 2011)
- Even Shakespeare Had Structure (Feb 2011)
- Effectiveness Defined: It's Not a Mystery (Dec 2010 / Jan 2011)
- Surviving Without a Principal (Nov 2010)
- Achieving Greatness: Locke Elementary School, Part 2 (Oct 2010)
- Teaching Greatness: Locke Elementary School, Part 1 (Sep 2010)
- Effective from the Start (Aug 2010)
- Ten Year Summary of Articles, 2000 to 2010 (June/July 2010)
- The Success of a Culture of Consistency (May 2010)
- Training Teachers to Be Effective (Apr 2010)
- Learning to Teach, Teaching to Learn (Mar 2010)
- Turning Teaching Dreams into Reality (Feb 2010)
- Dreams and Wishes Can Come True (Dec 2009 / Jan 2010)
- Success in a State Controlled School (Nov 2009)
- Inner City Is Not An Excuse (Oct 2009)
- Exceeding All Expectations (Sep 2009)
- Teachers Are the Difference (Aug 2009)
- Nine Year Summary of Articles, 2000 to 2009 (Jun/Jul 2009)
- Teachers Are the Greatest Assets (May 2009)
- The Tools for Success (Apr 2009)
- Assessing for Student Learning (Mar 2009)
- To Be an Effective Teacher Simply Copy and Paste (Feb 2009)
- The Sounds of Students Learning and Performing (Dec 2008)
- A School That Achieves Greatness (Nov 2008)
- Boaz City Schools: Professional Learning Teams (Oct 2008)
- It Was Something Close to a Miracle (Sep 2008)
- A Computer Teacher Shows the Way (Aug 2008)
- Eight Year Summary of Articles, 2000 to 2008 (Jun/Jul 2008)
- An Amazing Kindergarten Teacher (May 2008)
- Schools That Beat the Academic Odds (Apr 2008)
- Academic Coaching Produces More Effective Teachers (Mar 2008)
- Coaches Are More Effective than Mentors (Feb 2008)
- Wrapping the Year with Rap! (Dec 2007/Jan 2008)
- The Floating Teacher (Nov 2007)
- Taking the Bite Out of Assessment—Using Scoring Guides (Oct 2007)
- Ten Timely Tools for Success on the First Days of School (Sep 2007)
- First Day of School Script - in Spanish, Too! (Aug 2007)
- Seven Year Summary of Articles, 2000 to 2007 (Jun 2007)
- Effective Teachers End the Year Successfully (May 2007)
- Training Gen Y Teachers for Maximum Effectiveness (Apr 2007)
- Classroom Management Applies to All Teachers (Mar 2007)
- Students Want a Sense of Direction (Feb 2007)
- Rubrics in Two College Classes (Dec 2006/Jan 2007)
- How to Write a Rubric (Nov 2006)
- Assessing Student Progress with a Rubric (Oct 2006)
- A 92 Percent Homework Turn-in Rate (Sep 2006)
- Effective Teachers Are Proactive (Aug 2006)
- Five Year Summary of Articles (Jun 2006)
- Hitting the Bulls Eye as a Beginning Teacher (May 2006)
- They're Eager to Do the Assignments (Apr 2006)
- The Success of Special Ed Teachers (Mar 2006)
- What Teachers Have Accomplished (Feb 2006)
- Fifty Years Ago, The Legacy (Dec 2005/Jan 2006)
- The Emergency Teacher (Nov 2005)
- Classroom Management Is Not Discipline (Oct 2005)
- A Successful First Day Is No Secret (Sep 2005)
- The Most Important Factor (Aug 2005)
- Four Year Summary of Articles (Jul 2005)
- Improving Student Achievement Is Very Simple (Part 2) (Jun 2005)
- Improving Student Achievement Is Very Simple (Part 1) (May 2005)
- Never Cease to Learn (Apr 2005)
- His Classroom Is a Real Life Office (Mar 2005)
- The Power of Procedures (Feb 2005)
- The First Ten Days of School (Jan 2005)
- PowerPoint Procedures (Nov/Dec 2004)
- The Saints of Education (Oct 2004)
- How Procedures Saved a Teacher's Life (Sep 2004)
- How to Help Students with Their Assignments (Aug 2004)
- Three Year Summary of Articles (Jun/Jul 2004)
- His Students are All Certified (May 2004)
- What to Do When They Complain (Apr 2004)
- A Well-Oiled Learning Machine (Mar 2004)
- The Effective Teacher Adapts (Feb 2004)
- How to Start a Lesson Plan (Aug 2003)
- Applying for a Teaching Job in a Tight Market - Part 2 (Jun/Jul 2003)
- Applying for a Teaching Job in a Tight Market (May 2003)
- The Effective Substitute Teacher (Apr 2003)
- A First Day of School Script (Mar 2003)
- How to Retain New Teachers (Feb 2003)
- No Problem With Hurricane Lili (Dec 2002)
- A Class Size of 500 (Nov 2002)
- Effective Practices Apply to All Teachers (Oct 2002)
- Dispensing Materials in Fifteen Seconds (Sept 2002)
- How To Start School Successfully (Aug 2002)
- Teaching Procedures Is Teaching Expectations (June - July 2002)
- $50,000 to Replace Each Teacher (May 2002)
- Even Superintendents Do It (Apr 2002)
- Impossible, No Job Openings? (Mar 2002)
- A Stress Free Teacher (Feb 2002)
- A Most Effective School (Jan 2002)
- Van Gogh in Nine Hours (Dec 2001)
- The Effective Teacher Thinks (Nov 2001)
- How a Good University Can Help You (Sep 2001)
- How to Motivate Your Students (May 2001)
- How to Recognize Where You Want to Be (Apr 2001)
- What Successful New Teachers Are Taught (Mar 2001)
- A Journey of the Heart (Feb 2001)
- The Miracle of Teachers (Jan 2001)
- It's Not the Students. It's the Teacher. (Dec 2000)
- The First Five Minutes Are Critical (Nov 2000)
- How to Start a Class Effectively (Oct 2000)
- The Problem Is Not Discipline (Sep 2000)
- There Is Only One First Day of School (Aug 2000)
- Applying for Your First Job (Jul 2000)
- Your First Day (Jun 2000)
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