Classroom Management That Works A Presentation Based on Classroom Management That Works by Robert J. Marzano.

Classroom ManagementThat Works

A Presentation Based on

Classroom Management That Works

by Robert J. Marzano

Marzano’s Approach

• Integrated with Effective Instruction—looks at connects between effective teaching and effective management

• Research-Based—based upon a meta-analysis of more than 100 research reports

• Action-Oriented—contains action steps for each of four factors

Marzano’s Approach

• Comprehensive—includes multiple facets of classroom management, including both teacher and student responsibilities

• Holistic—looks at relationship between individual classroom management and school-wide management

• Balanced—considers the need for balance between (1) teacher dominance and cooperation, (2) positive and negative reinforcers, and rules and procedures, on the one hand, and teacher-student relationships on the other

The Relationship Between Effective Classroom Management and

Student Achievement

An Overview--

Chapter 1

Student Achievement

The teacher is probably the single most important factor affecting student achievement.

Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes.

Teacher Effectiveness

Three Major Teacher Roles Associated with Teacher Effectiveness

1.Making wise choices about the most effective instructional strategies to employ

2.Designing classroom curriculum to facilitate student learning

3.Making effective use of classroom management techniques

4 Management Factors Associated with Effectiveness

– Rules and Procedures

– Disciplinary Interventions

– Teacher-student relationships

– Mental set

The Good News

Effective classroom techniques can be learned.

Classroom management skills can be learned rather quickly.

Chapter TwoRules and Procedures

Prerequisite to Effective Classroom Management—and Effective Instruction

Rules & Procedures: Stated Expectations Regarding Behavior

Rule • identifies general

expectations or standards, e.g., “respect others and their property”

Procedure • communicates

expectations for specific behaviors, e.g., collecting assignments, turning in late work, etc.

Finding

Across all studies, “the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case.”

(Marzano, CMTW, p. 14)

Another Finding

“Rules and procedures should not simply be imposed on students. Rather, the proper design of rules and procedures involves explanation and input.”

(CMTW, p. 16)

Action Step 1

Identify specific rules and procedures for the classroom

General Categories for Which Classroom Rules and Procedures Are

Needed

• General expectations for behavior• Beginning or ending the class day or the class

period• Transitions and interruptions• Materials and equipment• Group work• Seatwork and teacher-led activities

General Classroom Behavior

Elementary• Politeness and

helpfulness when dealing with others

• Respecting the property of others

• Interrupting the teacher or others

• Hitting or shoving others

Secondary•Bringing materials to class•Being in the assigned seat at the beginning of the class period•Respecting and being polite to others•Talking or not at specific times•Leaving the assigned seat•Respecting other people’s property

Beginnings and Endings

Elementary• Beginning the school day

with specific social activities

• Beginning day with Pledge of Allegiance

• Completing administrative activities, e.g. taking attendance,

• Ending the day with housekeeping activities

Beginnings and EndingsSecondary

• Taking attendance at beginning of period

• Addressing students who need to make up work because of absences

• Dealing with tardies, excuses for absences, etc.

• Ending with clear expectations for homework

Transitions and InterruptionsElementary and Secondary

• Leaving the room• Returning to the room• Use of the bathroom

• Use of library and resource room• Fire and disaster drills

Elementary Only Secondary Only

Classroom Helpers Split lunchUse of playground

Use of cafeteria

Use of Materials and Equipment

• Distributing Materials• Collecting Materials• Storage of common materials• Use of computers and other electronic equipment*• The teacher’s desk and storage areas**• Students’ desks and storage areas**• Use of pencil sharpener, etc.***Not included in Marzano’s study; needed for 21st century

**Suggested for elementary; appropriate for secondary

Group Work

• Movement in and out of the group• Group communication with teacher• Expected behaviors of students in the group

(elementary) OR Group leadership and roles in the group (secondary)

• Expected behaviors of students not in the group (elementary) OR The relationship of the group to the rest of the class (secondary)

Seatwork and Teacher-Led Activities—

Elementary and Secondary

• Student attention during presentations• Student participation• Talking among students• Obtaining help• Out-of-seat behavior• Behavior when work has been completed

Action Step 2

Involve students in the design of rules and procedures

Chapter 3Disciplinary Interventions

Potential Detractors from

Academic Learning Time

Disturbing Finding

“Cotton (1990) has estimated that about half of all classroom time is used for instruction, and disciplinary problems occupy most of the other half.”

-Marzano, CMTW, p. 27

Other Research Findings

• “Disciplinary interventions resulted in a decrease in disruptive behavior among almost 80 percent of the subjects in the studies they analyzed (Marzano, CMTW, p. 28).”

• There is a need for a balance between positive reinforcement and punishment.

Findings from Marzano’s Meta-Analysis

“… disciplinary procedures have an impact on lessening student misbehavior at all grade levels.”

“…the effect of disciplinary interventions grows consistently larger the lower the grade-level interval.”

–Marzano, CMTW, p. 30.

