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The Classroom Management Book
The number one problem in classrooms is the lack of classroom management, not discipline. This is a solutions book that turns classroom chaos into student achievement. It walks a teacher through organizing and structuring a classroom to create a safe and positive environment for student learning and achievement to take place. The book includes step-by-step teaching of 50 procedures that can be applied, changed, adapted, and incorporated into any classroom management plan and 40 QR (Quick Response) Codes that provide additional resources. All ideas are easy to implement at no cost. The concepts shared are suitable for all grades, all subjects, and all teachers. While all of the work and preparation behind a well-managed classroom are rarely observed, the dividends are evident in a classroom that is less stressful for all and one that hums with learning. This book is a companion book to The First Days of School and provides an in-depth look at classroom management.
308 pages, Paperback
First published May 1, 2014
160 people are currently reading
968 people want to read
About the author
Harry K. Wong
21 books56 followersHarry K. Wong is an author, a speaker, and a publisher on the subject of education. He has authored over 30 publications, often coauthoring with his wife Rosemary Wong, which he did on his best known work, The First Days of School. He also has authored a monthly column on www.teachers.net, a CD set, and a book on New Teacher Induction. He has an eLearning course on classroom management and has appeared in an award-winning video series, The Effective Teacher.
His many journal articles can be found in Educational Leadership, KAPPAN, Principal Leadership, NASSP Bulletin, American School Board Journal, Kappa Delta Pi Record, School Business Affairs, and Education Week. Most of these can be accessed on www.NewTeacher.com.
Harry Wong is a former secondary science classroom teacher. A San Francisco native, he is a graduate of Lowell High School. His undergraduate degree is from University of California, Berkeley. His doctorate is from Brigham Young University in Utah.
Dr. Wong has been awarded the Horace Mann Outstanding Educator Award, Upton Sinclair Award, Outstanding Secondary Teacher Award, the Science Teacher Achievement Recognition Award, the Outstanding Biology Teacher Award, and the Valley Forge Teacher's Medal.
In 2012, the National Teachers Hall of Fame in Emporia, Kansas, presented him with its first ever Lifetime Achievement Award.
Harry K. Wong has given some 3500 presentations to over a million people. He has been the general session speaker at every major educational meeting and at Toastmasters International. His lectures have taken him to every American state and Canadian province and to Europe, Asia, South America, Africa, and Antarctica. His wife, Rosemary, shares the stage with him as he travels the world helping teachers.
He and Rosemary are new teacher advocates. He is the father of three children, four grandchildren, and is madly in love with his Sicilian, mentor-teacher wife. They have built a school in Cambodia.
Ratings & Reviews
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Displaying 1 - 30 of 61 reviews
September 2, 2018
Very specific, very useful. A heavily tabbed and highlighted copy of this book was leant to me by an excellent veteran teacher. I read a few chapters and then ordered my own copy because I knew I needed it.
You won't need every procedure described in this book, but reading how to plan and teach so many different procedures made me understand why certain procedures worked in my class last year and why others did not. I feel smarter and better prepared.
You won't need every procedure described in this book, but reading how to plan and teach so many different procedures made me understand why certain procedures worked in my class last year and why others did not. I feel smarter and better prepared.
February 20, 2025
A must for new teachers! I mostly read it over the summer and only skimmed what was relevant to high school. Occasionally contradictory i.e. “do this thing to make less work for yourself” but then the thing takes a lot of work to prep and requires you to monitor students even more
January 13, 2023
4.5 stars
Things I liked:
I used this as a resource while creating my classroom management plan (in preparation for interviews). It has been super practical and applicable! It's wrong that I never had to write a classroom management plan as an assignment during my education program. This book (or one like it) should have been required reading. There are so many pivotal education principles that this book teaches that I was never taught in my education program. For example:
Other things I found helpful:
Seven things students want to know on the first day of school
First day of school checklist
Subtitute advice
Zero alternatives
Things I didn't like:
-There are a lot of procedures/sections that only applied to elementary (like handwashing, snack time, etc.) so those were unhelp to me. There was also a procedure for "death of a parent" and I thought it was going to give helpful advice on how to help the student in question however, it gave advice on how to support the class in general (with the assumption that the parent was a classroom volunteer or something). So, again, this is aimed toward elementary rather than secondary, so it was unhelpful for me. I understand that generalizing to both elementary and secondary creates a broader audience for the book however, it also means that I am skipping over large swaths of this book.
-I have the Wongs' other book "The First Days of School" and was excited to read it given how helpful this book was however, I worry how repetitive the information is going to be. The first section of this book talks all about preparation before the first days of school and the last section gives many different teachers example plans for the first day of school.
