Effectiveness showing effective practices, that make effectiveness come

has always been defined as doing the right thing to achieve the most intended
results. Harry K. Wong and Rosemary T. Wong emphasize the importance of
effectiveness to produce student achievement and learning. To Wong, it is the
characteristics of an effective teacher, being a good classroom manager and
showing effective practices, that make effectiveness come true. Their book, The
Classroom Management Book (2014), concludes that it is only the teacher who
makes difference in students’ learning, ” The more effective the teacher, the
more effective the practices, the more students will learn”, page 2. According
to Wong, Effective teaching
is identifiable, teachable, and implementable. Effectiveness is identified when a
result is produced, “Teachers
who are effective produce student’s
learning, growth, and achievement”, Wong. 
Effectiveness is teachable when skilled and trained teachers impact
their students. Effectiveness is implemented when teachers implement skills
they gained from the professional development programs in their classroom. (Harry & Rosemary
Gazette, January 2011.). In
his book, Classroom Management That works (2003), Robert J. Marzano focuses on
the important role of the effective teacher that is responsible for creating
effective classroom management. He believes that a solid classroom management
plan would require an effective teacher and would provide an interesting
teaching and learning environment. “Effective teachers appear to be
effective with students of all achievement levels regardless of the levels of
heterogeneity in their classes”, Marzano, page1.


According to Wong, effective means
producing a result. To produce a result, the teacher must know his/her
intentions and know what he/she expects the kids to learn. Wong believe that no
matter what grade level we teach, what subject we teach and what kind of school
environment we teach in, every single management plan begins exactly the same
way. It begins with welcoming students on the first day of school and every day
of the school year. Wong believe that classroom management is not about
discipline but it is about organization and consistency, ” Classroom management
is not discipline, they are not synonymous terms”, page 8. Procedures make the
class comfortable and secure because they all know what is going to happen.
Discipline has to do with behavior and procedure has to do with doing. An
effective teacher manages a classroom and the ineffective teacher disciplines a

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Wong’s four Stages of teacher
development can measure the effectiveness of the teacher.

Fantasy: the teacher actually believes
that classroom is going to go perfectly on the first day of school. Survival:
teachers believe that teaching is having fun and game and students give them a
hard time. Mastery: teachers know how to handle a classroom and they know how
to manage the students. Impact: teachers see the students use the life skills
they taught them in their future careers, influenced by their teacher.

According to R. Marzano, the effective
teacher has 3 major roles. First, teachers use the instructional strategies
wisely. They are highly skilled and know when it is the best time to use
cooperative learning, and graphic organizers. Second, teachers are aware of the
classroom curriculum design. They respond to the needs of their students
collectively and individually and articulate the proper sequence of the lesson
and design the most appropriate learning activities, videos, and power-point
presentations. Third, teachers are very good classroom managers. Effective
teachers can prevent all discipline problems by keeping students interested in
learning through the use of exciting classroom materials and activities, page


No doubt that both researchers agree
that the most important factor directly affecting the student is the teacher.
Though they used different methods in their researches. Marzano uses meta-analysis
in his experiments he applies quantitative methods in his research focusing on
collecting measurable data using questionnaires and surveys then analyzing it
numerically. He collects data in terms of quantity and frequency. Whereas Harry
and Rosemary Wong use qualitative methods in their analysis to provide deep
information about the attitudes, beliefs, motives and behavior of students. They
rely on the qualities of entities and on processes and meanings that are not
numerically measurable. They interact extensively with people being studied.

Knowing how classroom management is
associated with the effective teacher encouraged me to define management in my
class. My philosophy about classroom management is not far from the researchers
results… I believe in the impact of the first day of school and I am
consistent as a fair manager throughout the academic year. I explain
consequences and let the students make their choice. I encourage my students to
seek learning and enduring understanding. I articulate the proper sequence of
the lesson and design activities that keep my students interested all the time.
I intend to do all of this in my class, to a certain extent, but I never knew
that this is called Classroom Management Plan. Hence after reading Wong’s
qualitative methods, I gained new thinking about how understanding reasons of
different behaviors would lead to effective teaching and learning. I also
gained knowledge form Marzano’s quantitative methods about factors that lead to


So, I think I need to sit and ask myself
how far am I from Wong’s and Marzano’s classroom management plan and how can I
achieve creating my own organized management plan. I think I should start by
Identifying the common practices among us, recognize the ones that I lack and
order them according to priorities. I will learn and practice hard to master
all of the requirements that enable me to be an effective teacher. I will use
the authors’ findings, Ideas and classroom management procedures and management
to build up a solid classroom management plan. I learned from my reading that I
have to keep improving myself for the sake of my students and its never too
late for an action plan.


I am willing to be in the Impact stage
because this is what I want out of my life. I am a responsible teacher and I
have to get out Mastery if I am still there. I will not give up and become a
victim and will do whatever it takes to reach the Impact stage.

– I will invest in myself so that I
increase my value to others.

– I will learn and grow as a
professional.(reading and attending conferences.)

– I will work cooperatively with
colleagues and family for the benefit of the children.

– I will not be a miserable teacher.

– I will become an effective teacher.

– I will set up my classroom with

– I will pass the responsibility to my
students by explaining the consequences.

Adding to my reading, I think I need to
get involved with more practical sessions that may translate what I read to
facts and reality. Teacher development program and observing effective
classrooms in different schools would be a great support.