I.

Qualities of a Good Teacher Professional

1. You love your role, you love being with your students and you couldn't imagine doing anything else. You were meant to teach special needs children, you know this in your heart. 2. You have a great deal of patience and know that little steps in learning go a long way. 3. You know your students well and they are comfortable and at ease with you, they enjoy having you as their teacher and look forward to going school each day. 4. You provide a non-threatening, welcoming environment that nurtures each of the students you work with. 5. You understand your students, you know what motivates them and you know how to scaffold activities to ensure that maximum learning occurs. 6. You take each student from where they are and provide experiences that will maximize success. You're always discovering new things about your students. 7. You are very comfortable working with exceptional learners and learners with diverse needs. 8. You thrive on challenge, can easily build relationships with your students and your student's parents. 9. You are a life-long learner and committed to the profession. 10. You have a never ending willingness to ensure that all students reach their maximum potential. You constantly strive to 'reach and teach' every student under your care. Personal

1. Confidence. Belief in ourselves despite setbacks. Teachers encounter situations all the time that could be considered setbacks. Kids can be cruel, to each other and to teachers. They can have attitudes, especially teenagers. Ive had teachers to were obviously nervous when they taught. Others were shy and only half committed to their subject. But the best teachers laughed off their mistakes: chalk breaking, books dropped, TVs not working. Where some teachers were flustered, the good teachers shrugged and went on about the lesson, sometimes even joking about the mess up. These teachers knew they were human and knew mistakes happen. They didnt take things personally and let problems get them upset.

2. Patience. Some of my best teachers could have helped students through a mental breakdown. Not that they had to, but that they were so patient, they could have gone the distance. Many a time I, or classmate, would just not be getting a particular concept. My best teachers were those who were willing to keep explaining, knowing that eventually it would make sense. They were willing to wait until a distraction calmed students down, or abandon a lesson entirely if it was clear material needed to be revisited. The best teachers just stuck with it, willing to do what it took, no matter how long it took. 3. True compassion for their students. Im sure weve all encountered a bad teacher who didnt care what our excuse was. Certainly, some excuses werent valid, but many were. The best teachers cared about their students as individuals and wanted to help them. They had a sixth sense when a student needed extra attention and gave it gladly. They didnt expect students to leave thoughts of the outside world at the door to the classroom. They took the time to discuss subjects outside their teaching, knowing that sometimes lessons can still be taught without following the textbook. Good teachers were willing to speak up for us to other teachers, if need be. They cared about us beyond the walls of their classroom. 4. Understanding. Good teachers had understanding not only the sixth sense mentioned above, but true understanding of how to teach. They didnt have a rigid technique that they insisted on using even if it didnt help us learn. They were flexible in their teaching style, adapting daily if need be. They understood the little things that affected our ability to learn; the weather, the temperature in the classroom, the time of day. They had an understanding of human nature and the maturity (or lack thereof) of teenagers. Good teachers knew that we hated to be called young and therefore pre-judged. They treated us as real people, not just students. 5. The ability to look at life in a different way and to explain a topic in a different way. There are many different learning styles. Not everyone gets a subject as taught by every teacher. Ive taken subjects (chemistry for instance) many times, at many different levels, by many different teachers. I took College Organic Chemistry three times from three different teachers. I can tell you from experience that it was more the skill of the third teacher than the third time taking the class that allowed me to pass. Bad teachers only look a subject matter one way. They teach based on how they learn. This works for some people, but fails for others. The good teachers are ones that are able to teach to different learning styles. If students dont