Things I liked:
I used this as a resource while creating my classroom management plan (in preparation for interviews). It has been super practical and applicable! It's wrong that I never had to write a classroom management plan as an assignment during my education program. This book (or one like it) should have been required reading. There are so many pivotal education principles that this book teaches that I was never taught in my education program. For example:
-Kounin (1970) summarized that "Good classroom management is based on the behavior of teachers - what the teachers do - not the behavior of students."
-Six behaviors of good classroom managers: Withitness, overlapping, smoothness and momentum, group alerting, accountability, seatwork variety and challenge
-"Classroom management is NOT discipline; they are not synonymous terms...Discipline is behavior management" while "classroom management is about organization and consistency." This can be created through the use of procedures.
-"A routine is a procedure that students do repeatedly without any prompting or supervision." (The "class proceeded without me story" was super impressive. It is def a great measure for whether you have created and practiced enough procedures. Could my class continue without me?)
-"The real reason many students fail is that they do not know what to do."
-"People learn from those they trust" and "consistency builds trust."
Other things I found helpful:
Seven things students want to know on the first day of school
First day of school checklist
Subtitute advice
Zero alternatives
Things I didn't like:
-There are a lot of procedures/sections that only applied to elementary (like handwashing, snack time, etc.) so those were unhelp to me. There was also a procedure for "death of a parent" and I thought it was going to give helpful advice on how to help the student in question however, it gave advice on how to support the class in general (with the assumption that the parent was a classroom volunteer or something). So, again, this is aimed toward elementary rather than secondary, so it was unhelpful for me. I understand that generalizing to both elementary and secondary creates a broader audience for the book however, it also means that I am skipping over large swaths of this book.
-I have the Wongs' other book "The First Days of School" and was excited to read it given how helpful this book was however, I worry how repetitive the information is going to be. The first section of this book talks all about preparation before the first days of school and the last section gives many different teachers example plans for the first day of school.
"Vision without execution is hallucination"
July 3, 2018
I read 'The First Days of School" last year before becoming a first-year high school teacher, and I wasn't impressed. I SHOULD have picked up this book instead! I thought there were a lot of helpful, applicable, executable classroom management strategies that I can easily incorporate into the classroom. They offered advice not just to K - 8 teachers, but for us poor high school teachers struggling to create routines and procedures that don't feel like little-kid gimmicks. I will definitely be incorporating many of these strategies in the classroom this upcoming year!
March 14, 2020
The Book My Class Has to Read
June 19, 2023
My personal notes... not a useful review IMHO
Effective Teachers
Are good classroom managers. Practices and procedures maintain a good instructing and learning environ.
Can instruct for learning.
Have positive expectations for student success.
Critical factors
Organizational support, Instructional support, and Emotional support
Barriers that prevent at-risk student learning:
Management component, Instructional component, Enabling component
The teacher makes the difference! The only factory that increased student achievement was the effectiveness of a teacher!
Talking.
Phones.
Participation in discussions.
Getting out of seats.
Turning in work.
What to do if you finish early.
Give notice of transitions.
Explain procedures and expectations (clear, simple). Review and remind.
Difference between management and discipline.
Classroom management = Organization and consistency (predictability, reliability)
Discipline doesn't lead to learning, it just stops deviant behavior.
Effective teachers teach students to be responsible for appropriate procedures.
Procedures teach responsible skills that serve through school and life!
An ounce of prevention is worth a pound of intervention!
Effective teachers have an unquenchable curiousity and admiration for what other teachers do.
Be consistent and predictable. Students who live in chaos long for stability, direction, and purpose.
Develop a discipline plan. (Consult First Days of School)
Rules (short, simple, easy to remember
Rewards- positive consequences
Penalties- negative consequences
Set positive expectations (clear, simple, and easy)
Outline what I expect from students.
Outline what students can expect from me. (see page 18)
Agenda: schedule, opening assignment, lesson objective, date, homework, reminders
How to Teach a Procedure. To teach procedures effectively, you must be model, explain, give examples, allow for discussion and questions, and ask for a demonstration of understanding, and assess demonstration.
TEACH state, explain, model, demonstrate
REHEARSE students rehearse and practice under my supervision. Keep practicing until everyone has it.
REINFORCE reteach, rehearse, practice, and reinforce until it's a habit
Coach students and give them prompts and encouragement, give specific feedback.
If students don't follow a procedure, REHEARSE! What we do best or most perfectly is what we have most thoroughly learned by the longest practice. ~Henry David Thoreau
If rehearsing and reinforcing don't result in the procedure, you have two choices:
Change steps and reteach. Change the procedure to a rule (in which case a consequence will be attached... use sparingly, if at all)
If you have a student who refuses to follow a procedure, don't escalate the situation, be calm and patient. Procedures are not orders, but steps to accomplish a task. Discipline is confrontational, procedures are non-confrontational and let you put energy into teaching.
