Python Notes for mca i year students osmania university.docx
Classroom Management - TEAM A (SPE 546)
1. CLASSROOM MANAGEMENT
Daniela C. Necs, Jeffrey Cohen, Molly McCartt, and Nicole Gomez
SPE/546 Special Education Methods
December 20, 2015
Barbara Averill
3. William Glasser - Choice Theory
“Regardless of how we feel, we always have
some control over what we do”
- William Glasser
(William Glasser International)
4. William Glasser - Choice Theory
There are 5 basic needs:
- Survival
- Love and belonging
- Power
- Freedom
- Fun
Almost all of our behavior is chosen and we are driven by
our genes to satisfy one or more of these needs.
(William Glasser Institute)
5. William Glasser - Choice Theory
How Does this apply to the classroom?
- If the student’s 5 basic needs are being met then they
are less likely to be a behavioral concern (Erwin, 2004)
Poor behavior results when a student is not happy and is
not getting their basic needs met. A teacher can not do
much to control a student’s behavior BUT they can try to
help the student’s experiences be meaningful and important
to them.
6. William Glasser - Choice Theory
- Teachers discuss with students what they would like to
learn about and why it is important in life. What the
interests the student is what determines the curriculum.
Choice Theory calls this Quality Curriculum (Charles,
2008).
- Students will have internal motivation for school work if
they perceive that it is related to their needs. Internal
motivation is more effective than external motivation
such as prizes (Erwin, 2004)
7. SKINNER’S BEHAVIOR MANAGEMENT THEORY
“The practice of providing consequences for
both positive and negative behavior.”
8. SKINNER’S BEHAVIOR MANAGEMENT THEORY
Skinner’s Management Theory reflects a behaviorist approach to learning and discipline and
emphasizes the fact that student’s behavior can be reshaped through the use of reinforcements and
modifications made in the environment.
Skinner observed from his experiments that the consequences of an action were more important in
shaping behavior than any stimulus that had preceded or coincided with it.
Behavior is shaped through systematic reinforcement (rewards to modify, influence, and improve
learner behavior), while punishment has limited effect – “B.F. Skinner believed that behavior that is
followed by reinforcement (positive or negative) has an increased probability of recurrence, while
behavior followed by extinction or punishment has a decreased probability of reoccurrence.”
(Hannum, 2015)
Basically the Behavior Management Method adjusts the students’ environment to promote desired
behavior.
Skinner was a proponent for many instructional strategies that modern day "progressive” educational
reformers advocate for: scaffold instruction, small units, repetition and review of instructions, and
immediate feedback.
9. SKINNER’S BEHAVIOR MANAGEMENT THEORY
CLASSROOM MANAGEMENT PRACTICES
The classroom practices that teachers use are called behavior modifications. Teachers
implement this technique to improve both learning and behavior in students.
The teacher develops a process of systematically applying rewards (reinforcements)
and consequences for behavior.
Teachers need to identify what the positive reinforcements are for students, to
continuously observe students’ behavior in light of the positive reinforcement, and
always reinforce the desired behavior.
10. SKINNER’S BEHAVIOR MANAGEMENT THEORY
CLASSROOM MANAGEMENT PRACTICES
Strategies include:
● providing compliments, approval, encouragement, and affirmation. A ratio of 5 compliments for every one criticism is
seen as the most effective in altering behavior in a desired manner (McLeod, 2003).
● rewarding positive behavior before reprimanding negative behavior (e.g. instead of punishing one student for not
turning in homework, the teacher should give all students who did turn in their homework consistent reward until that
will induce that one student to follow suit with the rest of the class).
● ensuring that positive reinforcement is immediate so that it can be associated with the positive behavior.
● providing feedback as students work, not just after they are finished with a particular task.
● ignoring inappropriate behaviors and using only positive comments even when addressing inappropriate behavior
(Butcher, 2002).
● creating a system of positive incentives for individual, group, and class behavior.
● developing behavior contracts where students can earn points for appropriate behaviors for purchasing a special
reward (Bucher, 2002).
● reinforcing desired or target behaviors with tokens; the tokens can be redeemed for an item or privilege. “ Rather than
reprimanding misbehaving students, teachers can praise students to behave properly.” (Bucher, 2002).
● ensuring that students have mastered prerequisite skills before moving on.
