1) Classroom Management Ver 1.1 Dated 2nd June 2014

CLASSROOM MANAGEMENT
Version 1.1
Dated 2nd June 2014
©Madrasah Al-Irsyad Al-Islamiah
www.irsyad.sg
1

Table of Contents
Title Page
1. Introduction 3
2. Lesson 1: The First Days Of School 4
3. Lesson 2: The Effective Teacher 8
4. Lesson 3: How To Manage A Classroom 16

Effectively
5. Lesson 4: Getting The Classroom Ready 24
6. Lesson 5: Introducing Yourself To The Students 30
7. Lesson 6: Arranging And Assigning Seating 38
8. Lesson 7: Posting The Assignments 45
9. Lesson 8: An Effective Discipline Plan (Rules) 51
10. Lesson 9: An Effective Discipline Plan (Procedures 59

& Routines)
11. Lesson 10: Having Students Follow Classroom 72

Procedures
2

Introduction
1. The Madrasah Al-Irsyad Al-Islamiah Classroom Management
Module is designed to empower teachers with the street-wisdom of
managing a classroom effectively. It is mainly based on the tried,
tested and proven works by Dr Harry K. Wong.
2. Dr Harry K. Wong is a master teacher and the author of the book,

The First Days Of School. Over 3 million copies of this book have
been sold and it is the most referred to book on Classroom
Management by current teachers in the US. This book is also used
as a reference textbook by Singapore teacher trainees at National
Institute of Education (NIE/NTU).
3. This module, which you currently hold in your hands, represents a

first version to Madrasah Al-Irsyad’s Classroom Management
module. It is still a work-in-progress document which we intend to
improve, revise and even rewrite in the near future, Insha Allah.
4. The training sessions which we provide shall Insha Allah highlight

the importance of many of the points captured in this module.
Attending the training sessions and participating in the activities
are therefore a fundamental phase to mastering Classroom
Management knowledge and skills.
5. There are 2 sets of activities that follow each lesson – Self-

Reflection and Group Discussion. They are found at the end of
each lesson. If these activities are effectively carried out, it will
effectively prepare the teacher for an extraordinary school year of
empowering student, Insha Allah.
6. Enjoy and be empowered by the Classroom Management journey!
3

Lesson 1: The First Days Of School
If you are able to answer the questions and carry out the tasks listed
below, this means that you have mastered the content knowledge
covered in this lesson.
• What are the 4 stages of teaching?

• Which stage/s of teaching is/are ideal?
• Explain why the first days of school are important.
• What does the effective teacher do in the first week of school?
4 Stages Of Teaching
Do you know of the 4 stages of teaching?
1. Fantasy
2. Survival
3. Mastery
4. Impact
The above are the 4 stages of teaching.
In the Fantasy Stage, the teacher (usually Advice To Teachers

a beginner) believes that to become
Be friendly with your students
successful in teaching, he believes he
but do not be their friends.
must be a friend to the children and
conduct activities, especially those that are
fun.
In the Survival Stage, the teacher is ineffective in bringing about the

desired change in the students. The teacher sees teaching as a job and
usually makes up excuses as to why change cannot be achieved in the
classroom.
In the Mastery Stage, the teacher knows the right strategies to use when
teaching the students. The teacher has excellent classroom
management skills, teaches students for mastery and has high student
4

expectations. Such efficient teachers are also effective and it is natural
for many of them to make an impact on their students.
In the Impact Stage, the teacher is not just able to impart academic skills
and mastery to the students. In this phase, the teacher creates positive
changes in the students’ lives beyond the academic curriculum. Any
teacher who has reached this stage has arrived.
You can remember the 4 stages by any of the following acronyms:
SMIF, FIMS or IMF-S
Douglas Brooks’ Eye-Opening Discovery
In 1985, Douglas Brooks wrote an article entitled ‘The First Day Of

School’ in a journal called Educational Leadership. He discovered that
few teachers received training on how to prepare for the first day of
school. He observed that ineffective teachers began their school by
conducting activities on the first day. In contrast, the effective teacher
began the year by teaching classroom management procedures.
Effective teachers know that the first few weeks of school are very
important in determining their success for the entire school year.
Therefore, they prepare for the first days adequately. Teachers who fail
to prepare for the first few days of school would spend the rest of the
year having classroom management and discipline problems. Hence,
effective teachers invest a significant amount of time in the first week in
teaching their students about procedures so that the rest of the school
year is spent teaching effectively.
Do You Know...
...that student achievement is directed related to the establishment of

good classroom management procedures and routines?
Hence, if the teacher effectively establishes good procedures and

routines for the class in the beginning of the year, it is likely that her/his
class will perform well in academic tests.
5

Let’s ponder.
So where are we now? Are we living in the Fantasy Stage, Survival

Stage, Mastery Stage or Impact Stage?
Write your thoughts below and list the steps you would take to improve
as a teacher (even if you have reached the Impact Stage).
6

Have a group discussion and discuss the answers to the questions
below.
1. Why is it important to be friendly with students but not their

friends?
_____________________________________________________
_____________________________________________________
2. (a) What is the difference between the Mastery Stage and the
Impact Stage?
______________________________________________
_______________________________________________
(b) Is Mastery Stage is a subset of Impact Stage?
______________________________________________
_______________________________________________
(c) Which stage is preferred? Why?
______________________________________________
_______________________________________________
7

Lesson 2: The Effective Teacher
• Explain the meaning of the word ‘effective’.

• List the 3 key characteristics of an effective teacher.
• Why are positive expectations important?
• What is classroom management?
• What is lesson mastery?
The Meaning Of ‘Effective’ & ‘Efficient’
When people do things in the right way, they are efficient. If they do it
over and over again until their actions bring about the desired change,
then they are effective.
Efficient  doing things right (ie. following steps 1, 2 and 3 in the right
order)
Effective  doing the right things (ie. bringing change) or being efficient
until one becomes effective
How the words are used:
• The minister wants his officers to be more effective in stopping

crime in the neighbourhood.
• Some people question the effectiveness of computers as an aid to

learning. Does it really help students learn?
• He effectively put an end to the problem.
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• The secretary is efficient. She does not waste time and she can
carry out all the required tasks.
• I do not understand why that efficient teacher is not effective in

teaching his students.
• That inefficient worker is effective in preventing the other workers

from going back home early.
The Effective Teacher
The effective teacher possesses 3 key characteristics. They are
1. Positive expectations that students will excel

2. Good classroom management skills
3. Excellence in designing lessons to ensure that students excel
Advice To Teachers
“Teaching is not covering

chapters or doing activities.
Teaching is a craft, a highly
skilled craft that can be learned!”
9
(Harry Wong)