Greet students at the door... “I'm so glad you're here”. In this way you connect with students and show them you care. When we seek connection, we restore the world to wholeness. Our seemingly separate lives become meaningful as we discover how truly necessary we are to each other. ~Margaret Wheatley
Connection ideas:
Birthday recognition.
Guess who activity: (papers have three clues... hobbies, summer activities, sports, family, pets, movies, books, and then write their name on the back. Each student picks a name out of the basket and we guess.
#1 Start of class Routine.
Come in quietly.
Do the starter until given instruction.
#5 Dismissing the Class In our class the last 5 minutes isn't wasted. The last 2 minutes will be used for a quick clean up, pick up, and put away materials. I will let you know when there is 2 minutes left. There is no gathering, class is clean. Everyone has their area of responsibility. Time isn't forgotten, there is no mad rush out. No one sneaks out.
#16 Bathroom Breaks Think about using hall passes. Students show you hallpass and you nod yes or no. If yest they put the pass on
#24 Daily Closing Message Review what happened and learning that took place with a closing message. This helps solidify learning... provides review, reminds of upcoming events/homework (Create a template).
#25 Infraction Notice Private way to address infraction (form) Create a form and get duplicate forms! (Could also be called “STOP sign”:
[box] Please correct behavior
[box] Please return to task
Offense
See me after class!
Student Signature
Conference Results
Teach: Explain how the card works. Remind that when students act inappropriately in class, learning time is lost. I understand that there may be underlying reasons why students choose to act certain ways. I won't embarrass the student in class, but will conference after class (or earlier if there's a good time). If there are repeated offenses, we may need a more formal conference.
Procedures for Instruction
#27 Class Discussions. All students should feel comfortable participating w/o anxiety of being talked over, interrupted, or disrespected. I model how to respect those contributing by maintainint eye contact, paraphrasing idea shared, and using comments as a springboard to continuing class discussion.
#28 Working in Groups Working in groups fosters teamwork, cameraderie, and practical experience for future employment. Our procedure eliminates chaos during transition, allows all to have the chance to work with different people, and helps us be efficient. Sometimes you will receive a lot of direction for your group activity and other times you will be responsible to figure things out.
In groups, each person has an important job (talk about the “body” concept, and “hierarchy” concept). You are responsible for your own work and behavior. Ask teacher for help only if whole group is stumped and if everyone agrees on the same question.
#29 Note taking. When you take notes, you learn to identify important information and you become an active learner. I'm going to teach you the Cornell Note-taking Method. 2.5” on the left, 6” on the right, 2” on the bottom.
The right is for recording notes. The left is a reduction of notes into descriptive words or key points. The bottom is for summary and questions. As you listen, try to identify most important ideas... don't try to write everything! To study, cover record section and look at key words. Recall based on key words what you have recorded.
#34 Cultivating Social Skills. We are cooperative and courteous. Model excellent social skills. Make a list: Listenint, good manners, respect, cooperation, helping, patience, courtesy, sharing, participating, seeking attention appropriately, indoor voices, polite words, sit up straight, focus on speaker, limit movement
#40 The Angry Student Responding with anger adds fuel to the fire. Seek to understand and communicate effectively. Show I care, student will feel my concern.
We follow a procedure when we feel angry or frustrated.
Use a gesture that says, “I need some space.”
Create a space where students can “regroup (time limit, one at a time)
Create a signal that says, “I'm having a bad day.”
I understand that you and we experience emotional turmoil. I understand and respect that sometimes some of you will experience a day when you need composure and order to help you through it. I hope I don't have too many days like that, but if I do, I may also let you know that I'm struggling and need the same kind of special respect that I and our class give you.
I will try to talk softly and if I feel my own emotions escalating, I may take a “time-out” moment. These are our goals to help each other through anger and emotional difficulty (we recognize that “acting out” or anger can indicate that someone is reaching out for help):
Stay calm and in control. (Don't threaten, return anger, appear shocked or helpless, or yell and argue: these types of reactions stoke anger and reinforce bad behavior). Stay professional. The teacher who is calm, understanding, and non-confrontational stays in control of the situation and classroom.
Be understanding. Even effective teachers can't compel. Students act appropriately and follow procedures because they respect the teacher, understand clear rules and procedures, and have been taught socially acceptable behavior. Respect and empathize without condoning bad behavior... sending a student to the office doesn't resolve anything. The angry student won't be expecting a calm, positive response. If a student enters the class openly angry, say, “I see that you are angry today, but please sit quietly, and we'll talk after the class gets started on the opening assignment.” Don't point to seat, but make a sweeping motion (less aggressive).