Action Step 1

Employ specific techniques that acknowledge and reinforce acceptable behavior and

acknowledge and provide negative consequences for unacceptable behavior.

-Marzano, CMTW, p. 35

5 Types of Disciplinary Intervention

Teacher Reaction

Tangible Recognition

Direct Cost

Group Contingency

Home Contingency

Teacher Reaction—Verbal and Physical Reactions

• Make eye contact• Use a physical signal• Provide simple verbal cue• State desired behavior• Tell student to stop

undesired behavior

Teacher Reaction—Stimulus Cueing

What examples can you provide of

stimulus cueing, providing a cue to students BEFORE

misbehavior occurs?

Tangible Recognition

Involves the use of some concrete symbol

of appropriate behavior, e.g. stickers

and M & M’s

Direct Cost

Oriented toward negative, as opposed to positive consequences, e.g. time out, detention, etc.

Group Contingency

Involves the use of some concrete symbol of appropriate behavior for a pre-established group, e.g., the entire class, a small table group, a row of students, etc.

Home Contingency

Making parents aware of the positive and

negative behaviors of their students

Action Step 2

Establish clear limits for unacceptable behavior and an effective system to record

these behaviors.

Involve Students in Setting Limits

Rather than teachers establishing limits in isolation, they can engage the entire class in discussing why the target behavior is important and what are fair expectations regarding the behavior.

Chapter 4: Teacher-Student Relationships

The Keystone for Effective Classroom Management

2 Defining Dimensions of Teacher-Student Relationships

Dominance

vs. Submission

Cooperation

vs. Opposition

Dominance vs. Submission

• High dominance—characterized by clarity of purpose and strong guidance—both academic and behavioral

• High submission—characterized by lack of clarity and purpose

Cooperation vs. Opposition

• Extreme cooperation—characterized by inability or lack of resolve to act without the input and approval of others

• Extreme opposition—characterized by active antagonism toward others and a desire to interfere with their goals and desires

High Dominance

High Submission

High Opposition

High Cooperation

Optimal Teacher-Student Relationship

An optimal teacher-student relationship consists of

equal parts of dominance and cooperation

A Challenge to Teachers—

40 percent of young people are at risk of failure in school because of serious problems outside of school.

(Adelman & Taylor, 2002)

Examples:

Homelessness, Depression, Eating Disorders, Alcoholism, Attention Deficit &Violence, Hyperactivity, Incarcerated

Parents, Poverty, Sexual and Physical Abuse

Important Research Findings

• The most effective classroom managers tend to use different strategies with different types of students, whereas the less effective managers do not.

• Effective managers make distinctions about the most appropriate strategies to use with individual students based upon the needs of those students.

Action Step 1

Use specific techniques to establish an appropriate level of dominance in the

classroom.

Exhibit assertive behavior.

1. Use assertive body language

2. Use appropriate tone of voice.

3. Persist until appropriate student behavior is displayed.

Establish Clear Learning Goals

• Establish learning goals at the beginning of a unit

• Provide feedback on goals• Continually revisit the goals• Provide summative

feedback regarding the goals

Action Step 2

Use specific behaviors to communicate an appropriate level of cooperation.

Strategies to Communicate Cooperative Approach

• Provide flexible learning goals• Take a personal interest in students• Use equitable and positive classroom

behaviors• Respond appropriately to students incorrect

responses

Action Step 3

Be aware of the needs of different types of students.

Five Categories of High-Need Students

Category Subcategory

Passive Fear of RelationshipsFear of Failure

Aggressive HostileOppositionalCovert

Attention Problems

HyperactiveInattentive

Perfectionist

Socially Inept

Chapter 5—Mental Set

A Frame of Mind

That Has a Big Effect

Mental Set Similar to Mindfulness

“Mindfulness involves a heightened sense of situational awareness and a conscious control over one’s thoughts and behavior relative to that situation”

(Marzano, CMTW, p. 65)

2 Constructs Associated withMental Set

1. With-it-ness

2. Emotional Objectivity

“With-it-ness”—

“…disposition to quickly and accurately identify problem behavior and act on it immediately.”

(Kounin)

Emotional Objectivity

Reacting to student misbehavior in a calm,

non-emotional, objective fashion—not personalizing student

Action Step 1

Employ specific techniques to maintain or heighten awareness of the actions of students in the classroom.

React Immediately

• Walk around• Periodically scan the classroom• Pay attention to potential problems• Make eye contact• If eye contact doesn’t’ work, move closer• If moving closer doesn’t work, say something

privately to the student

Forecast Problems

Anticipate problems—particularly with special needs students

Observe Master Teachers

Teachers develop with-it-ness over time—it’s a subtle and situational

quality

Action Step 2

Employ specific techniques to maintain a healthy emotional objectivity with students.

Reframe—Look for Reasons Why

Don’t personalize student misbehavior.

Monitor Your Own Thoughts

• Mentally review your students before class each day—particularly the potential problems

• Try to imagine these “problem” students engaging in positive behavior

• Keep positive expectations in mind when you interact with these students

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