What you do on the first days of school will determine your success or failure for the rest of

the school year. You will either win or lose your class on the first days of school.

• Can explain the school’s or grade level’s curriculum

• Realizes that teaching is not a private practice

• Is flexible and adaptable

• Listens, listens, listens

• positive expectations for student success.

• is an extremely good classroom manager

• knows how to design lessons for student mastery.

There is absolutely no research correlation between success and family background, race, national origin, financial status, or

even educational

accomplishments. There is

but one correlation with success,

and that is ATTITUDE.

• You do not get a second chance at a first impression.

• It is not what is, but what is perceived.

• You dress for four main effects:

1. Credibility

2. Acceptance

3. Authority

4. Respect

• Having an inviting personality and classroom environment..

• Addressing students by name.

• Saying “Please” and “Thank you.”

• Personally greet each student at the door.

• Students find assigned seat. (All seats should face the teacher.)

• Have a self starter activity available

• Introduce self and students.

• Begin teaching:– Discipline

– Procedures

– Routines

Classroom management refers to all of the things that a teacher does to organize students, space, time, and

materials so that instruction in content and student learning can take

place.

• Rules: What the expected behaviors are.

• Consequences: What the student chooses to accept if a rule is broken.

• Rewards: What the student receives for appropriate behavior.

• Rules should be limited to a number that you and the students can readily remember-never more than five.

• Should be stated positively.

• Should be concerned with behavior; not academic work (writing in ink or pen)

• Discipline: Concerns how students BEHAVE.

• -HAS penalties and rewards

• PROCEDURES: Concern how things are DONE.

• -Has NO penalties or rewards.

Consequences are what result when a person abides by or breaks the rules.

• Positive consequences are rewards that result when people abide by the rules.

• Negative consequences are penalties that result when people break the rules

• Explain: demonstrate specifically and not just tell.

• Rehearse: practice under your supervision

• Reinforce: praise or re-teach

• Two kinds of Expectation Effects– Pygmalion effect or Self-fulfilling prophecy: a

groundless expectation that is confirmed because if has been expected.

– Sustaining expectation effect: student performance maintained at a certain level because teachers don’t recognize improvements.

• Intelligence test scores• Gender• Previous Teachers• Medical/Psychological

reports• Ethnic background• Brothers/Sisters

• Student’s attractiveness• Socioeconomic class• After school activities• Extra Curricular

activities• Previous behaviors or

performances

Do Teacher Expectations Really Effect Student Achievement?

• Very hard to measure and set up an ethical study

• Teachers do form beliefs about students

• Depends on age (younger more at risk)

• Low expectations can lead to inadequate teaching

So What Do We Do?• Use cumulative folder

information carefully

• Be flexible in grouping strategies

• Make sure all students are challenged

• Be careful how you respond to low achieving students

• Use materials for a wide variety of ethnic

groups

• Be fair in discipline• Communicate that all

students can learn• Involve all students in

learning task and privileges

• Monitor your nonverbal behavior

• Don’t stereotype

Expectations Teachers may have for Students…

• Intelligence and IQ tests• Sex – many teachers expect higher behavior

problems from boys and higher academics from girls – higher expectations from attractive students

• Notes/records from previous teachers• SES (socio-economic status)– expect less to lower

class students• Extra Curricular activities – teachers expectations

are higher of students who do more

Teacher Behavior & Student Interaction

• Ability grouping can have negative affects – “students with low ability will find this hard”

• Teacher is telling the students that they lack ability and “not understanding” is the goal they interpret.

• Teachers may not give certain work because they think some students can’t handle it – sustaining effect.

Teacher/Student Interactions…

• Quantity and quality of student/teacher interaction is important.– Teachers ask higher expectation from students - harder

questions, give more prompts, give benefit of doubt when almost right.

– Lower expectation students – ask easier questions, less time for response, less prompts, less praise

• Guidelines for avoiding these problems: – Be flexible, – be fair, – challenge everyone, – believe in all students.

References

• Wong, Harry. How to be an Effective Teacher. http://www.google.com.ph/url?sa=t&rct=j&q=how+to+be+an+effective+teacher+ppt&source=web&cd=8&cad=rja&ved=0CGEQFjAH&url=http%3A%2F%2Fwww.bobsedulinks.com%2Fdownloads%2Ffirst_day.ppt&ei=oHgAUbPJMKaQiQeThYGgAg&usg=AFQjCNFT56t9OaNFohKeHMfSqYMYeI3GXw&bvm=bv.41248874,d.aGc

• http://www.ed.gov/inits/americareads/educators_effteach.html• http://www.jefflindsay.com/EducData.shtml• http://www.interventioncentral.org/htmdocs/interventions/

rdngcompr/dirinstr.shtl• http://www.honorlevel.com/x47.xml