Characteristic 1: Positive Expectations
To have positive expectations of your students means that you sincerely

believe in them – believing that your students can succeed in school. If
you believe that your students cannot soar to the skies, then you would
have placed a glass ceiling above them. This is true even if you do not
say this out loud. Our expectations, positive or negative, are transmitted
from us to the students through the way we interact and feel about them.
Have you heard about the research conducted by Robert Rosenthal and
Lenore Jacobson? They wrote their findings in Pygmalion In The
Classroom (1968). They visited a particular school and randomly
identified 5 teachers and 20% of the students as their research subjects.
The following was what they had informed the teachers:
i. They were the 5 best teachers in the school. (Note that this was
not true. These teachers were randomly picked.)
ii. They were going to teach students who were potential late
bloomers and gifted students. (Note that this was not true. The
students were randomly picked.)
iii. They could not tell their students that they were either a late
bloomer or gifted.
The Pygmalion* Effect?
The Pygmalion Effect refers to situations in which students perform better

than other students simply because they are expected to do so. It requires a
student to internalize the expectations of their superiors. It is a form of
self-fulfilling prophecy, and in this respect, students with poor expectations
internalize their negative label, and those with positive labels succeed
accordingly. Hence, students with poor expectations perform poorly and
students with positive expectations excel in their studies.
*Pygmalion (Greek mythology) a king who created a statue of a woman and fell in love with it;
Aphrodite brought the sculpture to life as Galatea.
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After 180 days, it was found that the average scores of the students
taught by the 5 teachers were significantly higher than the average
scores of the other 80% of the students. There was only 1 variable in
this experiment – the 5 teachers’ expectations. Because they were told
they were the 5 best teachers in school and going to teach the top
students in the school, they naturally expected their students to excel in
their work. Therefore, from this important experiment, we discover that
when you interact with the students with positive expectations, they will
naturally start to believe in themselves and perform academically better.
So what are going to do as a teacher – will you have positive or negative

expectations of your students?
Characteristic 2: Classroom Management
Classroom management consists of the practices and procedures a

teacher employs to create a place that is conducive to learning. Most
teachers start teaching in the first week and ignore the important
creation of a suitable environment for learning. Because they do not
ensure the garden is conducive for the growth of the seeds they plant,
they fail to cause the right offshoots to take place. A classroom that is
conducive to growth and learning is a prerequisite for teaching success.
Characteristic 3: Lesson Mastery
When students have mastered a taught skill, they can demonstrate their
proficiency when the teacher tests them. A teacher must ensure 2
conditions are present before he can claim to have taught for mastery.
The teacher must know (1) how to design effective lessons and (2) how
to evaluate that learning has taken place.
Think about it for a moment. If a teacher does not know how to design a
lesson, how is he going to teach a class? If a teacher does not know
how to assess what students have learnt, how would the teacher know
whether the students have mastered the skills and content taught?
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Ponder about your past teaching assignments.
i. Did you expect some students to excel? So did they excel?
ii. Did you expect some students to perform poorly? So did they
excel?
iii. By your positive and negative expectations, do you realise that you
may actually influence your students to excel or perform poorly in
class? Write a positive experience of yours below.
iv. Take a moment and make a mental list of 3 students you have poor
expectations of. Close your eyes and picture them but this time, see
them succeeding in their studies.
v. Make a commitment to yourself that you will expect every student of

your to excel because they can succeed when you, their teacher,
believe in them.
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below.
1. What is the difference between ‘efficient’ and ‘effective’?
______________________________________________
_______________________________________________
2. Positive Expectations
(a) Is it possible to have positive expectations of your students – all of

them?
______________________________________________
(b) How does the story of Prophet Yusuf a.s endorse our
understanding of positive expectations?
______________________________________________
_______________________________________________
3. How would you plan for classroom management on the first days of
school?
______________________________________________
_______________________________________________
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4. Lesson Mastery
(a) When is a teacher teaching for lesson mastery?
______________________________________________
_______________________________________________
(b) Recall the best lessons you have taught. Were they good
because the lessons were designed excellently? Did you evaluate
the students on mastery of the content taught?
______________________________________________
_______________________________________________
(c) Should all learning be evaluated? Can all learning be evaluated?
______________________________________________
_______________________________________________
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5. Discuss the possibility of introducing a school-wide plan that would
improve the following in your school:
Induction of new teachers into your school
______________________________________________
_______________________________________________
______________________________________________
_______________________________________________
______________________________________________
_______________________________________________
TAKE AWAY
“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.” Harry Wong
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Lesson 3: How To Manage A Classroom Effectively
• What is classroom management?

• What are the 4 characteristics of a well-managed classroom?
• Compare the differences between an effective and ineffective
teacher in the area of classroom management.
• Why are the first few minutes of the lesson most important?
What Is Classroom Management?
Classroom management refers to the organisation of the following so

that the students can master content knowledge and skills taught:
1. Students
2. Space
3. Time
4. Materials
Note that more time spent by students in effective learning activities, the
higher the level of student achievement.
So the effective teacher must ensure:
1. Student involvement and cooperation

2. A productive working environment
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Comparing Effective & Ineffective Teachers
“Most teachers do not teach. Most teachers do activities. And when

problems arise, they discipline. Most classrooms are non-managed. And
because of this, little is accomplished.” (Harry Wong)
According to Harry K. Wong, the difference between an effective and

ineffective teacher in the area of classroom management is simply this:
“Effective teachers MANAGE their classrooms. Ineffective teachers

DISCIPLINE their classrooms.” (Harry Wong)
4 Characteristics Of A Well Managed Classroom
In a well-managed classroom, the students
1. are deeply involved with the tasks the teacher provides

2. clearly know what is expected of them
3. do not engage in wasteful activities
4. are in a relaxed and pleasant working climate
Do You Know...
... that students want a well-managed classroom?
A well-managed classroom provides security for the students. They

know they are safe. This comes from the rules and procedures in the
classroom.
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NO CHARACTERISTICS EFFECTIVE INEFFECTIVE TEACHER
TEACHER
1 High level of student Students are working. Teacher is working.

involvement with work
2 Clear student expectations Students know that Teacher says, “Read

assignments are Chapter 3 and know the
based on objectives. material.”
Students know that “I’ll give you a test

tests are based on covering everything in
objectives. Chapter 3.”
3 Relatively little wasted time, Teacher has a Teacher makes up rules

confusion, or disruption discipline plan. and punishes according
to his or her mood.
Teacher starts class Teacher takes roll and

immediately. dallies.
Teacher has Students ask for

assignments posted. assignments repeatedly.
4 Work-oriented but relaxed and Teacher has invested Teacher tells but does not
pleasant climate time in practising rehearse procedures.
procedures until they
become routines.
Teacher knows how to Teacher yells and flicks

bring class to switch.
attention.
Teacher knows how to Teacher uses generalized

praise the deed and praise or none at all.
encourage the
student.
Techniques To Help You Implement The 4 Charactaeristics Of A Well-Managed Classroom
(Extract from pg 87 of Harry Wong’s First Days of School)
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A Task-Oriented & Predictable Environment
“A well-managed classroom is a task-oriented and predictable

environment.” (Harry Wong)
Who is responsible for it?
• The teacher: It is the teacher’s responsibility to ensure that the

classroom is a positive place that is both task-oriented and
predictable.
• The principal: It is the principal’s responsibility to ensure that the
school is a place where teachers and students can teach and learn
effectively.
• The administration officers: It is the administrative officer’s
responsibility to aid the teachers, principal, parents and students to
work cooperatively and effectively.
The First Few Minutes Of Class
It is crucial to have the first few minutes of class time automated. This
simply means that the class automatically starts itself with or without the
teacher’s presence. Students are quiet, organized, ready to learn and
they know what is expected of them.
The first few minutes of the lesson sets the work ethic of the students for
the rest of the lesson. The class learn by practice that Mr X’s class is
one where they work hard from the first minute. After the first week,
working from the first minute becomes a class habit which is difficult to
break. Students come to expect it and it becomes a pillar of stability in
the lesson. Somehow there is a sense of familiarity and security in Mr
X’s lessons.
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The First Few Minutes Of Mr Kavanaugh’s Class
Mr Arthur Kavanaugh of Wissahickon Middle School calls the first few

minutes of his class the Constitution Minute. Here is a description of
what takes place then.
• Every student is given an actual transcript of an NBC Radio

programme.
• Every student is given a date for the delivery of the presentation
which simply must be memorized.
• On the day of delivery, the presentation automatically begins by
the assigned student 1 minute after the school bell has rung. One
minute later, the presentation is over and the student-presenter
sits down.
• Immediately following the presentation, the class checks the board
for the day’s schedule, assignment or procedure and proceeds
with the work.
• Mr Arthur Kavanaugh says, “It works so well, it’s scary.”
20