● recognizing the unique instructional needs of individual students and modifying instructional material and methods
appropriately.
11. SKINNER’S BEHAVIOR MANAGEMENT THEORY
ENVIRONMENTAL MODIFICATIONS
B. F. Skinner relied on the assumption that the best way to modify behavior was to modify the
environment.
The environment should be positive, encouraging and provide immediate feedback on behavior and
class work throughout classroom time. The classroom environment should be neat, orderly, and set up
to address specific students needs while being conductive to an overall positive atmosphere.
Teachers will:
● create many opportunities to give students feedback, instead of waiting to grade them only on an
assignment or to give them a final grade.
● set up reinforcement schedules to reinforce positive behavior (for example, if a student gets out of
his seat frequently, the teacher should start a timer for 5 minutes; every time the student can stay
in his seat for 5 minutes, he will be rewarded – sticker/token/ participation to highly-preferred
activity).
● set up a “token economy” - teachers use stickers, tickets, tokens, or play money to reward
students for desired behavior. Students can redeem these tokens for prizes in many systems.
● deprive students of educational tasks they enjoy, and use them to reinforce desired behavior (e.g.
restricting story time or computer time to the end of the day as a reward for students who have
been on task throughout the day).
12. Kohn’s Self-Directed
Learning Theory
The Downfall of Rewards
● Rewards are not the opposite of punishments, but rather very
similar
● Giving students rewards as part of a behavior modification
process does not provide lasting effects or results
Why is this?
● Studies have found that students who are rewarded after
completing a task lose interest in that activity
● Motivation is not something that we have more or less of, but in
fact stems intrinsically
So? Rewards are “control through seduction” (Kohn, 1994)
13. Kohn’s Self-Directed
Learning Theory
Instead of Rewards...
● Students should feel safe at school to be creative, attempt
learning on their own, and become interested based on the
activity itself rather than the reward that follows
As teachers, this means:
● Planning engaging activities that allow students to express
creative thought
● Avoiding punishment AND rewards after an activity
14. Lee and Marlene Canter’s
Assertive Discipline Theory
Focus
● Maintaining a productive and calm
classroom environment.
● Meeting students’ needs for learning and
ensuring that their rights are respected and
put into action.
● Help the teacher remain calm and in charge
of the classroom.
15. (Canter continued)
Logic
● Teachers have the right to teach in a professional way and without disruption
● Students have the right to learn in a safe and calm environment with full
support.
● These rights are best met by in-charge teachers who do not violate the
student's best interest.
● Student cooperation is almost always the outcome of trust, respect , and
perseverance.
● Teachers must teach and demonstrate the desired behavior of their students.
● Teachers must strike a balance between structure and caring
16. (Canter continued)
Contributions
● A classroom control strategy that places teachers
humanely in charge of the classroom.
● A system that allows teachers to apply positive
support and corrective actions calmly and fairly.
● Techniques for teaching students how to behave and
for dealing with difficult students.
17. (Canter continued)
Canter’s Suggestions
● Maintain a leadership role in the class but not in a hostile or
authoritarian manner.
● Model for students how to behave acceptably in the
classroom. Not only should an appropriate amount of time be
spent on this in the beginning of the year, but reminders
should be given each day.
● Understand students personal needs and show your
willingness to help.
● Consistently try to build trust between yourself and your
students.
19. Carl Rogers
Philosophy:
Education is like therapy, both share goals of self-
knowing and growth. (Rogers, 1980).
Therefore, teachers should be:
● Genuine in their intentions and interactions with
students
● Authentically engaged with the material and the
learners
● Actively seeking the positive behaviors of students
rather than looking or anticipating aggressive ones,
the need for companionship will balance out negative
characteristics of students (Patterson, 1977).
20. Jacob Kounin
According to Kounin, the technique used to teach is the
most crucial aspect of classroom management, and
not the teacher’s personality.
Kounin’s Dimensions of Effective Classroom
Management:
1. “Withitness” - a keen awareness by the teacher of
disruptive behavior or potentially disruptive behavior
and immediate attention to that behavior
2. Smoothness and momentum during lesson
presentations.