Give the student time to calm down. Suggest a moment of sitting in a quiet area away from the class. Perhaps student can write a list of everything that has gone wrong and lead to anger (give option of paper or electronic device).
Be professional. Procede with responsibilities to get the class engaged in learning. Don't hover over angry student; don't show anger or dismay.
Talk to the student. Ask if student would like to talk now of after class, or even after school (give options). Talk in a private corner or in the hall. Speak slowly and gently, ask what is causing anger. If student wants to share, be a good listener. If you can't afford time with student, suggest staying after class or school, or visiting counselor.
Communicate effectively. Use students name as much as possible. Listen. If student is attacking something you said or did, say, “You may be correct, but please remember the procedure for contributing in class.” (then continue with the lesson). Move on and don't carry a grudge.
#41 The Death of a Student or family member. Students react in unexpected ways. Be flexible and understanding. Give students time to mourn. Let students talk.
Be flexible:
Be willing to delay test.
Allow students quiet time (to read or write).
Lead a discussion, so students can talk and express their feelings.
Allow students to talk to counselor.
Let student's talk.
Give student's time to grieve. Give students opportunity to write a not to the family.
Consider everyone's needs moving forward.
Be observant... notice if a student's grades drop, or if someone is angry or lethargic.
Crisis Signs:
Prolonged sadness
Sudden behavioral issues
Eating/sleeping problems
Scared reactions to alarms and loud noises
Panic
Withdrawal
Clinging Behavior
Stomach aches and headaches
Age regression
Sullenness
Disconnected to school
Be sensitive.
Take care of yourself. Allow students to see your sadness.
Work toward closure. Attend funeral if possible.
Return to the normal classroom routine. The second class day after a death should consist of an appropriate
level of normalcy. The day after the funeral, return to the regular schedule. Create a new seating chart (maybe
just a little different).
Ineffective teachers are reactive. They spend their time putting out fires. They don't have an organized play, so they react to every problem with yelling, threatening, etc. They go home angry and tired and stressed-out. Students don't know what the teacher wants, so they navigate uncharted waters to get to the end of the period. Reactive students blames the school, neighborhooed eiviron, demographics, etc. In reality, their chaos is due to lack of a classroom management plan.
#47 Parent Teacher Conferences. Productive meetings that focus on helping students become successful.
Plan and prepare. Pepare to share with parents:
course content
tests, projects, and activities that went into grade
what will be taught the following term
If a parent comes wanting to immediately talk about the grade, smile and say, “I'm really glad you came to see me about your child's grade. Let's look at what we have been studying in class first and what went into making that grade before we talk about the grade.” This provided an ice-breaking or calming time and helps you stay on track with your agenda.
Greet parents with a smile and a firm handshake.
Prepare a sign-in card. Get contact info (phone, email, home address, best method and time).
Student's Name, Your Name, Your relationship to student, Phone, Email, Address, Best Method, Best Time
Keep a notepad.
Print grades. (note for individual assignments: Date made; Date due; Description that is detailed enough for student to know what to do to complete or re-do; average class grade for assignment; student grade for assignment.
Report shows zeros for undone work, missed tests; excessive absences.
Important phrase: I don't give grades, but let's look at the grade your child has earned.”
Set a timer. When the timer rings, stand and continue talking, but begin walking parent to door even if not finished. Parent will follow. Thanks them for coming and let them know other parents are waiting. Offer to schedule additional time if necessary.
Invite suggestions.
Follow up.
#48 Back to School Night My actions will be scrutinized. I can only make my first impression once.
Dress for success. Wear professional clothing.
Greet at the door with a friendly smile and handshake. Thank them for coming. Have sign-in sheets with pens for contact info (multiple sheets eliminates lines and frustraction). Hand out a tri-fold brochure with classroom procedures and rules; course overview; and contact information.
Be prepared. Questions that might be asked should have answers:
What is the homework policy?
What projects are planned?
How much time is given to complete assignments?
How will technology be used in class?
Will students go on field trips?
What is the school tardy and absence policy?
How can parents support students at home?
Create a list of talking points:
A little about me.
I have a husband and 4 children. We teach our children Spanish at home, and some of them are learning Chinese in our local immersion program. Serving a mission in Florida among people from many countries and volunteering at the IRC refugee center in SLC are part of my life experiences that have helped me appreciate all people. I will care for all of you and treat you respectfully and fairly. I'm super excited to be at such a multicultural school. I love to learn. I have approval to teach Business Classes and Spanish. I have attended a lot of teaching conferences this summer and spent a lot of my time preparing for this school year. I'm so excited to be here and I chose to come to your school! I'm glad to have this opportunity!
Provide contact info including: prep hour, school website, email address, class web address, phone number.
