Harry Wong

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Harry Wong by Mind Map: Harry Wong

1. Communicate Effectively

1.1. Work cooperatively with students

1.1.1. When students reach the "call home" area of the discipline plan, have them fill out the "Action Plan" form.

1.1.1.1. They should indicate the rule that has been violated

1.1.1.2. They List all factors that contribute to the problem

1.1.1.3. Students will write a plan that will attempt to solve the problem

1.1.1.4. Inform student that you will call their parent only to discuss the action plan

1.2. Work cooperatively with parents

1.2.1. Have student show action plan to parent and inform them of the phone call to come

1.2.2. Call parent in a pleasant, friendly, business like manner.

1.2.3. Expalin the child's plan for improvement

1.2.4. Inform parent that the call is to get their cooperation in encouraging the student as they take responsibiilty for the problem.

2. Value of Using the "My Action Plan"

2.1. Promotes problem solving

2.2. Gives student's responsibility

2.3. Encourages self-discipline

3. Why are rules necessary?

3.1. 1. Used to set limits

3.2. 2. help students behave better

3.3. 3. provide a safe and protected environment

4. How to Have an Effective Discipline Plan

4.1. List consequences

4.1.1. be consistent

4.1.2. students will test limits of consequneces

4.1.3. Students will violate rules if they see others do it without receiving consequences

4.1.4. students observe whether teachers mean what they say

4.1.5. Consequences should be posted

4.2. Use both Negative and positive consequences

4.2.1. Both are results of a person's actions and choices

4.2.2. Positive consequences are rewards that result from following the rules

4.2.3. Negative consequences are penalties that result when rules are broken

4.2.3.1. should be discussed often, because a person's life is a result of their actions

4.2.3.2. Consequences should be reasonable and Logical

4.2.3.2.1. students rebel when consequences do not make sense

4.2.3.2.2. Reasonable consequences follow logically from the behavior

4.2.3.2.3. Logical consequences teach students to choose acceptable actions

4.2.3.3. should fit the crime

4.2.3.4. should be uncomfortable for students

4.2.3.5. should not affect the student's grades

4.2.3.6. should come as a result of a student's bad choice

4.3. Never stop the lesson

4.3.1. Discipline should never cause an interruption in the lesson

4.3.2. Should be handed out quietly as the lesson progresses without delay

4.3.3. Ways to prevent interruption while giving penalties

4.3.3.1. write name on chalkboard

4.3.3.2. write name on transparency

4.3.3.2.1. easy to use method for floating teachers

4.3.3.3. Hand out tickets

4.3.3.3.1. Slip of paper with student's name and the number of the rule broken

4.3.3.4. Heart pattern

4.3.3.4.1. bulletin board idea in which student's names are placed in a heart, but removed when behavior problems arise.

