Classroom Management That Works A Presentation Based on Classroom Management That Works by Robert J. Marzano
Mar 27, 2015
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
64
Edvantia is a nonprofit education research and development corporation, founded in 1966, that partners with practitioners, education agencies, publishers, and service providers to improve learning and advance student success. Edvantia provides clients with a range of services, including research,
evaluation, professional development, and consulting.
For information about Edvantia research, products, or services, contact Edvantia atP.O. Box 1348, Charleston, WV 25325
304.347.0400 • 800.624.9120 • fax 304.347.0487 One Vantage Way, Suite D-210, Nashville, TN 37228
615.565.0101 • fax 615.565.0112www.edvantia.org
© 2008 by Edvantia, Inc.
This presentation was prepared for the Tennessee Department of Education’s Exemplary Educator Program. Its contents do not necessarily reflect the positions or policies of Edvantia.
Edvantia is an equal employment opportunity/affirmative action employer.