Ponder about your the first few minutes of your lessons.
i. How do you start your lessons? Describe the first few minutes.
ii. Describe how the students behave in your class. (Eg. Is it easy to
get them to listen to you, do their work, etc?)
iii. Honestly evaluate your classroom management skills.
iv. Plan the first few minutes of a lesson in detail.
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below. (For this activity, form into groups of teachers and a separate
group for the principal and the adminstrative staff .)
1. (a)Can a teacher who is bad at classroom management succeed in

teaching a classroom of angels? Why?
______________________________________________
______________________________________________
(b) Can a teacher who is bad at classroom management succeed in

teaching a classroom of human students? Why?
______________________________________________
______________________________________________
(c) How can this observation help a teacher?
______________________________________________
______________________________________________
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2. Instructions:
Note To the Teacher Groups:
So what are you going to do in the first few minutes of a lesson so as to

set the pace and culture of learning and working? (Suggestion – work in
level or subject groups)
Note To the Principal-Admin Group:
So what are you going to ensure/do in the first week of school to ensure
a smooth school year ahead?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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Lesson 4: Getting The Classroom Ready
• What are the 3 things a teacher must be ready for when teaching a
lesson?
• List the areas in the classroom that should be ready for instruction.
• Describe how you would prepare some locations in the classroom.
Readiness
Sun Tze in the Art Of War: (ancient Chinese military strategist)
“To win one hundred victories in one hundred battles is not the acme (ie
peak or highest point) of skill. To subdue the enemy without fighting is
the acme of skill.”
Louis Pasteur (19th century French chemist famous for a process called
pasteurisation):
“Success favours the prepared mind.”
Harry Wong:
“The amount of work you will accomplish will be determined before you
even leave for work. Half of what you will accomplish in a day will be
determined before you even leave home. Three-quarters of what you will
accomplish in a day will be determined before you enter the school (ie.
class) door.”
“You need to prepare yourself, both academically and attitudinally,

before you leave home and as you travel to school. You increase the
chance of student success and decrease the chance of student
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disruptions if the materials, classroom climate and the teacher are ready
before the students arrive.” (From pg 91 of First Days Of School)
The ineffective teacher has a classroom that is not ready for learning.
This makes the students, especially highly energised ones, to become
confused and disruptive. The teacher then is stuck with fighting
problems of student misbehaviour.
On the other hand, the effective teacher is prepared for the students
even before class starts. He/She took the time to carefully think through
the lesson and prepare for it. The research shows that successful and
effective teachers have their classrooms ready for work.
Therefore, the effective teacher is prepared on 3 levels:
Readiness Type Areas

1. Classroom readiness • Classroom management
2. Work readiness • Lesson design/mastery
3. Attitude/mental readiness • Positive expectation
• Subject Mastery
Comparison Between A Successful Restaurant Owner & Classroom

Teacher (Extracted from Harry Wong’s FDOS – Pg 93)
Successful Restaurant Successful Classroom

1. Tables are ready. 1. Work is ready.
(Tables set and waiting for (Desks, books, assignments and

customers.) materials are ready.)
2. Dining room is ready. 2. Classroom is ready.

(Classroom has a positive and work-
(Atmosphere/ambience is conducive oriented environment.)
for a pleasant dining experience.)
3. Staff is ready. 3. Teacher is ready.

(Teacher has a warm, positive attitude
(Staff believes that customers will and positive expectations that students
enjoy their meals.) will succeed.)
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So What Should Be Ready In Specific Terms?
Well, you need to organise the following if you want to be ready for the
students. Please refer to the Annex (pg 94 to 100 of FDOS) at the end
of this book. The following are the sub-topics that you should read about.
• Some General Factors

• Strategic Locations For Behavioural Problems
• Preparing The Floor Space
• Preparing The Work Area
• Preparing The Student Area
• Preparing The Wall Space
• Preparing The Bookcases
• Preparing The Teacher Area
• Preparing The Teaching Materials
• Preparing Yourself
Refer to the Annex for more information.
TAKE AWAY
“Have your classroom ready, every single day, especially the first days
of school...When you walk into a restaurant, an office, or a store, you
expect it to be ready – for YOU. You become upset if things aren’t
ready.” (Harry Wong)
26

Ponder about your readiness for teaching.
i. Are you ready to teach from the first minute of class at least 50%
of the time?
ii. How does being unprepared for a lesson make you feel?
iii. What would you do whenever you are unprepared for your lessons?
iv. Make a commitment to yourself that you would prepare for your next
day’s lesson before you leave school. Describe how this preparation
period would be like? (ie. Where would you be, etc)
v. Is bringing work home a good habit? Why?
27

Have a group discussion and write the answers to the questions below.
(For this activity, form into groups of teachers and a separate group for
the principal and the adminstrative staff .)
1. Prioritize the must-prepare areas in the classroom or school.

What are the areas that must be ready by the 1st day of school?
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
2. So how will you prepare these areas? What are the details of
these ready-for-lessons areas?
Location 1: _________________________ Location 2: _________________________

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Location 3: _________________________ Location 4: _________________________


i. Classroom readiness
ii. Work readiness
iii. Attitude/mental readiness
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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Lesson 5: Introducing Yourself To The Students
• Why is it important for you to create a positive first impression with

your students?
• What are the 7 questions most students have on their minds on
the first day of school?
• What must you do on the first day?
• Describe how you would introduce yourself to your students.
First Impressions Last
Remember first impressions last. Once you have made a first impression
on someone, it is difficult to undo the effects. The personality-mould you
have created in that first encounter normally hardens and your words
and actions will always be compared to it.
In fact, as a teacher, your first impressions of a child have enormous

impact on how the child behaves. So remember, just because a child
looks poor or lacking in self-confidence, do not create the image in your
mind of a student who will underperform academically. Be aware of your
biases and treat every student as special and see him/her as fully
capable of academic excellence.
Advice To Teachers
“Protect your reputation and create a positive image.

You have nothing to lose and everything to gain.”
(Harry Wong)
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The First Questions In The Child’s Mind
In May 1985, a journal called Educational Leadership published the

researched article by Douglas Brooks entitled The First Day Of School.
On the first day of school, every child has 7 questions on his/her mind.
They are:
1. Am I in the right room?