4.3.3.5. representative patterns

4.3.3.5.1. Patterns of children that are decorated to represent each child in the classroom

4.3.3.6. Discipline with your body not your mouth

4.4. Get support

4.4.1. Administrative support

4.4.1.1. Propose a school wide discipline plan if one is not in place

4.4.1.1.1. present in writing with rules, consequences, and rewards

4.4.1.1.2. check board policy to avoid violations

4.4.1.1.3. Show your plans for violations

4.4.1.1.4. Inform of plan for office referral

4.4.1.1.5. Inform students and parents of discipline plan in the classroom and in the office

4.4.2. Parental Support

4.4.2.1. Maintain good motives

4.4.2.1.1. never humiliate students

4.4.2.1.2. Never TRY to get them in trouble

4.4.2.1.3. do not aggravate students or parents

4.4.2.2. Make the discipline plan simple and easy to understand

4.4.2.3. Provide parents with a copy of the discipline plan

4.5. Knows the difference between effective and ineffective teachers.

4.5.1. The effective teacher

4.5.1.1. dies not degrade

4.5.1.2. is firm but friendly

4.5.1.3. makes eye contact

4.5.1.4. does not wince at what is said

4.5.1.5. provides reason for the plan

4.5.1.6. provides student and parent copies for the plan

4.5.1.7. is consistent

4.5.1.8. enlists cooperation of administration

4.5.1.9. disciplines with body not mouth

4.5.1.10. reviews plan for new students

4.5.1.11. has positive expectations

4.5.1.12. are confident

4.5.1.13. teaches concept of consequences and responsibility

4.5.2. The Ineffective teacher

4.5.2.1. Does not clearly define rules

4.5.2.2. communicates rule sporatically

4.5.2.3. is gruff, angry and condescending

4.5.2.4. Conveys disbelief in situations

4.5.2.5. Only does things because administration requires it.

4.5.2.6. Implies they were "hired to teach, not discipline"

4.5.2.7. Tell students "if you don't want to learn, it's not my problem."

4.5.2.8. Berates students

5. Chapter 18: How to Have an Effective Discipline Plan

5.1. Two Types of Teachers:

5.1.1. Reactive

5.1.2. Proactive

5.2. Discipline Plans:

5.2.1. Teacher in Charge

5.2.1.1. Rules- what the students are expected to follow

5.2.1.1.1. Safe and effective environments are had when rules are established and followed

5.2.1.1.2. Clear rules promote consistency in the classroom

5.2.1.1.3. Two Kinds of Rules

5.2.1.1.4. Limit rules to a number that students and teacher can remember- no more than 5

5.2.1.2. Consequences- what the students encounter if a rule is broken

5.2.1.2.1. Two Kinds of Consequences

5.2.1.2.2. Consequences are NOT Punishments

5.2.1.2.3. Do not stop instruction when carrying out a consequence

5.2.1.3. Rewards- what the students receive for appropriate behavior

5.2.1.3.1. Best reward is a JOB WELL DONE

5.2.1.3.2. Have students earn rewards- Daily and Long- Term

5.2.2. Student & Teacher in Charge

5.2.2.1. My Action Plan

5.2.2.1.1. 1. Show students a copy of plan

5.2.2.1.2. 2. Student will sign the action plan

5.2.2.1.3. 3. Student must carry through with responsibility

5.2.3. Student in Charge

5.2.3.1. The Raise Responsibility Plan

5.2.3.1.1. Four Levels of Social Development

5.2.3.1.2. Three Stages of Implementation

5.3. Ineffective vs. Effective Teachers

5.3.1. Ineffective Teacher

5.3.1.1. no clearly defined rules

5.3.1.2. communicates sporadically and when they are suddenly needed

5.3.1.3. does not want to spend day disciplining

5.3.1.4. berates students by using inappropriate sayings and having unrealistic expectations

5.3.2. Effective Teacher

5.3.2.1. has a discipline plan that does not degrade students

5.3.2.2. communicates at the beginning of the school year

5.3.2.3. provides a copy of the plan to all students and sends home

5.3.2.4. positive expectations

5.3.2.5. teaches concept of responsibility

6. Traci

7. Erica

7.1. How to Have a Well-Managed Classroom

7.1.1. An effective teacher is able to organize a well managed classroom where students can learn in a task-oriented environment.

7.1.2. Effective Teachers Manage Their Classrooms - the first thing teachers need to know is to have a well managed classroom and how to deliver the instruction and assess for student learning.

7.1.2.1. Effective Teachers Manage Their classrooms.

7.1.2.2. Ineffective teachers discipline their classrooms

7.1.2.3. Students want a well-managed classroom more than teachers because it provides them with security in the classroom that is consistent and consistency comes from implementing procedures and routines.

7.1.2.3.1. The most important thing a teacher can provide during the first week of school is consistency because students must know from day to day how their classrooms are structured and organized.

7.1.2.4. Disorganized teachers think only about presenting lessons, lectures, worksheets, videos, and activities, but they never manage.

7.1.3. Classroom management refers to all things a teacher does to organize students, space, time, and materials so student learning can take place because a teacher with inadequate classroom management skills is probably not going to accomplish much.

7.1.3.1. Classroom management skills include things the teacher must do towards the end such as foster student involvement and cooperation in all classroom activities and establish a productive working environment.

7.1.3.2. A well-managed classroom usually has a set of procedures and routines that structure the classroom.

7.1.4. Characteristics of a well-managed classroom: it's layout, organization, and cleanliness; it's display, accessibility, and availability; their management, efficiency, knowledge, and friendliness; students are deeply involved; students know what is expected of them; there is little wasted time, confusion, or disruption; the classroom climate is work-oriented, but relaxed and pleasant.

7.2. ClassrManagement over arches everything in the curriculum.

7.2.1. Threel researchers has determined that there are 28 factors that influence student learning. The most important is Classroom Management and the least important is the demographics of the student body, which is race, skin color, gender, national and religious background, and the financial status of the family are the least important factors that determine student achievement.

7.2.2. How you manage the classroom is the primary determinant of how well your students will learn.

7.2.3. The First Days of School is based on the following: (1) classroom management skills (2) teach for lesson mastery (3) the practice of positive expectations.