IDEA: Create a magnet with a mail label and flat magnet. (Ex.: Stick figure with a megaphone, “Give me a shout!” Mrs. Tanya Wadley, email address, phone number
Share important info.
Ask for questions.
Thank parents for taking time to come.
How can I incorporate important life skills into my curriculum?!!!
Life skills:
Problem Solving
Communicating
Dealing with Conflict
Public Speaking
Writing
Listening
Frequent Activities:
Reading
Writing
Speaking/Presenting
Hands-On Activities, Exploring
Effective Teachers
Are good classroom managers. Practices and procedures maintain a good instructing and learning environ.
Can instruct for learning.
Have positive expectations for student success.
Critical factors
Organizational support, Instructional support, and Emotional support
Barriers that prevent at-risk student learning:
Management component, Instructional component, Enabling component
The teacher makes the difference! The only factory that increased student achievement was the effectiveness of a teacher!
Talking.
Phones.
Participation in discussions.
Getting out of seats.
Turning in work.
What to do if you finish early.
Give notice of transitions.
Explain procedures and expectations (clear, simple). Review and remind.
Difference between management and discipline.
Classroom management = Organization and consistency (predictability, reliability)
Discipline doesn't lead to learning, it just stops deviant behavior.
Effective teachers teach students to be responsible for appropriate procedures.
Procedures teach responsible skills that serve through school and life!
An ounce of prevention is worth a pound of intervention!
Effective teachers have an unquenchable curiousity and admiration for what other teachers do.
Be consistent and predictable. Students who live in chaos long for stability, direction, and purpose.
Develop a discipline plan. (Consult First Days of School)
Rules (short, simple, easy to remember
Rewards- positive consequences
Penalties- negative consequences
Set positive expectations (clear, simple, and easy)
Outline what I expect from students.
Outline what students can expect from me. (see page 18)
Agenda: schedule, opening assignment, lesson objective, date, homework, reminders
How to Teach a Procedure. To teach procedures effectively, you must be model, explain, give examples, allow for discussion and questions, and ask for a demonstration of understanding, and assess demonstration.
TEACH state, explain, model, demonstrate
REHEARSE students rehearse and practice under my supervision. Keep practicing until everyone has it.
REINFORCE reteach, rehearse, practice, and reinforce until it's a habit
Coach students and give them prompts and encouragement, give specific feedback.
If students don't follow a procedure, REHEARSE! What we do best or most perfectly is what we have most thoroughly learned by the longest practice. ~Henry David Thoreau
If rehearsing and reinforcing don't result in the procedure, you have two choices:
Change steps and reteach. Change the procedure to a rule (in which case a consequence will be attached... use sparingly, if at all)
If you have a student who refuses to follow a procedure, don't escalate the situation, be calm and patient. Procedures are not orders, but steps to accomplish a task. Discipline is confrontational, procedures are non-confrontational and let you put energy into teaching.
Greet students at the door... “I'm so glad you're here”. In this way you connect with students and show them you care. When we seek connection, we restore the world to wholeness. Our seemingly separate lives become meaningful as we discover how truly necessary we are to each other. ~Margaret Wheatley
Connection ideas:
Birthday recognition.
Guess who activity: (papers have three clues... hobbies, summer activities, sports, family, pets, movies, books, and then write their name on the back. Each student picks a name out of the basket and we guess.
#1 Start of class Routine.
Come in quietly.
Do the starter until given instruction.
#5 Dismissing the Class In our class the last 5 minutes isn't wasted. The last 2 minutes will be used for a quick clean up, pick up, and put away materials. I will let you know when there is 2 minutes left. There is no gathering, class is clean. Everyone has their area of responsibility. Time isn't forgotten, there is no mad rush out. No one sneaks out.
#16 Bathroom Breaks Think about using hall passes. Students show you hallpass and you nod yes or no. If yest they put the pass on
#24 Daily Closing Message Review what happened and learning that took place with a closing message. This helps solidify learning... provides review, reminds of upcoming events/homework (Create a template).
#25 Infraction Notice Private way to address infraction (form) Create a form and get duplicate forms! (Could also be called “STOP sign”:
[box] Please correct behavior
[box] Please return to task
Offense
See me after class!
Student Signature
Conference Results
Teach: Explain how the card works. Remind that when students act inappropriately in class, learning time is lost. I understand that there may be underlying reasons why students choose to act certain ways. I won't embarrass the student in class, but will conference after class (or earlier if there's a good time). If there are repeated offenses, we may need a more formal conference.
Procedures for Instruction
#27 Class Discussions. All students should feel comfortable participating w/o anxiety of being talked over, interrupted, or disrespected. I model how to respect those contributing by maintainint eye contact, paraphrasing idea shared, and using comments as a springboard to continuing class discussion.