2. Where am I supposed to sit?
3. What are the rules in this classroom?
4. What will I be doing this year?
5. How will I be graded?
6. Will the teacher treat me as a human being?
7. Who is the teacher as a person?
You can remember these 7 questions by the following single question:
“Who is that Human who Does nothing but Sit, give Grades and make
Rules in the Room?”
Knowing that the students are curious about the above questions, we
can use this knowledge to our advantage. In fact, if you were to answer
these questions without even a single prompt or question from the
students, you are sending a very clear signal to the children. You are
telling them that you are experienced and knowledgeable as you can
answer the questions in their heads without the questions being
verbalised. In addition to this, your correct actions on the first days of
school reassure the students. They know they are in safe hands. They
know you care for them.
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So what is the first thing you do on the first day?
“Hello there!”
You should greet and welcome your students with enthusiasm and
warmth. Do not greet them mechanically. If possible, welcome every
student individually. You can do this by standing at the entrance of the
door. Shake their hands and welcome them into your classroom.
“Locate your desk”

Next, instruct the student before he enters the classroom that everyone
has an assigned seating position in the classroom. The student should
therefore locate and take his seat.
“...and start on the assignment”

The student should be told on the first day that an assignment awaits
him when he enters the class. Although you are still welcoming the new
students, the students waiting in the classroom do not waste a single
second. They start on the assignment in front of them. It is a good idea
for the teachers of the lower primary levels to be aided by assistant
teachers on the first day.
How Students Enter The Room
It is only natural for some students to rush or run towards their desks. It
is important for you as a teacher to be assertive. Walk up to the student
and lead him to the door of the classroom with calmness and warmth.
Then explain what the proper etiquette of walking into the classroom is.
Once the child is clear what is required of him, permit him to re-enter the
classroom. If he does not demonstrate the right procedure in walking to
his desk, approach him again and get him to re-do the procedure until he
does it correctly. No need to punish or shout or get frustrated – just be
calm, warm and assertive.
32

Do You Know...?
“It is a mistake to let any misbehaviour, such as entering a room

inappropriately, go unchallenged under the rationale that you will have
time to deal with this later. Effective teachers know that it will be much
more difficult to correct misbehaviour at a later date.” (Harry Wong)
So How Do You Speak To Your Class?
1. Stand up when you address your class. You should state your
name and expectations clearly.
2. Speak in short, clear sentences or phrases. Complex sentences

may cause confusion or turn the students off.
3. You do not need to speak loudly. The most effective teachers have
a firm but gentle voice. This means that when there is a need to
raise your voice, you will have twice the impact.
4. Learn to use nonverbal language, such as a nod, smile, stare, a

frown, raised eyebrow, etc. Body language can speak many things
without the need of a spoken word. You should answer the 7 key
questions the students have on the first day.
33

Harry Wong’s First Words
“Welcome. Welcome to another school year.”
“My name is Mr Wong. There it is on the chalkboard. It is spelled W-O-N-G and is

pronounced as “wong”. I would like to be addressed as Mr Wong, please. Thank you.
I am looking forward to be your teacher this year. Relax. I have over 30 years’
experience as a teacher. I am what is called an experienced teacher, a veteran
teacher.”
“Outside of class, I go to workshops, conferences, in-service meetings, college

classes and seminars. I also read the professional journals and work together with
my fellow teachers. So you know I am up-to-date in my professional knowledge and
teaching skills. And I love to teach! I enjoy teaching and I am proud that I am a
teacher. So you can relax. You are in good hands this year with me, Mr Wong.”
“You are going to have one of the greatest educational experiences of your life. We
will not only study (subject) but I will also share with you some life skill traits that will
help you to be successful in tomorrow’s world. I can assure you that if you should run
into me at the shopping mall 25 years from now, you will say, “You were right, Mr
Wong. That was the most memorable, exciting and fascinating class I ever had.”
“So welcome!”
34

Ponder about your past first days of school.
i. What impression do you think you gave the students on the first
day of school?
ii. What impressions would an effective teacher portray to students

and colleagues?
iii. Take a moment and visualize yourself making positive and right
impressions on the students. Close your eyes and imagine yourself
doing that.
iv. What would you do to ensure that your students get the right
impressions about you?
35

below.
1. Why is it necessary for the seating arrangement to be planned

before class starts?
____________________________________________________
____________________________________________________
2. Why must an assignment be waiting for the student whenever he

enters the classroom?
____________________________________________________
____________________________________________________
3. Why is it important to ensure that students rehearse the procedure

until they get it right on the first day?
____________________________________________________
____________________________________________________
4. List the key points of your first day speech below.
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
36

The acronym to help me remember the above key points is__________

i. Introduction of the principal, teachers and staff

ii. Introduction to the different places in the school
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
37

Lesson 6: Arranging And Assigning Seating
• How can having a seating chart help you?

• Explain the steps of choosing the seating plan for the students.
• Explain which type of seating arrangement gives rise to classroom
disruption.
• How do you take roll in class?
• What are Absentee Reps and what are their duties?
Your First Request

Your first request when you meet your students for the first time will be
telling them where to sit.
Comparison between Effective & Ineffective teacher

Effective Teacher Ineffective Teacher
1. Assigns seat to student as 1. Reshuffles the whole

he/she enters the class after everyone has
classroom found a seat
2. Has an assignment ready 2. Students have no

for the student on each assignments and have
desk nothing to do when you
register the class.
How Do You Seat The Students?

Harry Wong explains the golden rule:
“The students must sit in such a way as to accomplish what you want
them to accomplish.”
So the purpose of arranging seats is to accomplish classroom tasks.
38

Advantages Of Having A Seating Chart
The following are the advantages of having a seating chart:
• Facilitates roll taking

• Aids name memorisation
• Separates potential problem students
Should I Have A Seating Plan Every Time?
Should I have a seating plan for my students every time? Well, it really
depends on what you want to achieve during the lesson. Follow the
following steps given below:
Step 1: What do I want to do?
So what are you planning to do during the lesson – conduct an

experiment, share a story, conduct a test or introduce your rules?
Realise that each goal may be different and therefore a different seating
arrangement may be required. So, first of all, determine your goal for the
lesson.
Step 2: What kind of seating arrangements are possible?
Ask yourself – “What are the possible seating arrangements? Is there

enough space and furniture (if they are required) for certain seating
arrangements?”
You must evaluate what the possible seating arrangements are.
Step 3: Which seating arrangement will I use?
Finally decide on the seating arrangement that is most suitable – one

that is suitable to the goals of your lesson and practically possible.
Advice To Teachers
Do realise that the seating arrangement in a classroom is not permanent

throughout the school year. In fact, sometimes the seating arrangement is not
important and it can be done randomly like during story sharing, song singing
and 39
test taking.

The Importance Of Having Students To Face The Teacher
Problems will naturally arise when the students have their backs
towards you.
A
B
Teacher
In the diagram above, the students are arranged in a circle. Notice

that students sitting at B have their backs facing the teacher.
If you arrange the class in a circle, half of the students will have
their backs to you when you speak. Would you be able to see the
facial responses of the students? How then would you know
whether they are confused or playing a fool?
This is especially important on the first day of school. The students

must face the teacher when the teacher is explaining his rules and
procedures.
40

About Roll Taking
Do not involve the class when taking roll. Do not take roll at the
beginning of the class by leaving your students waiting for you with
nothing to do. This creates a negative attitude that is not conducive to
learning. Instead of being attuned to learning, the students would
engage in possible disruptive behaviour.
To solve this problem, you can appoint Absentee Class Reps who would
inform you about the absentees for the day. The reps can take turns in
carrying out their duty – Monday could be Laila’s turn, Tuesday
Hamzah’s turn, Wednesday Sri’s turn and so on.
The following are the duties of the Absentee Reps:
1. Inform the teacher who the absentees are

2. Place the assignments for the absentees in the assigned place
3. Remind the absentees to collect their assignments and complete
them if the absentees forget.
4. Answer the questions from the absentees if they do not know how
to complete the assignments.
When you know who is absent, you will immediately know which
students are present. It is much faster to take roll this way. This is
because identifying a few students who are absent is naturally faster
than identifying many who are present.
41

