The document provides guidance for teachers on how to be an effective teacher from the first day of school. It emphasizes that a teacher's success is determined by their actions on the first days when they can win over the class. Key recommendations include having strong classroom management, clear rules and procedures, positive expectations for students, and using names and polite greetings with students. The document also cautions against making assumptions about students based on attributes like race, gender or background and stresses the importance of having high expectations for all students.

2. 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.

3. • 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

4. • positive expectations for student success.
• is an extremely good classroom manager
• knows how to design lessons for student
mastery.

5. 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.

6. • 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

7. • Having an inviting personality and classroom
environment..
• Addressing students by name.
• Saying “Please” and “Thank you.”

8. • 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

9. 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.

10. • 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.

11. • 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)

12. • Discipline: Concerns how students
BEHAVE.
• -HAS penalties and rewards
• PROCEDURES: Concern how things are
DONE.
• -Has NO penalties or rewards.

13. 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

14. • Explain: demonstrate specifically and not
just tell.
• Rehearse: practice under your supervision
• Reinforce: praise or re-teach

15. • 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.

16. • 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

17. 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

18. 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

19. 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

20. 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.

21. 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.

22. 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&c
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• 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