3. Letting students know what behavior is expected of
them in advance
4. Variety and challenge in the assignments.
(Marzano, Marzano, & Pickering,
2003)
21. HARRY WONG
“One of the greatest gifts a caring teacher can contribute to children is help
them learn to sit when they feel like running, to raise their hand when they feel
like talking, to be polite to their neighbor, to stand in line without pushing, and
to do their homework when they feel like playing. By introducing procedures in
the classroom, you are also introducing procedures as a way of living a happy
and successful life.”
● Harry Wong
22. PREVENTATIVE THEORIES:
HARRY WONG
CLASSROOM MANAGEMENT STRATEGIES
Classroom management begins on the first day of school and expectations stay consistent
during the first week.
Teachers need to:
● be prepared with classroom procedures the first day of school and to implement consistency with
procedures the first week of school;
● teach discipline, behavior, and routines the first day of school.
● have clearly posted rules and an enforceable consequence;
● have assignments ready to engage students when class begins.
ENVIRONMENTAL MODIFICATIONS
● arrange furniture for effective learning;
● label important learning centers and other areas used by students.
23. PREVENTATIVE THEORIES:
HARRY WONG
CLASSROOM MANAGEMENT AND DISCIPLINE MANAGEMENT
● classroom management is achieved through active teacher involvement to ensure routines are
followed, transitions are smooth, and consequences are followed.
● Wong believes that discipline refers to behavior and has penalties and rewards. Procedures refer to
getting things done, and have no penalties or reward.
● Discipline management is achieved by closely monitoring students to ensure they stay on task and
manipulating environment and transitions to eliminate antecedents to undesirable behavior.
● Effective teachers manage their classrooms, while ineffective teachers discipline their classrooms.
● Teachers who are well prepared with classroom procedures the first day of school, and implement
consistency with procedures the first week of school, will be successful in managing their
classroom.
24. CLASSROOM MANAGEMENT VS. DISCIPLINE MANAGEMENT
CLASSROOM MANAGEMENT
Classroom management is the
basic frame of how the class will
run and how each member is
expected to perform.
Classroom management allows
for predictability and security for
both teacher and students.
Classroom management involves
procedures that produce outcomes
Discipline management
focuses on the
disciplinary actions that
will follow a student’s
inappropriate behavior.
Discipline management
is reactive instead of
proactive.
Discipline management
involves rewards and
DISCIPLINE MANAGEMENT
26. Positive Behavior Support
PBS Overview
● Positive Behavior Support (PBS) is a process for understanding and
resolving the problem behavior of children that is based on values and
empirical research.
● It offers an approach for developing an understanding of why the child
engages in problem behavior and strategies for preventing the occurrence
of problem behavior while teaching the child new skills.
● Positive behavior support offers a holistic approach that considers all
factors that impact on a child and the child’s behavior. It can be used to
address problem behaviors that range from aggression, tantrums, and
property destruction to social withdrawal.
27. *A Note on Positive Behaviour Support (PBS)
● The following slides, due to space, are merely introductions and
breakdowns of the six steps. For further information on each step,
click the links provided.
● PBS is a process that can be as complex and in depth as a teacher
or stakeholder desires. A strong suggestion for getting the most out
of the following information is to read the introductions and
breakdowns, identify the steps that might benefit your class or
student the most, and explore that step further via the links or
resource page.
28. The Process of Positive Behavior Support
The following steps are essential to the process of PBS.
1. Building a Behavior Support Team-PBS begins by developing a team of the key stakeholders or
individuals who are most involved in the child’s life. This team should include the family and early
educator, but also may include friends, other family members, therapists, and other instructional or
administrative personnel.
2. Person-Centered Planning-Person-centered planning provides a process for bringing the team
together to discuss their vision and dreams for the child. Person-centered planning is a strength-
based process that is a celebration of the child and a mechanism of establishing the commitment
of the team members to supporting the child and family.
3. Functional Behavioral Assessment-Functional assessment is a process for determining the
function of the child’s problem behavior. Functional Assessment or Functional Behavioral
Assessment (FBA) involves the collection of data, observations, and information to develop a clear
understanding of the relationship of events and circumstances that trigger and maintain problem
behavior.
29. (PBS process cont.)
4. Hypothesis Development-The functional assessment process is completed with
the development of a behavior hypothesis statement. The behavior hypothesis
statements summarize what is known about triggers, behaviors, and maintaining
consequences and offers an informed guess about the purpose of the problem
behavior.