Ponder about your first days of school.
i. How were the desk and chairs arranged on the first day?
ii. Do your students have an assignment in the first few minutes of

the 1st lesson of the semester/year? Why/Why not?
iii. How do you take roll in the first minutes of the first day of school?
iv. What do you normally accomplish on the first day of school? Why?
42

below.
1. What are the different activities (in a general lesson) that you plan
for students?
_________________________________________________
_________________________________________________
_________________________________________________
2. Based on your answer in question1, make a list (or drawings) of

the different possible seating arrangements in the boxes provided.
43

3. Is it necessary for the seating arrangement to be planned before
class starts?
____________________________________________________
____________________________________________________
4. Why must an assignment be waiting for the student whenever he

enters the classroom?
____________________________________________________
____________________________________________________
5. Evaluate the effectiveness of how teachers take roll in your school

and how effective you are in following up with absentees.
____________________________________________________
____________________________________________________

i. Roll taking
ii. Following up on absentees
iii. Seating arrangements
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
44

Lesson 7: How To Post Assignments
• What is the first priority of a teacher when he/she enters the

classroom?
• What are the 3 conditions to ensure that students get to work
immediately?
• What is prime time?
• Write the details of a sample Prime Time Procedure.
Your First Priority
Your first priority when the class starts is to get the students to work.
An assignment must be posted before the students enter the
classroom. So post your assignments if you want your students to do
them.
The 3 Conditions
When class begins, you can easily get the students to work if the
following 3 conditions are met:
1. The students have an assignment.

2. They know where to find the assignment.
3. They know why they are to do the assignment.
45

Where?
Where can assignments be posted? They can be posted on the

chalkboard, bulletin board, handed out at the door or displayed from a
transparency. But ensure that your assignments are posted in the
same place everyday.
The ineffective teacher keeps the assignment a mystery until he

announces its existence. The announcement is in different ways and
the assignments are posted in different places every day.
Do not think that by following the textbook diligently and keeping the
students busy at worksheets all day that the teacher is following the
curriculum. The curriculum is not the textbook or worksheets. The
teacher must know the purpose of teaching the subject and the
practices and procedures required for student to achieve the goals of
the subject.
So will you post assignments that have little to do with real student
learning?
Prime Time
The first few minutes of a lesson is the prime time. Advertisers pay a
lot of money to advertise their commercials during the television prime
time. So value the prime time of a lesson.
Do not destroy prime time with non-prime time activities such as roll-
taking, announcements or paper shuffling.
46

Sample 1 Of The Prime Time Procedure
Example of Prime Time procedure for primary school students:
INSTRUCTIONS
1. Put your school bag away.
2. Sharpen your pencil.
3. Organize your desk.
4. Complete the Math worksheet (on your table).
5. Read quietly while waiting for the next instruction.
What do you notice about the above procedure? It starts when the
student reaches his desk!
Sample 2 Of The Prime Time Procedure
INSTRUCTIONS
1. Walk into the classroom quietly.

2. Remove your jacket/coat and hang it up.
3. Empty your bag.
4. Put on runners or inside shoes on.
5. Have 2 sharpened pencils and necessary books ready.
6. Hand in all completed homework.
7. Read the agenda of the day.
8. Begin the BELLWORK assignment on your own.
From the above examples, you will realise that Prime-Time routines
teach the students responsibility. The students are made responsible for
their own learning. They are responsible the very second they enter the
classroom.
47

Ponder about your last or current teaching assignments.
1. Recall your priorities whenever you enter a classroom for a lesson.
2. Assess who is/are the most hardworking person/s in the classroom

– the students or you?
3. Do you think that having the Prime Time Procedure is too much
preparation? What are the main hurdles to instituting an excellent
Prime Time Procedure?
48

below.
1. Share the challenges of establishing an effective Prime Time in

class.
______________________________________________
______________________________________________
2. Strategise to overcome the obstacles to establishing an effective

Prime Time.
______________________________________________
______________________________________________
3. What should your Prime Time Procedure be like?
______________________________________________
______________________________________________
4. Are the Prime Time Procedures of different subjects different?
______________________________________________
______________________________________________
49

5. What if the students are waiting in the classroom for the teacher?
How does the Prime Time Procedure begin? Details please.
______________________________________________
______________________________________________

Institution of the effective Prime Time Procedures

(You may want to consider how the assignments can be jointly
prepared.)
______________________________________________
______________________________________________
______________________________________________
______________________________________________
50

Lesson 8: An Effective Discipline Plan (RULES)
• What are the 3 most important student behaviours?

• What is the basic structure of a discipline plan?
• How can a school achieve a school-wide discipline plan?
• What are the differences between general and specific rules?
• How should a teacher introduce his/her rules to her students?
3 Most Important Student Behaviours

3 most important student behaviours that must be taught in the first days
of school are:
1. Discipline
2. Procedures
3. Routines
Effective teachers clearly state and explain their rules on the first day of
school. So what are your rules for the classroom? How do you choose
your rules? Why are the rules you have chosen important?
51

Who Is In Charge?
Student In Charge Both Student & Teacher Teacher In Charge

In Charge (Harry Wong more inclined here)
Teacher silently looks on. Teacher questions. Teacher provides

reinforcement.
Teacher uses nondirective Teacher uses directive Teacher uses physical

statements. statements. intervention and isolation.
Teacher accepts excuses. Teacher models proper Teacher accepts no

behaviour. excuses.
Teacher listens. Teacher confronts and Teacher tells what is to be

agreements are reached. done.
Books To Support Plans
1. Teacher 1. Schools Without Failure by 1. Behaviour Modification

Effectiveness William Glasser For Teachers by Saul
Training by Thomas Axelrod
Gordon 2. Cooperative Discipline by
Linda Albert 2. Assertive Discipline by
2. Values & Teaching Lee Canter
by Louis Rath, Merrill 3. Discipline with Dignity by
Harmin & Sid Simon Richard Curwin
4. Nonviolent Conflict Resolution

by Barbara Coloroso
The effective teacher invests time to prepare for the 1st days of
school. The effective teacher details the rules for the class,
teaches procedures until they become routines.
52

“Hey, what’s a discipline plan?”
Below is a simple diagram which depicts the basic structure of a

discipline plan.
Basic Structure Of A Discipline Plan

Rules: What the accepted

Consequences: What the
student chooses to accept if a
behaviours are
rule is broken

Rewards: What the student receives for
appropriate behaviour.
Therefore, a discipline plan must possess 3 parts – rules, rewards

and consequences.
School-wide Discipline Plan
A discipline plan is most effective when every classroom in the school

has the same plan. School-wide consistency is therefore crucial.
A school-wide discipline plan does not mean same rules everywhere.

You need different sets of rules in the canteen, the music room, the field,
on the bus and many other places.
So what makes a school-wide discipline plan a school-wide plan? Well, it

is posted in every room – the office, canteen, library, etc. The plan has
the same format and so the students know what is expected of them.
To ensure that a school-wide discipline plan is successful, everyone

should use it and enforce it with consistency.
53

Types Of Rules
There are 2 types of rules – General and Specific.
General Rules Specific Rules

• General rules cover more areas of • Specific rules point cover one
student behaviour such as: behaviour such as:
Respect others. Be in class on time.
Take care of your school. Keep your hands, feet and objects to
yourself.
Be polite and helpful.
Listen to the instructions given the first
Keep the room clean. time.
Behave in the library.
Do not use vulgar or offensive
language.
Have all materials ready to use when

the bell rings.
Advantages Advantages
They offer flexibility and a great deal of They clearly state the expected student
behaviour can be covered by a few behaviour.
general rules.
Disadvantages Disadvantages
General rules have to be explained. For You are limited to a maximum of 5 rules.
example, students must be told that Therefore, your classroom management
respecting others includes no hitting, no skills must be good and know exactly
stealing, no name-calling, etc. what behaviours are important to you.
54

Only 3 To 5 Rules
1. Students cannot remember more than 5 rules at a go.