#28 Working in Groups Working in groups fosters teamwork, cameraderie, and practical experience for future employment. Our procedure eliminates chaos during transition, allows all to have the chance to work with different people, and helps us be efficient. Sometimes you will receive a lot of direction for your group activity and other times you will be responsible to figure things out.
In groups, each person has an important job (talk about the “body” concept, and “hierarchy” concept). You are responsible for your own work and behavior. Ask teacher for help only if whole group is stumped and if everyone agrees on the same question.
#29 Note taking. When you take notes, you learn to identify important information and you become an active learner. I'm going to teach you the Cornell Note-taking Method. 2.5” on the left, 6” on the right, 2” on the bottom.
The right is for recording notes. The left is a reduction of notes into descriptive words or key points. The bottom is for summary and questions. As you listen, try to identify most important ideas... don't try to write everything! To study, cover record section and look at key words. Recall based on key words what you have recorded.
#34 Cultivating Social Skills. We are cooperative and courteous. Model excellent social skills. Make a list: Listenint, good manners, respect, cooperation, helping, patience, courtesy, sharing, participating, seeking attention appropriately, indoor voices, polite words, sit up straight, focus on speaker, limit movement
#40 The Angry Student Responding with anger adds fuel to the fire. Seek to understand and communicate effectively. Show I care, student will feel my concern.
We follow a procedure when we feel angry or frustrated.
Use a gesture that says, “I need some space.”
Create a space where students can “regroup (time limit, one at a time)
Create a signal that says, “I'm having a bad day.”
I understand that you and we experience emotional turmoil. I understand and respect that sometimes some of you will experience a day when you need composure and order to help you through it. I hope I don't have too many days like that, but if I do, I may also let you know that I'm struggling and need the same kind of special respect that I and our class give you.
I will try to talk softly and if I feel my own emotions escalating, I may take a “time-out” moment. These are our goals to help each other through anger and emotional difficulty (we recognize that “acting out” or anger can indicate that someone is reaching out for help):
Stay calm and in control. (Don't threaten, return anger, appear shocked or helpless, or yell and argue: these types of reactions stoke anger and reinforce bad behavior). Stay professional. The teacher who is calm, understanding, and non-confrontational stays in control of the situation and classroom.
Be understanding. Even effective teachers can't compel. Students act appropriately and follow procedures because they respect the teacher, understand clear rules and procedures, and have been taught socially acceptable behavior. Respect and empathize without condoning bad behavior... sending a student to the office doesn't resolve anything. The angry student won't be expecting a calm, positive response. If a student enters the class openly angry, say, “I see that you are angry today, but please sit quietly, and we'll talk after the class gets started on the opening assignment.” Don't point to seat, but make a sweeping motion (less aggressive).
Give the student time to calm down. Suggest a moment of sitting in a quiet area away from the class. Perhaps student can write a list of everything that has gone wrong and lead to anger (give option of paper or electronic device).
Be professional. Procede with responsibilities to get the class engaged in learning. Don't hover over angry student; don't show anger or dismay.
Talk to the student. Ask if student would like to talk now of after class, or even after school (give options). Talk in a private corner or in the hall. Speak slowly and gently, ask what is causing anger. If student wants to share, be a good listener. If you can't afford time with student, suggest staying after class or school, or visiting counselor.
Communicate effectively. Use students name as much as possible. Listen. If student is attacking something you said or did, say, “You may be correct, but please remember the procedure for contributing in class.” (then continue with the lesson). Move on and don't carry a grudge.
#41 The Death of a Student or family member. Students react in unexpected ways. Be flexible and understanding. Give students time to mourn. Let students talk.
Be flexible:
Be willing to delay test.
Allow students quiet time (to read or write).
Lead a discussion, so students can talk and express their feelings.
Allow students to talk to counselor.
Let student's talk.
Give student's time to grieve. Give students opportunity to write a not to the family.
Consider everyone's needs moving forward.
Be observant... notice if a student's grades drop, or if someone is angry or lethargic.
Crisis Signs:
Prolonged sadness
Sudden behavioral issues
Eating/sleeping problems
Scared reactions to alarms and loud noises
Panic
Withdrawal
Clinging Behavior
Stomach aches and headaches
Age regression
Sullenness
Disconnected to school
Be sensitive.
Take care of yourself. Allow students to see your sadness.
Work toward closure. Attend funeral if possible.
Return to the normal classroom routine. The second class day after a death should consist of an appropriate
level of normalcy. The day after the funeral, return to the regular schedule. Create a new seating chart (maybe
just a little different).