8. Wendy

8.1. Ch. 20 Organized and Predictable

8.1.1. The most important factor that must be established the first day and first week of school is CONSISTENCY

8.1.1.1. Students know the procedure

8.1.2. Procedures Produce Permanent Change

8.1.2.1. Students who know what to do in the classroom produce results, and results produce learning and achievement.

8.1.2.2. Effective teachers MANAGE their classrooms with procedures and routines. Ineffective teachers DISCIPLINE their classrooms with threats and punishment.

8.1.2.3. Procedure for Teaching a Procedure----- Teach, Rehearse, and Reinforce

8.1.3. Procedure for the Start of the Period or Day

8.1.3.1. Effective teachers always have the procedures for the day posted or ready for distribution when the students arrive

8.1.4. The Procedure for Transition

8.1.4.1. Effective teachers have procedures that quickly facilitate transition time.

8.1.4.2. The key to a good transition is clarity and simplicity of instruction. Keep it short, simple and easy to do.

8.1.4.3. 3 Steps for transitioning:

8.1.4.3.1. 1.) CLOSE. Give the student a time warning

8.1.4.3.2. 2.) PREPARE. When I say change, I would like for you to close or put away...

8.1.4.3.3. 3.) REFOCUS. In addition to verbal instructions, always write the new task on the board.

8.1.4.4. When transition begins, do not talk during the transition time. This distracts the students' ability to switch properly.

8.1.5. Procedure to Solve the Pencil Problem

8.1.5.1. Don't fight it. Just give them a pencil.

8.1.5.2. Example: You could place two cans at the entrance to the classroom. One can could say "New Pencils", the other can could say "Used Pencils. Students could select one of these pencils to use during the class period. At the end of the class or day students can return their pencils to the "Used Pencils" can as they exit the room.

8.1.6. How to divide Your Class into Groups

8.1.6.1. Effective grouping is dependent on 2 major factors: 1.) The class climate 2.) The explanation

8.1.6.1.1. 1.) The Class Climate: If students dislike the class or the teacher, or not successful, grouping will be difficult

8.1.6.1.2. How smoothly students move into groups depends on how clearly the teacher explains the mechanics and responsibilities of the group assignment.

8.1.6.1.3. 2.) The Explanation How quickly students move into groups depends on how explicitly the teacher explains why groups will be formed and how.

8.1.7. Procedures for Groups

8.1.7.1. Hands-on, minds-open learning is one of the best methods to engage students in their learning.

8.1.7.2. Students whose teacher conducted hands-on learning activities outperformed their peers by about 70% of grade level in math and 40% in science

8.1.7.3. Having students involved in group activities helps them to get training in leadership, group decision making, and conflict management

8.1.7.4. The better the students work together, the more learning that takes place.

8.1.8. How to structure Group Activities

8.1.8.1. The Class Runs Itself

8.1.8.1.1. The ineffective teacher begins the first day of school attempting to teach a subject and spends the rest of the year rumming after students.

8.1.8.1.2. The effective teacher spends most of the first week teaching the students how to follow classroom procedures.

8.1.8.2. Group Structure

8.1.8.2.1. 3.) State the Purpose, Materials, and Steps of the Activity

8.1.8.2.2. 2.) Specify the group SIZE

8.1.8.2.3. 4.) Teach the Procedure

8.1.8.2.4. 5.) Hold the Individuals Accountable for the Work of the Team

8.1.8.2.5. 6.) Teach Evaluation Methods Students Can Use to Determine How Successfully They Have Worked Together.

8.1.8.2.6. 1.) Specify the group NAME.

8.1.9. Procedure for the Movement of Paper

8.1.9.1. Students should pass their papers across the rows, not up the rows

8.1.9.2. Why students should not pass their papers up the rows:

8.1.9.2.1. 1.) If papers are passed up the rows, you cannot see what's happening behind the student's back

8.1.9.2.2. 2.) Some students tap, poke, and hit the back of the students in front to announce that the papers are coming up the row. Others wave the papers in the face of the student in front. No matter what is done, the student in front is irritated, words are spoken, and the disturbance in the class increases.

8.1.9.2.3. 3.) When papers are passed from hand to hand, some papers may fall to the floor.

8.1.9.2.4. 4.) There are frequently more students up a given row than across rows, therefore more students handle a stack of papers.

8.1.9.2.5. 5.) Passing papers up a row takes longer to accomplish and is frequently accompanied by student agitation.

8.1.9.3. Whatever procedure you choose for collecting papers, rehearse the procedure the first time you collect papers.

9. Abbie