5. Behavior Support Plan Development-Once behavior hypotheses statements are
developed to summarize the data gathered from the functional assessment
process, the team can develop a behavior support plan. Essential components of
the behavior support plan are prevention strategies, the instruction of replacement
skills, new ways to respond to problem behavior, and lifestyle outcome goals.
6. Monitoring Outcomes-The effectiveness of the behavior support plan must be
monitored. This monitoring includes measurement of changes in problem behavior
and the achievement of new skills and lifestyle outcomes.
30. Step One: Building a Behavior Support Team
Positive Behavior Support (PBS) begins by building a behavior support team of key individuals
and stakeholders who are most involved in the child’s life. Team members collaborate in
multiple ways in order to develop, implement, and monitor a child’s support plan. The
collaborative process of PBS includes the following steps:
All these steps are essential to successful teaming and in developing a Positive Behavior Support
Plan. When developing a behavior support team one must ask the following questions:
● WHO are the key stakeholders and individuals in this child’s life?
● WHY is collaborative teaming a key element of PBS for this child?
● WHAT do we need to do to make this a successful collaborative experience that will benefit
the child and family?
● HOW are we going to promote the active participation of the family and all team members in
the behavior support planning process?
Links: Strategies for Teaming with Families in the Process of PBS,
Collaborative Action Plan Talking with Families About Problem Behavior Do’s and Don’ts sheet
31. Step Two: Person-Centered Planning
Person-Centered Planning – Person-centered planning provides a process for bringing the team
together to discuss their vision and dreams for the child. Person-centered planning is a
strength-based process that is a celebration of the child and a mechanism of establishing the
commitment of the team members to supporting the child and family.
One of the key features of positive behavior support for young children with problem behavior and
their families is a commitment to a collaborative team approach. This is especially important
for children whose problem behavior occurs in multiple settings such as the home, preschool,
therapy visits, etc. Person-centered planning provides a process for bringing the team together
to discuss their vision and dreams for the child. Person-centered planning is a strength-based
process that is a celebration of the child and mechanism of establishing the commitment of the
team members to supporting the child and family.
In general, person centered planning processes use graphic recordings (usually words, pictures,
and symbols on chart paper) and group facilitation techniques to guide the team through the
process. For example, the facilitator is responsible for setting the agenda, assessing equal
opportunities for all to participate, handling conflict when necessary, and maintaining the
group’s focus. The following well-known person centered planning processes share underlying
values and similarities but may differ in their application.
Links: (Making Action Plans) Sample MAPS
(Planning Alternative Tomorrows With Hope) Sample PATH
(Personal Futures Planning) Sample PFP
32. Step Three: Functional Behavioral Assessment
Functional Behavioral Assessment. Functional assessment is a process for determining the function of the child’s
problem behavior. Functional Assessment or Functional Behavioral Assessment (FBA) involves the collection of
data, observations, and information to develop a clear understanding of the relationship of events and
circumstances that trigger and maintain problem behavior.
Functional behavioral assessment (FBA) is a process used to develop an understanding of a child’s challenging
behavior (Carr et al., 1994; O’Neill et al., 1997; Hieneman et al., 1999). The goal of functional behavioral
assessment is to identify the function of the child’s behavior—the reason or purpose why a child behaves as
he/she does in specific situations. The process involves collecting information through the use of direct
observations, interviews, record reviews(e.g., school and/or medical records, lesson plans, individualized
education plans), and behavior rating scales. This information is used to understand patterns of the child’s
challenging behavior—the ecological events or conditions that increase the likelihood of challenging behavior (i.e.,
setting events), what happens before the behavior occurs (i.e., triggers or antecedents), what the behavior looks
like (i.e., the behavior), and what happens after the challenging behavior occurs (i.e., consequences). Once
collected, the information is analyzed to determine the specific function or purpose of the challenging behavior—
whether it occurs in order for the child to obtain something (e.g., attention, object, activity) or to escape something
(e.g., demands, activities, social interactions) (Carr et al., 1994; O’Neill et al., 1997). The process is complete
when there is enough information that will lead to the development of hypotheses or summary statements
(Hieneman et al., 1999) that represent the behavior support team’s best guess or prediction as to what conditions
reliably predict the occurrence of the child’s challenging behavior.