Ineffective teachers are reactive. They spend their time putting out fires. They don't have an organized play, so they react to every problem with yelling, threatening, etc. They go home angry and tired and stressed-out. Students don't know what the teacher wants, so they navigate uncharted waters to get to the end of the period. Reactive students blames the school, neighborhooed eiviron, demographics, etc. In reality, their chaos is due to lack of a classroom management plan.
#47 Parent Teacher Conferences. Productive meetings that focus on helping students become successful.
Plan and prepare. Pepare to share with parents:
course content
tests, projects, and activities that went into grade
what will be taught the following term
If a parent comes wanting to immediately talk about the grade, smile and say, “I'm really glad you came to see me about your child's grade. Let's look at what we have been studying in class first and what went into making that grade before we talk about the grade.” This provided an ice-breaking or calming time and helps you stay on track with your agenda.
Greet parents with a smile and a firm handshake.
Prepare a sign-in card. Get contact info (phone, email, home address, best method and time).
Student's Name, Your Name, Your relationship to student, Phone, Email, Address, Best Method, Best Time
Keep a notepad.
Print grades. (note for individual assignments: Date made; Date due; Description that is detailed enough for student to know what to do to complete or re-do; average class grade for assignment; student grade for assignment.
Report shows zeros for undone work, missed tests; excessive absences.
Important phrase: I don't give grades, but let's look at the grade your child has earned.”
Set a timer. When the timer rings, stand and continue talking, but begin walking parent to door even if not finished. Parent will follow. Thanks them for coming and let them know other parents are waiting. Offer to schedule additional time if necessary.
Invite suggestions.
Follow up.
#48 Back to School Night My actions will be scrutinized. I can only make my first impression once.
Dress for success. Wear professional clothing.
Greet at the door with a friendly smile and handshake. Thank them for coming. Have sign-in sheets with pens for contact info (multiple sheets eliminates lines and frustraction). Hand out a tri-fold brochure with classroom procedures and rules; course overview; and contact information.
Be prepared. Questions that might be asked should have answers:
What is the homework policy?
What projects are planned?
How much time is given to complete assignments?
How will technology be used in class?
Will students go on field trips?
What is the school tardy and absence policy?
How can parents support students at home?
Create a list of talking points:
A little about me.
I have a husband and 4 children. We teach our children Spanish at home, and some of them are learning Chinese in our local immersion program. Serving a mission in Florida among people from many countries and volunteering at the IRC refugee center in SLC are part of my life experiences that have helped me appreciate all people. I will care for all of you and treat you respectfully and fairly. I'm super excited to be at such a multicultural school. I love to learn. I have approval to teach Business Classes and Spanish. I have attended a lot of teaching conferences this summer and spent a lot of my time preparing for this school year. I'm so excited to be here and I chose to come to your school! I'm glad to have this opportunity!
Provide contact info including: prep hour, school website, email address, class web address, phone number.
IDEA: Create a magnet with a mail label and flat magnet. (Ex.: Stick figure with a megaphone, “Give me a shout!” Mrs. Tanya Wadley, email address, phone number
Share important info.
Ask for questions.
Thank parents for taking time to come.
How can I incorporate important life skills into my curriculum?!!!
Life skills:
Problem Solving
Communicating
Dealing with Conflict
Public Speaking
Writing
Listening
Frequent Activities:
Reading
Writing
Speaking/Presenting
Hands-On Activities, Exploring
This entire review has been hidden because of spoilers.
July 5, 2019
The beginning part of the book discusses the difference between classroom management (procedure plan) vs discipline, and why having classroom management (procedure plan) is so important and effective. The book then dives into different classroom procedures that are important to think about ahead of time (ex pencils, tardiness, homework, transitions, etc) and how you can/should teach, rehearse, and reinforce these practices with your students so they become routine and second nature.
There's flexibility in designing procedures in ways that work for you (ex a paper heading in the primary grades will look different than a paper heading in the secondary grades) with lots of ideas for you to use. There's lots of depth and detail in this book with quality information. There are also a number of QR codes that lead to more resources, real teacher examples, video clips, and audio clips. This is a great book for teachers to read, especially before the start of the school year/ semester since "the first days of school" (see his other book) are so important.
That being said though, I would suggest not saving this book until August when you're cramming to get it in before the end of the school year because 1- you may need time to decide what your procedures will be 2- you may find you need organizational tools (ex file folders, bins, etc) to purchase/ set up 3- I crammed a bunch of pages in several days in a row trying to finish before a trip of mine and it wasn't as enjoyable in such large chunks, and it was hard to think about each procedure individually and how it would apply to my class when I read about so many procedures at once.
There's flexibility in designing procedures in ways that work for you (ex a paper heading in the primary grades will look different than a paper heading in the secondary grades) with lots of ideas for you to use. There's lots of depth and detail in this book with quality information. There are also a number of QR codes that lead to more resources, real teacher examples, video clips, and audio clips. This is a great book for teachers to read, especially before the start of the school year/ semester since "the first days of school" (see his other book) are so important.