understand a subject, they teach it a different way. Instead of looking at abstract formulas, they explain with images what the formulas represent. This requires a through understand of their subject, as well as the ability to consider that subject in different ways, which not all teachers are able to do. 6. Dedication to excellence. Good teachers want the best from their students and themselves. They dont settle for poor grades, knowing it reflects upon their ability to teach just as much upon a students ability to excel. The best teachers encourage the sharing of ideas and offer incentives (like not having to do homework for a day) to get students to think outside the box. They dont tolerate students badmouthing other teachers, doing their best to point out that other teachers are human too. They encourage students to be good people, not just good memorizers of text. They want students to learn and be able to apply what they learned, not just be able to pass tests. 7. Unwavering support. The best teachers know that everyone is able to do well if they have the right teacher. They dont accept that a student is a lost cause. They encourage if you are frustrated and provide true belief that you can get the material. They stand up for individuals against other students, not allowing for in class taunting. Sometimes, they even extend this outside the classroom, although taunts in the hallways are very hard for teachers to combat. The best teachers are there if you need extra help and even encourage it. 8. Willingness to help student achieve. The best teachers are those that dont stop teaching when the bell rings. They hold extra sessions for SAT prep, they reach out to students after class. They know that some need extra attention or assistance, and they dont act like its not their job. They take that job seriously and know they arent just employed to get students to be able to do higher math, but do well in life. They realize that achievement isnt just a good grade on a test, but a feeling of accomplishment with mastering a subject; they are willing to work with a student for that feeling. 9. Pride in students accomplishments. The best teachers let you know they are glad you got a good grade or made the honors society. They smile and tell you that you did a good job. They tell other teachers about how you did as well. Outside you may feel embarrassed, but inside you are glowing. The best teachers dont single out the best students either. They celebrate the accomplishments of everyone, knowing that everyone is capable to doing well. They are upbeat and positive, focusing on how a student did well, not how well they taught. They may know that it was the strength of their teaching that helped a student to achieve, but

they act as if the student is completely responsible. 10. Passion for life. The best teachers arent just interested in their subject, they are passionate about it. They are also passionate about many other things. They praise good weather and smile when they take a few minutes to discuss last nights episode of a popular TV show. They have an energy that almost makes them glow and that you want to emulate as much as possible. They approach tasks with a sense of challenge rather than routine. They take the universes curve balls and turn them into fun (if possible). They are human, certainly, but they make you feel that there is always a reason to keep going. Things will get better no matter how much they appear to suck at that moment. Sources: (http://specialed.about.com/od/teacherchecklists/a/qualities.html) (http://www.ripplesofimprovement.com/the-top-10-qualities-of-a-good-teacher/)

II. Principles of Routine What should teachers focus on for their classroom routines? Although each teacher and each classroom is different, classrooms are successful when teachers have effective routines for: entering the classroom where students sit checking which students are present in class lateness to class giving out equipment and books how students can move around the classroom handing in of work permission to leave the room for valid reasons tidying up at the end of the lesson leaving the room at the end of the lesson what to do in case of emergencies

All of these routines make for 'good housekeeping' and an ordered environment, which is the first prerequisite for an orderly lesson. It may seem a bit 'fussy' to insist on all of these classroom procedures, but all experienced teachers have learnt to their cost what can happen when these routines are missing. Not having these classroom routines is a sure and certain recipe for classroom chaos, sooner or later. Classroom routines for pedagogic reasons As well as functional procedures for an orderly classroom, certain routines are necessary to make teaching and learning as impactful as possible. In this sense, successful teachers develop classroom rules for the way they present information and for how students should respond in the learning process. These kinds of routines include: how to get students to pay attention, such as a non verbal signal, or a countdown how students should respond to direct questions: for example, hand raising or random choice of which students will answer whether students are allowed or instructed to work cooperatively at times noise levels allowed in class: for example, some tasks may require silent individual attention, while others may require cooperative learning in pairs or groups - and students need to be made aware of acceptable noise levels and protocols for each task when and how individual students can get extra help from the teacher in class how to engage students who finish tasks ahead of the rest of the class what to do when students refuse to follow teacher instructions Most teachers start with good intentions: they tell students what the classroom procedures are, they display these routines on a poster in the classroom, they may even print them off and stick them into each student's workbook. The problem is, however, that if teachers don't consistently follow through and actively explain the routines, and the reasoning behind them and model them consistently and persistenly, the routines will have no lasting effect. This means that teachers have to teach the classroom routines in the same way as they teach academic subject matter, they need to do it early, and they need to keep revisiting the