Links: Do’s and Dont's of Functional Assessment
33. Step Four: Hypothesis Development (Part 1)
Hypothesis Development – The functional assessment process is completed with the development
of a behavior hypothesis statement. The behavior hypothesis statements summarize what is
known about triggers, behaviors, and maintaining consequences and offers an informed guess
about the purpose of the problem behavior.
Once a functional assessment is complete, the next step is to develop a hypothesis statement—a
prediction or “best guess” of the function or reason a child’s challenging behavior occurs. This
includes a description of the child’s challenging behavior (i.e., what the behavior looks like),
information about the specific predictors or triggers that occurred before the child exhibited
challenging behavior, the perceived purpose or function of the child’s behavior, as well as the
maintaining consequences that followed. Predictors include both what conditions immediately
precede the child’s behavior, as well as any setting events that may be presumed to increase
the likelihood of the challenging behavior’s occurrence (e.g., lack of sleep, allergies/illnesses,
social and interactional factors). Hypothesis development is a critically important step toward
developing interventions that are directly linked to the function of the child’s challenging
behavior (O’Neill et al., 1997).
34. Step Four: Hypothesis Development (Part 2)
Very young children have brief learning histories (Dunlap & Fox, 1996). In many cases, those with a
limited repertoire of behavior will often use one behavior for several different purposes. For
example, children often use a general tantrum (prolonged screaming, crying, pulling away) for
multiple functions (e.g., request object and escape transition). Therefore, when sorting out
hypotheses the support team should address all of the circumstances in which challenging behavior
occurs rather than trying to match an individual function to each challenging behavior.
Once the behavior support team identifies its hypotheses, attention should be paid to the way by which
hypotheses are written. They should be carefully written either as a series of sentences that include
each component (e.g., description, predictors, purpose, maintaining consequences), or as a
“when…then” or “if…then” statement (Hieneman et al., 1999). Remember the more clearly
articulated the hypothesis, the more likely the hypothesis will clearly communicate the team’s
understanding of the child’s challenging behavior.
35. Step Five: Behavior Support Plan Development
Behavior Support Plan Development – Once behavior hypotheses statements are developed to
summarize the data gathered from the functional assessment process, the team can develop a
behavior support plan. Essential components of the behavior support plan are prevention
strategies, the instruction of replacement skills, new ways to respond to problem behavior, and
lifestyle outcome goals.
The behavior support plan represents the culmination of the assessment process. Typically
developed in connection with person-centered planning, the behavior support plan is the team’s
action plan outlining the specific steps to be used to promote the child’s success and participation
in daily activities and routines. In order to be most effective, behavior support plans should be both
carefully developed and clearly written using plain language, incorporate the values of the family
and support team, identify any prerequisite resources and training needs for implementation, and
include individual components that are both easy to use and easy to remember.
Links:
Examples of replacement skills for behaviors intended to obtain attention, objects, or activities
Examples of prevention strategies for behaviors intended to obtain attention, objects, or activities
Examples of consequence strategies for behaviors intended to obtain attention, objects, or activities
Blank safety net procedures
36. Step Six: Monitoring Outcomes
Monitoring Outcomes - The effectiveness of the behavior support plan must be monitored. This
monitoring includes measurement of changes in problem behavior and the achievement of new
skills and lifestyle outcomes.
Once the child’s behavior support plan is developed, the behavior support team’s role is both to
implement the plan itself and to monitor progress toward outcomes valued by the child’s family.
The keys to successful outcomes are frequent data collection and consistency—relative not only
to both when, where, and who implements the plan but also to how the plan is implemented (i.e.,
whether or not the same intervention steps are followed). Data collection (e.g., direct
measurement and indirect measurement) should occur to document whether the plan is
implemented with consistency and is effective in achieving the identified goals, as well as whether
or not the replacement skills are durable over time (maintenance) and/or across settings/contexts
(generalization). Data should be both easy to collect (e.g., rating scales, check sheets) and
should be periodically reviewed by the behavior support team to ensure communication, make
any adjustments as needed, and review progress relative to the long-term vision of the child and
his/her family.
