Effectiveness consistency, Classroom management is not discipline,

Effectiveness hasalways been defined as doing the right thing to achieve the most intendedresults. Harry K. Wong and Rosemary T. Wong emphasize the importance ofeffectiveness to produce student achievement and learning.

To Wongs, it is thecharacteristics of an effective teacher, being a good classroom manager andshowing effective practices, that make effectiveness come true. Their book, TheClassroom Management Book (2014), concludes that it is only the teacher whomakes difference in students’ learning, ” The more effective the teacher, themore effective the practices, the more students will learn”, page 2. Accordingto Wongs, Effectiveteaching is identifiable, teachable, and implementable. Effectiveness is identified when aresult is produced, “Teacherswho are effective produce studentlearning, growth, and achievement”, Wong. Effectiveness is teachable when skilled and trained teachers impacttheir students. Effectiveness is implemented when teachers implement skillsthey gained from the professional development programs in their classroom. (Harry & RosemaryWong,Teachers.netGazette, January 2011.

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). Inhis book, Classroom Management That works (2003), Robert J. Marzano focuses onthe important role of the effective teacher that is responsible for creatingeffective classroom management.

He believes that a solid classroom managementplan would require an effective teacher and would provide an interestingteaching and learning environment. “Effective teachers appear to beeffective with students of allachievement levels regardless of the levels of heterogeneityin their classes”, Marzano, page1.   According to Wongs, effective means producing aresult. To produce a result, the teacher must know his/her intentions and knowwhat he/she expects the kids to learn. Wongs believe that no matter what gradelevel we teach, what subject we teach and what kind of school environment weteach in, every single management plan begins exactly the same way. It beginswith welcoming students on the first day of school and every day of the schoolyear. Wongs believe that classroom management is not about discipline but it isabout organization and consistency, Classroom management is not discipline,they are not synonymous terms, page 8. Procedures make the class comfortableand secure because they all know what is going to happen.

Discipline has to dowith behavior and procedure has to do with doing. An effective teacher managesa classroom and the ineffective teacher disciplines a classroom.  Wongs’ four Stages of teacher development canmeasure the effectiveness of the teacher.-The fantasy where the teacher actually believesthat classroom is going to go perfectly in the first day of school. Survival where teachers believe that teaching ishaving fun and game and students give them a hard time. -Mastery where teachers know how to handle aclassroom and they know how to manage the students. -Impact: where teachers see the students use the life skills they taught them intheir future careers, influenced by their teacher.

 

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