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Copy of Harry Wong's First Days of School

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on 2 July 2014

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Transcript of Copy of Harry Wong's First Days of School

It is probably least similar to Assertive Discipline Model because of the fact that this model focuses on the fact that students WILL misbehave and trying to SOLVE these problems, whereas, Wong uses prior planning to prevent the problem beforehand.
The Differences:
To other models
Similarities and Differences:
Classroom Practices
"Effective teachers don't discipline a classroom, they manage a classroom."
With Harry Wong, the implication is simple.
Summary of Major Points:
Children relate to each other in (6) developmental domains.
Wong's Child Development Theory:
Harry Wong's
First Days of School

Prepared By: Shannon Trentham, Sarah Beth Maddox, Katie Brown, and Jonathan Chastain
1. Physical Development
-concerns both physical growth of gross and fine motor control development. Both body controls defined in this development are induced in this stage of development.

-gross: involves full/large body movements.
ex: walking
-fine motor: involves more precise/engaged body movements.
ex: finger movement

Ogdon, Kirsten. "review of The First Days of School-How to be an Effective Teacher." The Radical Teacher No. 60. (2001):42-44. JSTOR. Web 11 Apr. 2014

Oswalt, A. (2014). Early childhood physical development: Gross and fine motor development. Retrieved from http://www.bhcmhmr.org/poc/view_doc.php?type=doc&id=12755&cn=462

Wong, Harry. "SUMMARY OF MAJOR CONCEPTS COVERED BY HARRY K. WONG." The Busy Educator Newsletter. Glavac, n.d. Web. 13 Apr. 2014.

Wong, Harry. "Managing Your Classroom For Success." Science & Children 49.9 (2012): 60-64. Education Source. Web 11 Apr. 2014

Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher. Mountainview, CA: Harry K. Wong Publications, 1998. Print.

2. Perception and Sensory Development:
-Sensory: refers to the interaction between stimulus and human receptors dealing with one of five senses: sight, hear, taste, touch, or smell.

-Perception: refers to the neural interpretation of the stimulus.
3. Communication and Language Development:
Using visual and sound stimuli, especially in the acquisition of language and the strive to exchange thoughts and emotions.
4. Cognitive Development:
Refers to how the individual thinks and reacts.
5. Emotional Development:
Concerning children's increasing awareness and control of their feelings and how does he or she react to these feelings in a given situation.
6. Social Development:
Concerning the child's identity, their
relationship with others, and understanding
their place within a social environment.
Considering all 6 developmental domains, Harry Wong collaborated 3 structures vital in managing the classroom.
concerns students to behave and procedures concern with how things are done.
important in society so that people may learn to function in an acceptable and organized manner.
Wong states, "A rule is a dare to be broken, whereas a procedure is a do- step to be learned."
refers to what the students do automatically.
As mentioned prior, Three step Procedure: Explain, Rehearse, and Reinforce
"One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life."
-H. Wong
BE PREPARED! It is important to have something for the students to do as soon as they enter the classroom
Have a discipline system that does not degrade the students.
"A rule is a dare to be broken."
If you have a procedure and routine that is taught ahead of time, there is less likely to be a problem.
A successful teacher means: the teacher is ready, the work is ready, and the room is ready.
Teachers will structure the beginning of school very, very carefully, using the resources of The First Days of School.
There are many similarities between Wong's classroom management model of The Responsive Classroom Model. It is similar in the fact that they both:
-Place emphasis on the first days and weeks of school and being overly prepared for those times.
- Wong uses the teaching of Discipline, Routines, and Procedures on the first day to prevent problems from arising.
The Similarities:

A) Basic Understandings: The Teacher
-The successful teacher must know and practice the three characteristics of an effective teacher

B) 1st Characteristic: Positive Expectations
- The effective teacher has positive expectations for student success.

C) 2nd Characteristic: Classroom Management
-The effective teacher is an extremely good classroom manager.

D) Third Characteristic: Lesson Mastery
-The effective teacher knows how to design lessons to help students reach mastery.

E) Future Understandings: The Professional
-The teacher who constantly learns and grows becomes a professional educator. This book is for any teacher who wants to improve their teaching through better classroom management.

The Five Chapter Reviews for
First Days of School
Harry Wong's perception of the most
effective Classroom:
Three-Step Approach to Teaching Classroom Procedures:
State, Explain, and
demonstrate the procedure
practice this with the class
Reteach, rehearse, and reinforce
until the procedure becomes a
Classroom must be ready. Prepare the classroom in advance ti maximize student learning and minimize student misbehavior. This is the primary goal for an effective teacher.
As well as,
1. Welcome:
Make sure to welcome the students and do everything possible to make sure they know where to go and how to get there on time i.e. stand at the door and greet.
Tools to Used to Maximize Teacher Effectiveness :
2. Classroom Arrangement:
Arrange student seating and assign seats the first day of class.
3. State Clear Expectations:
Make sure to state your name for the class and go over your expectations so that everyone knows your rules and goals for the class.
4. Procedure clarity:
The children need to know procedures for dismissal, the beginning of class, for seeking help, and leaving the classroom when necessary,as well as, discipline procedures.
Children in a well managed classroom are responsible for their time. They know and follow the procedures that structure the organization of the class. They are engaged.
Classroom Practices Conclusion:
- There is only one way to improve children's learning and create a good school environment, its with an effective teacher. Effective is defined as having an effect producing a result. To be an effective teacher one must beg, borrow, steal and work collaboratively.
- When intervening the only way to make a difference is with a knowledgeable and skillful teacher.
3 Characteristics of an Effective Teacher:
1) Good classroom management skills
2) Teaches for mastery
3) Positive expectations for student success (will greatly influence personal student achievements)
Ineffective Teachers:
will teach out of a book, follow a program, or complain about the culture or the neighborhood of the students
First day of school: will determine your success for the rest of the year...
Either you will
Win or Lose
your class on the first few days of school.
The key factor of the first week of school:
Effective teachers have a script or classroom management plan ready on the first day of school to structure and organize the classroom and will spend the first week teaching students to follow procedures.
Number one problem is not discipline it is lack of procedures, the lack of plan that organizes a classroom for success.
will spend time covering the lessons and then disciplining
when things go wrong. They never spend time managing their classrooms.
refers to behavior
refers to getting things done
Penalties &
No penalties & rewards
effective in management
will spend the first day attempting to teach a subject or do a fun activity and spends the rest of the school year running after the students.
A series of routines and procedures equal structure.
With procedures you'll have time to devote to the art of teaching
Lesson Mastery:
Good instruction is 15 to 20 times more powerful than any explanatory model.
Objectives focus students on what they are aiming for; they know what they are responsible for learning. When a teacher and student are heading for same objective, learning occurs.
Students get more done when they can see where they are going and what they are doing.
Lessons correlated with state or district standards. Prior to lesson, criterion reference test (for assessment of learning) and scoring guide/rubric (formative to guide student improvement) are to be written.
To improve student learning, improve teacher instructional practices.
Teacher Community:
In low performing schools, teachers are less likely to collaborate and learn from one another, but in high performing schools, teachers share with one another the needed knowledge and skills to help their students reach high standards.
Success has little to do with money, class size, fancy programs, parental involvement, or tutoring. These can be found at good and bad school.
"Inside every great teacher, there is an even better one waiting to come out. Teachers are the sculptors of the human race."
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