Links:
● Average Aggression
● Play Behavior
● Average Duration
● Peer Interaction
37. Helpful Links (Steps 1 & 2)
Step 1
Building a Behavior Support Team: Collaborating with Families
● Strategies for Teaming with Families in the Process of PBS
● Positive Behavior Support Family Questions and Answers
● Collaborative Action Planning Form
● Evaluating the Support Plan Form
● Talking with Families About Problem Behavior Do’s and Don’ts sheet
● Collaborative Team Meeting Notes worksheet
● Collaborating with Families: Building Capacity sheet
Step 2
Person-Centered Planning
● Sample MAPS
● Sample PATH
● Sample PFP
38. Helpful Links (Step 3)
Functional Behavioral Assessment
● Setting Event Form (Carlos’ Chart)
● Setting Event Form (Kyle’s Chart)
● Blank A-B-C recording form
● Sample A-B-C analysis for LaTonya
● Blank context card
● Sample context card
● Blank FAI form
● Completed FAI form
● Preference Assessment form
● Do’s and Dont's of Functional Assessment
39. Helpful Links (Step 4)
Behavior Support Plan Development
● Examples of replacement skills for behaviors intended to obtain attention, objects, or
activities
● Examples of replacement skills for behaviors intended to escape activities, demands, and
social interaction
● Blank skills matrix
● Example of a skills matrix
● Examples of prevention strategies for behaviors intended to obtain attention, objects, or
activities
● Examples of prevention strategies for behaviors intended to escape activities, demands,
and social interactions
● Examples of consequence strategies for behaviors intended to obtain attention, objects, or
activities
● Examples of consequence strategies for behaviors intended to escape activities,
demands, and social interactions
● Blank safety net procedures
● Sample safety net procedures
● Blank support plan brainstorming chart
● Examples of support plan brainstorming charts
● Blank action planning form
● Sample action planning form
● Sample behavior support plan for Jackson
● Sample behavior support plan for Ashley
40. Helpful Links (Step 6)
Monitoring Outcomes
● Example of Completed Average Aggression form
● Blank Play Behavior form
● Example of Completed Average Duration form
● Example of Completed Peer Interaction form
● Daily Log Example-Amy’s Difficulties
● Daily Log Example-Ben’s Playtime
● Sample Support Plan Fidelity Checklist
41. References
● Bucher, K. T., & Manning, M. L. (2002). Exploring the foundations of middle school classroom management.
Childhood Education, 78(2). Retrieved from
http://www.thefreelibrary.com/Exploring+the+foundations+of+middle+school+classroom+management%3a+the...
-a081857965
● Charles, C.M. (2008). Building Classroom Discipline. (9th ed.). Boston: Pearson Education
● Erwin, J.C. (2004). The Classroom of Choice. Alexandria, VI: ASCD
● Fox, L., & Duda, M. (n.d.). Positive Behavior Support. Retrieved December 17, 2015, from
http://www.challengingbehavior.org
● Hannum, W. (2015). Learning Theory Fundamentals. B.F. Skinner’s Theory. Retrieved from
http://theoryfundamentals.com/skinner.htm
● Hieneman, M., Nolan, M., Presley, J., De Turo, L., Roberson, W., & Dunlap, G. (1999). Facilitator’s guide:
Positive behavioral support. Positive Behavioral Support Project, Florida Department of Education.
● Holburn, S. & Vietze, P. (1992). Person-centered planning: Research, practice, and future directions. Baltmore:
Paul H. Brookes Publishing Co.
● Kohn, Alife. (1997). The risk of rewards. Retrieved from http://www.alfiekohn.org/article/risks-
rewards/http://www.alfiekohn.org/article/risks-rewards/
42. References
● Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and Positive Behavior Support. Baltimore: Paul H.
Brookes
● Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works . : ASCD.
● McLeod, J., Fisher., J., & Hoover, G. (2003). The Key Elements of Classroom Management: Managing Time and
Space, Student Behavior, and Instructional Strategies. Association for Curriculum Development (ASCD)
● Patterson, C.H. (1977). Carl rogers and humanistic education. Retrieved from
http://www.sageofasheville.com/pub_downloads/CARL_ROGERS_AND_HUMANISTIC_EDUCATION.pdf
● William Glasser Institute. (). Retrieved from http://www.wglasser.com/the-glasser-approach/choice-theory
● Wong, H. K., & Wong, R.T. (2009). The First Days of School. How to Be an Effective Teacher. (4th ed.)
Mountain View: Harry K. Wong Publications, Inc.
● Wong, H. (2013, April 24). Harry wong: discipline and procedures [Video file]. Retrieved from Youtube website:
https://www.youtube.com/watch?v=u27OKWfLh6Y