2. If you have more than 5 rules, prioritize the top 5 and teach them
first or merge 2 or more rules into a single general rule.
3. The rules need not cover all aspects of behaviour.
4. As a rule becomes unnecessary because the students have
consistently demonstrated the right behaviours, then you can
replace it with a new rule. The old rule is still a rule but an
unwritten rule.
How To Introduce Your Rules?
1. Rules should be written and permanently posted in the classroom.

Students should either have a copy of it or be made to copy them
in a notebook.
2. Introduce them on the 1st day.
3. When introducing plan to the students - explain that school is a
plan to learn, discover and grow. Emphasize that everyone is
important and unique and we want to ensure that all students
succeed. To ensure that this process is successful, we require
rules. Explain the rules clearly.
55

1. List the student misbehaviours that affect the effectiveness of your

teaching. Rank them from most negative to least negative.
2. Close your eyes and ask yourselves what student behaviours, if

consistently demonstrated by the students, will make you
happiest?
3. Compare the positive and negative behaviours listed above and

group them if they form opposites.
Opposites Not Opposites

56

4. The following are the rules I intend to introduce when school starts.

below.
1. Study the table on ‘Who Is In Charge?’.
a. Discuss and list the strengths and weaknesses of each plan
______________________________________________
______________________________________________
b. Which discipline plan is best? Why?
______________________________________________
______________________________________________
57

School-wide discipline plan
a. What are the different areas of the school which require its
unique set of rules?
______________________________________________
______________________________________________
b. What should the rules of these areas be?
______________________________________________
______________________________________________
c. Exactly where should these rules be posted?
______________________________________________
______________________________________________
d. How do you plan to introduce them to the students? Who are

the ambassadors of introducing these rules to the students?
______________________________________________
______________________________________________
58

Lesson 9: Having An Effective Discipline Plan
(CONSEQUENCES & REWARDS)
• What would happen if a teacher has rules but no consequences?

• What types of consequences are best? Why?
• How do we discipline with our body and not our mouth?
• Make a list of possible rewards and consequences.
• How would you activate your discipline plan?
• What should you do when the student answers you?
• How do you develop support for your discipline plan from parents
and the administration?
Why Rules Are Necessary?
Why rules are necessary? School must be a safe and protected

environment where a student can come to learn without fear. Rules
are used to set limits. Effective teachers use rules to set limits. These
rules clearly show the students the limits of acceptable behaviour
and provide a good sense of security. Students need to feel that
someone is in control and responsible for their environment and not
only sets limits but maintains them.
Rules Require Consequences
There are 2 types of consequences – positive & negative.
Positive: Rewards that result when people abide by the rules.
Negative: Penalties that result when people break the rules.
59

Rules must have consequences. Without negative consequences,
the motivation for students to keep to the rules is not there. Nothing
will then happen to the violator when he breaks the rules. Of what
use then are rules without negative consequences?
Without rewards, rules are only a one-sided affair which focuses on

the cane. Rewards are positive and promote good behaviour. Think
about it. Which is better – promoting good behaviour or deterring bad
behaviour?
Students are observant. They are aware of a teacher’s enforcement

or non-enforcement of the rules. They observe whether teachers
mean what they say. It is natural for them to test the rules so as to
find the limits of their behaviour and to determine whether a rule will
be enforced or not. Students will swiftly violate a rule that others are
violating if the rule is not enforced.
Sample: Possible Consequences When A Student Breaks Rules
If students choose to break a rule, you can do as follows:
1st time: Name on board. Warning.

2nd time: 1 check. 15 minutes after school on Thursday.
3rd time: 2 checks. 30 minutes after school on Thursday.
4th time: 3 checks. 45 minutes after school on Thursday. Parents
called.
5th time: 4 checks. 60 minutes after school on Thursday. Referral
written and student sent to the office.
Severe Disruption: Student sent immediately to the office.
Recommended for Secondary Classroom: Erase names once a

week if students meet one period a day.
Recommended for Primary Classroom: Erase names at the end of

each day.
60

About Consequences
The best consequences are reasonable and logical. Students only rebel
when the consequences do not make sense.
 A reasonable consequence follows logically from the behaviour
rather than one that is arbitrarily imposed.
 The logical consequence teaches the students to choose
between acceptable and unacceptable actions.
Logical & Illogical Consequences

Student Behaviour Logical Consequence Illogical Consequence
Chew gum Disposes gum; writes Teacher sends student to

paragraph on how to office
prevent infraction from
occurring again
Turns in sloppy Redoes the paper Teacher refuses the

paper paper
Walks in noisily Walks in again Teacher ignores

behaviour
Passes paper in Passes paper in properly Teacher deducts 10

incorrectly 10 times points
Arrives late Misses instruction and Teacher ignores

suffers consequences behaviour
Does not bring Does without it for the Teacher supplies

textbook period textbook
Does not bring Student borrows and Student sits without one
pencil or pen signs for it
61

Reasonable & Logical Consequences
 Time out
 Demerit or fine
 Detention
 Assignment to write 6 ways to correct the problem
 Being the last to leave
 Deprivation of some reward
 Exclusion from class participation
Notes About Negative Consequences

• When students see the logical connection between what they do
and what happens to them, it helps them learn to choose what is
appropriate and what is inappropriate behaviour.
• Students will cooperate more readily when they understand how

consequences follow logically from their behaviour.
• The consequences should be suitable and proportional to the

violation.
• Consequences should be uncomfortable for the student.
• Tell the student that the consequence is the result of his/her

choice.
• When delivering the consequence, encourage the student to use

appropriate behaviour in the future.
62

Do Not Stop The Lesson
Do not stop the instruction when giving out consequence.
When you see a violation of one of the rules, immediately give out the
penalty.
Give out the penalty quietly as you continue with the lesson or
classwork.
If a student breaks a rule, write his name on the board. If he breaks the
same rule again or another rule, then put a check beside his name.
Eg.
Sammy
Kassim /
Rajan
What About Rewards?
The entire class is rewarded if it abides by the rules for the entire week.
The following are some possible rewards:
• Praise (daily)
• Positive notes home (random)
• Whole-class radio time or free time (weekly)
• “Raise A Grade” Certificate (monthly)
• Movie & Popcorn party For Class (every 9 weeks)
• Various other positive perks (throughout the whole year)
• The joy of learning (each day of the school year)
63

A Typical Set Of Rewards
Daily: Table points
Weekly: Class free time (no detentions issued)
Monthly: Video/ Field Trip or Activity
Marking Period: Ice Cream Party
Semester: 6th Grade Reward Party (no office referrals)
The best reward is the satisfaction of a job well done.
Suggestions For Rewards
The Logical Reward

• Earned good grades
• Made the honour roll
• Was tapped for honour society
• Received a scholarship
• Got extra credit
• Had good work posted
• Was first to be dismissed for lunch, recess, etc
• Participated in special event
• Chosen as student of the day, week, month, etc
• Awarded a VIP certificate
The Simplest Yet Best Reward
• A smile
• A high five
• A pat or handshake
• A word of encouragement
• Praise for the deed, encouragement for the person
• A note to student
• A note home
• A phone call home
64

The Ultimate Reward
An enjoyable, interesting and challenging class
Discipline With Your Body, Not Your Mouth
Calmness is strength and being upset is weakness. The effective

teacher is calm even with the most trying of students.
To achieve calmness, practise these steps in front of a mirror.
1. EXCUSE yourself from what you are doing.