'content' of the routines for the classroom procedures until all students have thoroughly learned how to respond appropriately for every classroom activity. So, for example, if you want students to respond to your signal that you want to use to get them to be silent, you need to: explain what the signal is discuss why it's important to have this routine physically model it in front of students use it every time you want to bring students back to silence Teaching the routines actively is particularly important at the start of a school year, and many successful teachers spend most of the first couple of weeks teaching the routines thoroughly, because they know that time spent invested in getting students to understand and adopt these routines will save a lot of time and energy in the future, and will give a very good return on their investment. The start of the year also provides an opportunity to involve students in the creation of the classroom rules and routines. Involving students in this way often helps to get students to accept the routines more readily, because they now have a stake in the process. You also need to remind students, individually or as a whole class, when they forget to follow the expected procedure for a particular routine. This does not mean a harsh reprimand for students: one powerful aspect of routines is that the teacher can focus on the action without conveying any judgement of the students' character. Sources: (http://www.classroom-management-success.org/classroom-routines.html) III. Activities to Establish Routine

Establishing effective classroom routines early in the school year helps keep your classroom running smoothly and ensures that no time is wasted while students wonder what they should be doing during times of transition. Classroom routines can be established for many activities, including entering the classroom in the morning, transitioning between activities and preparing

to leave the classroom. The basic procedures for establishing solid routines remains the same regardless of the routine procedure that you are teaching your students.

1 .Explain the routine to your class. Tell your students why the routine is important and what you expect them to do as part of the routine. If you want your students to enter the classroom quietly in the morning and select a book to read, explain how entering the room this way helps get the day started quickly; define what quietly means, because without clarification, some students may consider quietly to mean a whisper voice while others will take it to mean no talking. Allow students to ask questions about the routine and your expectations. 2 .Model your expectations. Act out, in detail, what you expect from students when completing a routine. Break the routine down and narrate what you are doing. Show each step of the routine and how it should be properly completed. For example, when showing students how to leave their seat and sit on the carpet, model getting out of a chair, pushing it in properly, walking to the carpet and sitting on the floor in the correct way. 3 .Have students practice the routine. Select one or two well-behaved students to demonstrate the routine first, allowing the class to see how the routine should be completed by a student. Once students all understand what is expected, have the whole class practice the routine. Younger students may benefit from completing the routine one step at a time before practicing the whole routine at once. Have students practice the routine until the class feels comfortable completing the routine without teacher assistance. 4 .Implement the routine in your day. Once students understand the routine, have them complete it during the day. As you implement the routine, remind students of the proper procedure and your expectations, making your reminders less detailed until they are able to complete the task completely on their own. 5 .Review your routine as necessary. If the class struggles to remember the routine or has trouble completing the routine after a break from school, review your expectations and have students practice the proper way to complete the routine again. Sources:

(http://www.ehow.com/how_7668821_establish-classroom-routines.html) IV. Principles of Discipline and Classroom Management Principle #1 The most important factor in classroom management is you the teacher. Everything starts and ends with you. I realised that whatever system was in place in the school, ultimately I was the most important influence in the classroom. Thats where we all need to start with the only thing we can completely control ourselves. Principle #2 You need a vision and a plan. I knew that I had to be able to plan for success, which meant knowing what success looks like, and I needed to have the right mindset to expect success if I planned it carefully. Principle #3 Successful teachers concentrate on what works well. I decided to spend time concentrating on what was really important for me to be successful in the classroom, and developing a range of strategies I could use. I wanted to control events if I could, rather than have events control me. Principle #4 Good teachers understand the needs of their students. I learnt that students dont all learn in the same ways, and, if I was going to be able to help students, I needed to understand their needs. Principle #5 If everybody wins, everybodys happy. I began to see classroom discipline as a partnership which could be fair to everybody, if everyone had a stake in it. Principle #6 Good teachers know how to involve other people. Nobody has all the answers, but others may well know what you need to know, and are often willing to help. The end result of collaborating with others is often that you achieve success that is far greater than you might have expected. Principle #7

Good teachers keep themselves sharp and never stop learning. By keeping a healthy balance between their professional and personal lives, and developing themselves as people, good teachers remain fresh and continue to be successful in the classroom. So, thats the inspiration for this website, which can help you learn how to succeed with classroom management by consistently practising some key habits that are linked to the ways human beings operate effectively in all areas of experience. Ive researched the subject in depth, so you dont have to. New information is added all the time, so I hope youll bookmark this site and return to it frequently to find what youre looking for. All the information on this website is free and unbiased. Its filtered through my 30 plus years of trying, every day, to walk the talk, as a very successful classroom teacher, curriculum manager, coach and mentor. Thank you for letting me share it with you. Sources: (http://www.classroom-management-success.org/) (http://www.classroom-management-success.org/classroom-discipline.html)