That being said though, I would suggest not saving this book until August when you're cramming to get it in before the end of the school year because 1- you may need time to decide what your procedures will be 2- you may find you need organizational tools (ex file folders, bins, etc) to purchase/ set up 3- I crammed a bunch of pages in several days in a row trying to finish before a trip of mine and it wasn't as enjoyable in such large chunks, and it was hard to think about each procedure individually and how it would apply to my class when I read about so many procedures at once.
December 1, 2022
This book has a lot of good information, but the key phrase here is A LOT. I mean it goes over replacing a dull pencil. Talk about attention to detail. If I were a new teacher receiving this book, I would be intimidated. However, there are good tips for every grade level. My recommendation would be to pick a few things you want to try, rather than trying to implement most of the book at once.
December 22, 2014
Wong always dispenses solid knowledge, but this is basically a reprint of The First Days of School with extra QR codes and tips on how to make PowerPoints. If you haven't read The First Days of School, then add The Classroom Management Book to your collection. If you have, you may want to pass.
Read
April 11, 2016so good book
This entire review has been hidden because of spoilers.
May 23, 2025
It explicitly says in this book that it’s not meant to be read straight through, but I did that anyway. The main problem with it is that it’s also said to be a companion book to Wong’s The First Days of School, which I haven’t yet read, so I wonder how much I was missing out on in that way.
Other than that, it’s a lovely book with a lot of great ideas. It made classroom management, which is a term people just kind of throw around without explaining, feel a lot more manageable for me.
(PG rating)
Other than that, it’s a lovely book with a lot of great ideas. It made classroom management, which is a term people just kind of throw around without explaining, feel a lot more manageable for me.
(PG rating)
June 10, 2022
Absolutely a great resource when thinking about (or rethinking) classroom procedures. I would definitely recommend to teachers developing a classroom management plan. Adopting the procedures and continuing to practice through rehearsal will take any teacher far. However, it doesn't go into depth beyond setting up your procedures, which goes far, but doesn't cover all issues related to classroom management (student conflict, rewards, consequences, etc)
July 16, 2024
This is a MUST READ for prospective and veteran teachers alike. I wish I had known about this book before I started teaching! It contains so many applicable ideas that I’m going to be adopting into my classroom management plan. I feel so much more confident going into my next year of teaching after reading this book!
June 5, 2017
This is a must read for new teachers. Harry and Rosemary Wong have literally put together procedures for almost every action that takes place during the school day. This systematic book is easy to use and easy to read. It is quick, informative, and based on experience and research.
March 9, 2018
A how-to manual on managing the entire environment of the classroom. Worthy of a place on the required reading list for the teachers at any K-12 school. Draws important distinctions between rules and procedures/routines. Research-based, but practical instead of theoretical.
March 17, 2020
This was a textbook for my university course on classroom management. I learned more from reading the book than from the professor. 😆 I found this to be an easy to understand manual and the pictures were very helpful.
August 13, 2021
This book is full of helpful ideas, along with the encouragement and reasoning behind creating and implementing class procedures. Fifty procedures are outlined here, but the other sections provide enough guidance to alter the procedures according to what works at your school and in your classroom.
September 7, 2023
Going into my second year of teaching, I was terrified. My first year was terrible and I had such a hard time because I didn’t start until October. This book gave me the tools I needed to succeed in classroom management.
August 31, 2025
this book is awesome for teachers just starting off in the field. It explains everything from: how to utilize a teacher's assistant in your room, to how to make a procedure for sharpening pencils ( without distraction)
August 2, 2017
So excited to begin implementing the "teach, rehearse, reinforce" strategy to all of my revamped procedures this year! Such excellent advice for teachers!
May 13, 2018
This needs to be required reading for ALL teachers no matter how long they've been teaching. Period.
July 23, 2018
This is all common sense, although well-written. I cannot believe someone got paid to write this. And worse, I cannot believe I was required to purchase it for a college-level course.
May 3, 2019
I’m just finishing my second year of teaching science, first year of music. Wish I read this 2 years ago! A must for any teacher.
August 11, 2019
A MUST READ FOR TEACHERS
September 9, 2019
As a recently retired teacher, this is the best book that I ever read on classroom management. I recommend it for newbies and seasoned teachers alike.
November 14, 2019
Overall good ideas, but definitely more for K-5 than middle or high school.
December 6, 2019
Would recommend
Such a great resource.
Such a great resource.
August 7, 2020
Gives lots of good examples. Very detailed and thorough
June 5, 2021
Will be invaluable next year.
June 25, 2021
Incredibly helpful for a first year teacher.
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