2. RELAX. Take a slow breath and CALMLY approach the student
with a meaningful business look.
3. FACE the student directly and CALMLY wait for a response.
4. If there is no response, WHISPER the student’s name and calmly
state what you want the student to do, ending with the word
“please”. Relax and wait.
5. If the student does not get to work, RELAX and WAIT. Repeat
Step 4, if necessary.
6. If backtalk occurs, relax and wait and KEEP QUIET. If student
talks back, do not engage with him in a conversation. Repeat Step
4.
7. When student responds with the appropriate behaviour, say
“Thank you” and leave with an affirmative SMILE. If student earns
an office referral, deliver it calmly.
65

Communicating Your Discipline Plan In An Effective Way
The Ineffective Teacher The Effective Teacher
1. May have no clearly defined 1. Has a discipline plan that

rules. does not degrade students.
2. Communicates rules 2. Communicates plan at the

sporadically and as they are start of school with firmness and
suddenly needed to stifle a yet a controlled and friendly
situation. Conveys rules in manner. Makes eye contact with
angry and condescending each student while presenting
manner. plan.
3. Explains that administration 3. Provides an understandable

wants him/her to maintain reason for the plan.
discipline.
Activate Your Discipline Plan
Work your plan. Put your plan into action daily and show consistency. An
effective teacher:
1. Posts the rules

2. Post consequences & rewards
3. Immediately enact the consequence when a rule is broken
4. Give positive feedback to individuals as well as to class
5. Shows a behaviour that is predictable and consistent
Friendly Advice
Be friendly to students but do not be their friends.
66

What to Do When The Student Answers The Teacher
What do you say to the following 3 questions asked by students all over
the world?
1. What are picking on me for?

2. What did I do?
3. Everyone else is doing it. Why me?
Stand in front of the mirror and practise the following 100 times until you
can say it calmly and automatically every time one of these question is
asked:
“Because you CHOSE to break the rule.”
Do not argue. Do not ask the student if he/she is questioning your

authority. Do not yell, scream or raise your voice. Just say calmly every
time:
After a few days, no one will ever ask, “Why are you picking on me?”
because everyone will know exactly what you will say.
The key word is “CHOSE”. It means that the student is responsible for
and accountable for his actions. You are therefore teaching your
students responsibility and accountability.
“The teacher is not picking on you. There are 5 rules in the classroom.
The rules were discussed, agreed on and signed. So when you CHOSE
to break one of the rules, you must accept the consequence.”
After a few weeks or months, if someone were to ask you, “Why are you
picking on me?”, all you need to do is stand and smile at the student.
The class will respond for you:
67

Getting Support
To ensure that your discipline plan is fully endorsed and supported, you
should get support from:
1. School Administration
2. Parents
1. School Administration
If you do not have a school-wide discipline plan, go to your principal with
your plan. Present your plan, in writing, with the rules, consequences
and rewards.
Show him/her what you plan to do if the students violate the rules. Show
him/her that you plan to refer the student to the office after a certain
number of violations.
Ask the principal what he/she plans to do when you send the students to
the office. This is important so that the school can ensure consistency in
the discipline plan.
2. Parents
To receive the support from the parents, pass the parents a copy of the
discipline plan. Parents, students and teachers need to sign the
discipline plan so that everyone has indicated that their agreement with
it. It is now binding.
The form that you create should be simple and easy to understand by
all. Keep an extra copy at hand all the time. A sample of this form can be
seen on the next page.
68

Discipline Plan For Class ____________________
Classroom Rules
Rule 1: ________________________________________________________________________
Rule 2: ________________________________________________________________________
Rule 3: ________________________________________________________________________
Rule 4: ________________________________________________________________________
Rule 5: ________________________________________________________________________
If You Choose To Break A Rule

st
1 Time:_______________________________________________________________________
nd
2 Time: ______________________________________________________________________
rd
3 Time: ______________________________________________________________________
th
4 Time: ______________________________________________________________________
th
5 Time: ______________________________________________________________________
Severe Disruption : _____________________________________________________________
Rewards
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

STUDENTS: I have read this classroom discipline plan and I understand it. I will honour it.
______________________________________ (Signature) ____________________ (Date)
PARENTS: My child has discussed the discipline plan with me. I understand it and will support it.
______________________________________ (Signature) ____________________ (Date)
TEACHER: I will be fair and consistent in administering the discipline plan.
______________________________________ (Signature) ____________________ (Date)
***IMPORTANT NOTE: KEEP THIS AGREEMENT IN YOR BINDER AT ALL TIMES***

69

Ponder about the discipline problems that you have faced.
1. Do setting rules prevent your students from misbehaving? Why?
2. List some problems teachers face in the area of discipline.
3. How would this coming year to be different for you in the area of
discipline?
70

below.
1. What are the rewards and consequences in your classroom?
______________________________________________
______________________________________________
______________________________________________
______________________________________________

a. Instituting rewards
______________________________________________
______________________________________________
b. Instituting negative consequences
______________________________________________
______________________________________________
71

c. Managing students with persistent behavioural problems.
______________________________________________
______________________________________________
d. Empowering teacher with patience, calmness and effectiveness

when facing a discipline problem.
______________________________________________
______________________________________________
e. How do we get the support of the parents?
______________________________________________
______________________________________________
f. How do we ensure the support and follow-up by the

administration?
______________________________________________
______________________________________________
72

Lesson 10: Having Students Follow Classroom
Procedures
• What is the number 1 problem in schools?

• Why do students fail to follow procedures?
• When are procedures required?
• Make a list of the procedures you require.
• Detail each of your listed procedure.
• Differentiate between a routine and procedure.
• Differentiate between procedure and discipline.
• What are the 3 steps to introducing procedures?
The No. 1 Problem
The number 1 problem in the classroom is not discipline; it is the lack of

procedures and routines. Do you realise that most teachers do not
teach? They ‘cover’ or ‘do’ activities. Then when things go wrong, they
discipline. As a result, most classrooms are non-managed.
In contrast, a smooth-running class with few discipline problems are

managed well. How smooth a class runs is based on the teacher’s ability
to teach procedures.
Why do students not follow procedures?
All students abound with excess energy unlike the adults. From
preschool to early adulthood, these students are blessed with more
energy than most teachers. Because students abound with energy, they
cannot be expected to sit quietly at the desk. They must know from the
very beginning how they are expected to behave and work in a
73

classroom. Therefore, to ensure that this energy is correctly channelled,
they must be taught procedures.
Contrary to what some teachers may think, students readily accept the
idea of having a uniform set of classroom procedures because it
simplifies their task of succeeding in school.
To do anything successful in life, you need to follow procedures. It is the

procedures that will provide the students with the platform for academic
achievement.
So why do student not follow procedures? The reasons are as follows:
1. The teacher has not clearly thought out what happens in the
classrooms.
2. The students have not been trained to follow the procedures.
3. The teacher spends no time managing the classroom.
Therefore the students do not know the procedures.
Learning Takes Place When...

No learning takes place when you discipline. Learning by the students
takes place when they are at work. Learning by the teacher takes place
when the teacher is working. If at the end of the day, the students do
more work than you, then they have worked. However, if they work far
less than you, then it is logical to assume that they are not learning at an
optimum level.
74

Comparison Of An Effective And Ineffective Classroom
Effective Teacher Ineffective Teacher
1. Students actively involved 1. Students at their seats

in meaningful work. doing nothing or nothing
significant.
2. The students know what 2. If procedures exist, they

the procedures are and are not a fundamental part of
how the class functions. the students’ journey towards
educational excellence.
3. The teacher moves 3. The teacher is the one

around the room – working in front of the class.
helping, guiding,
answering, disciplining,
smiling and caring.
What’s The Difference Between Discipline and Procedures?
DISCIPLINE PROCEDURES
- Concerns how students behave - Concern how things are done
- Has penalties & rewards - Have no penalties or rewards
75

Procedures And Routines
What is the difference between a procedure and a routine? Well, a

procedure is what the teacher teaches the students to do and practise. It
requires prompting by the teachers. However, once the student carries
out the procedures without being prompted, these procedures are now
called routines.
If you do not teach students the procedures in school, they shall develop
their own procedures, which you may not approve and may run counter
to the goals of education.
Ponder about this. If you and your friends are new workers at a factory
and if the procedures of work are not taught and rehearsed with you,
what would you do? Wouldn’t you develop your own procedures? This is
only logical. So likewise, when students are not taught procedures, they
follow their own procedures, which are usually carried on from previous
years.
Why Procedures Are Necessary
Procedures are necessary for several reasons such as:
1. Classroom procedures are statements of student expectations.

They are necessary for the students to successfully learn and
function effectively in the school environment.
2. Classroom procedures allow many different activities to take place

efficiently at the same time with minimum time wastage and
confusion.
3. Classroom procedures reduce classroom disruptions and increase

on-task time.
4. Classroom procedures tell a student how things operate in a

classroom and therefore reduce discipline problems.
76

When Is A Procedure Required
Every time the teacher wants something done, a procedure is

necessary. Examples of procedures:
• What to do when the bell rings
• What to do when the pencil breaks
• What to do when you hear an emergency alert signal
• What to do when you finish your work early
• What to do when you have a question
• What to do when you need to go to the rest room
• How to enter the classroom
• What to do when they enter the classroom
• Where to find the assignment
• What to do when you want their attention
• What to do at dismissal of class
Please refer to the Annex (pg 174 to 193 of FDOS) for notes on the
above procedures.
Sample 1: Procedure After Work Is Completed
So if I finish my work early, what do I do next?
Possibilities include:
• Work on unfinished assignments
• Read a good book
• Work on green folder
• Work on a book report notecard
• Work on an oral book report
• Make a book at the Writing Corner
• Use the Listening Corner
• Study your multiplication cards
• Make a crossword puzzle
• Draw a picture or make a card for the teacher, Mom, Dad,
grandparents or a friend.
• Write your spelling words 3 times
77

Sample 2: List Of Procedures
The following are a list of procedures of a Texan teacher:

• Entering a classroom
• When the student is late
• Leaving the classroom
• End-of-period dismissal
• Asking a question
• Listening to and responding to questions
• When you need a pencil/paper
• Sharpening your pencil
• Turning in papers
• Indicating whether you understand
• When student is absent
• Working cooperatively
• Changing groups
• An emergency alert
• Keeping your notebook
• When you need help
• Progress reports
A Few Procedures In The First Week Please
Rule: In the first few days of school, teach a few procedures only,
especially those that are necessary for the smooth opening of the class
and establishing a positive and pleasant work environment. Delay other
procedures until the appropriate activity arises.
78

Harry Wong’s Must-have Routines
The following procedures must become student routines:

1. Beginning of period
2. Quieting a class
3. Students seeking help
4. Movement of students and papers
5. End of period
3 Steps To Teaching Procedures
Step 1: Explain – state, explain, model and demonstrate the procedure
Step 2: Rehearse – rehearse and practise the procedure under your

supervision
Step 3: Reinforce – Re-teach, rehearse, practice and reinforce the

classroom procedure until it becomes a routine
Note: When a new student joins the class, give him a copy of the
procedures, explain the whats and whys of the procedures. Inform him
to observe how the rest of the class functions. Reinforce the deed by
praising the deed rather than the person.
79

1. Make a list of the procedures you require in the classroom.
2. Prioritize the list into 3 groups – very important, important and good
to have.
3. What are the first 5 procedures you intend to introduce to the

class? How would you introduce them?
80

below.
1. Should students who do not follow procedures be punished?

Why?
______________________________________________
______________________________________________
2. When and how should new procedures be introduced?
______________________________________________
______________________________________________

Introducing procedures and routines to the entire school
Discuss how this can be done and write your findings in the
space below.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
81

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
END
82

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CLASSROOM MANAGEMENT

Dated 2nd June 2014

©Madrasah Al-Irsyad Al-Islamiah

2. Lesson 1: The First Days Of School 4

3. Lesson 2: The Effective Teacher 8

4. Lesson 3: How To Manage A Classroom 16

5. Lesson 4: Getting The Classroom Ready 24

6. Lesson 5: Introducing Yourself To The Students 30

7. Lesson 6: Arranging And Assigning Seating 38

8. Lesson 7: Posting The Assignments 45

9. Lesson 8: An Effective Discipline Plan (Rules) 51

10. Lesson 9: An Effective Discipline Plan (Procedures 59

11. Lesson 10: Having Students Follow Classroom 72

2. Dr Harry K. Wong is a master teacher and the author of the book,

3. This module, which you currently hold in your hands, represents a

4. The training sessions which we provide shall Insha Allah highlight

5. There are 2 sets of activities that follow each lesson – Self-

6. Enjoy and be empowered by the Classroom Management journey!

• What are the 4 stages of teaching?

Do you know of the 4 stages of teaching?

The above are the 4 stages of teaching.

In the Fantasy Stage, the teacher (usually Advice To Teachers

In the Survival Stage, the teacher is ineffective in bringing about the

You can remember the 4 stages by any of the following acronyms:

SMIF, FIMS or IMF-S

Douglas Brooks’ Eye-Opening Discovery

In 1985, Douglas Brooks wrote an article entitled ‘The First Day Of

...that student achievement is directed related to the establishment of

Hence, if the teacher effectively establishes good procedures and

So where are we now? Are we living in the Fantasy Stage, Survival

1. Why is it important to be friendly with students but not their

(b) Is Mastery Stage is a subset of Impact Stage?

(c) Which stage is preferred? Why?

• Explain the meaning of the word ‘effective’.

The Meaning Of ‘Effective’ & ‘Efficient’

How the words are used:

• The minister wants his officers to be more effective in stopping

• Some people question the effectiveness of computers as an aid to

• He effectively put an end to the problem.

• I do not understand why that efficient teacher is not effective in

• That inefficient worker is effective in preventing the other workers

The Effective Teacher

The effective teacher possesses 3 key characteristics. They are

1. Positive expectations that students will excel

“Teaching is not covering

To have positive expectations of your students means that you sincerely

The Pygmalion* Effect?

The Pygmalion Effect refers to situations in which students perform better

So what are going to do as a teacher – will you have positive or negative

Characteristic 2: Classroom Management

Classroom management consists of the practices and procedures a

Characteristic 3: Lesson Mastery

i. Did you expect some students to excel? So did they excel?

v. Make a commitment to yourself that you will expect every student of

1. What is the difference between ‘efficient’ and ‘effective’?

(a) Is it possible to have positive expectations of your students – all of

(a) When is a teacher teaching for lesson mastery?

(c) Should all learning be evaluated? Can all learning be evaluated?

Induction of new teachers into your school

• What is classroom management?

What Is Classroom Management?

Classroom management refers to the organisation of the following so

So the effective teacher must ensure:

1. Student involvement and cooperation

Location 1: _ Location 2: _