Classroom Management that Works Robert J. Marzano

Are Good Classroom Managers Born or Made? Fortunately, the answer to this question is that effective classroom managers are made. Good classroom managers are teachers who understand and use specific techniques Becoming a good manager can happen relatively quickly

Four important aspects of classroom management Establishing classroom rules and procedures Disciplinary interventions Teacher-student relationships Mental set

Rules and Procedures Action Step 1 – Identify specific rules and procedures for your classroom in the following general categories General expectations for behavior (bringing materials to class, being in the assigned seat, talking and not talking at specific times, leaving the seat, respecting property Beginning and ending the period (attendance, dealing with tardiness, homework) Transitions and interruptions (leaving and returning to the room, using the bathroom, fire drills Materials and Equipment (distributing and collecting materials etc.) Group work (expected behavior, movement in and out) Seatwork and teacher-led activities (talking, attention etc.) Effective teachers provide a rationale for their rules to students

Disciplinary Interventions Below is a list of behaviors of teachers that students consider inappropriate (Kearney, Plax, Hays, Ivey, 1991) Absenteeism, tardiness Keeping students overtime Early dismissal Straying from the subject matter Being unprepared or unorganized Being late returning work Sarcasm and put-downs Verbal abuse Unreasonable and arbitrary rules Lack of response to student questions Sexual harassment Apathy toward students Unfair grading practices negative personality Showing favoritism

Teacher Reaction (non-verbal -> verbal) Action Step 1: Employ specific techniques that reinforce acceptable behavior and provide negative consequences for unacceptable behavior Teacher Reaction (non-verbal -> verbal) Make eye contact with offending student by moving closer to him. Use a physical signal such as a finger to the lips or a shake of the head If student is “off task” provide a simple verbal reminder-ideally as privately and subtly as possible. Simply state the desired appropriate behavior Tell the student to stop the inappropriate behavior Teacher reaction is also an effective technique for reinforcing appropriate behavior

Tangible Recognition – involves the use of some concrete-symbol of appropriate behavior Direct Cost – involve an explicit and direct consequence for inappropriate behavior Oriented toward negative consequences for student behavior Strategies include: detention, isolation, time-out Group contingencies – similar to “tangible recognition techniques” except that they apply to a pre-established group of students. Home contingencies – making parents aware of the negative and positive behaviors of their children

Action Step 2: Establish clear limits for unacceptable behavior Establish the number of “slips in protocol” that would be considered acceptable in a given time Can allow students to be involved in their own management Establishing fair expectations regarding behavior

Teacher-Student Relationships Keystone for other factors If teacher has a good relationship with students, then students more readily accept the rules and procedures and disciplinary actions that follow Consequently without a good relationship, students resist rules and procedures along with the consequent disciplinary actions Teachers should demonstrate “High dominance” and “high cooperation”. (neither extreme) High dominance – characterized by clarity of purpose and strong guidance High cooperation – characterized by a concern for the needs and opinions of others

Optimal student-teacher relationship “Briefly, teachers should be effective instructors and lecturers, as well as friendly, helpful and congenial. They should be a able to empathize with students, understand their world, and listen to them. Good teachers are not uncertain, undecided, or confusing in the way they communicate with students. They are not grouchy, gloomy, dissatisfied, aggressive, sarcastic, or quick-tempered. They should be able to set standards and maintain control while still allowing students responsibility and freedom to learn.” Students prefer teachers who provide direct attention to disciplinary problems but not in an inflexible way

Exhibiting Assertive Behavior – Use of assertive body language Action Step 1: Use specific techniques to establish an appropriate level of dominance in the classroom Exhibiting Assertive Behavior – Use of assertive body language Making and keeping eye contact, maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening Use of appropriate tone of voice Speaking clearly and deliberately; using a pitch slightly but not greatly elevated avoiding any indication of emotion Persisting until appropriate behavior is displayed

Action Step 2: Use specific techniques that communicate an appropriate level of cooperation Provide flexible learning goals Taking a personal interest in students – talking informally, greeting students outside of school, extracurricular activities, lunchroom etc. Using equitable and positive classroom behaviors – eye contact, ownership of ideas, encouraging all students’ participation, providing appropriate “wait –time” Responding Appropriately to Students’ Incorrect Responses- emphasizing what was right, encouraging collaboration, restating the question, rephrasing the question, providing hints or cues

Action Step 3: Be aware of the needs of different types of students Passive Aggressive (hostile, oppositional, overt) Attention problems Perfectionist Socially inept

Mental Set Effective educators approach the classroom with a specific frame of mind - “withitness” or “eyes in the back of the head” Remaining “with it” (aware of what is happening in all parts of the classroom at all times) by continuously scanning the classroom, even when working with small groups or individuals. Also demonstrating this withitness to students by intervening promptly and accurately when inappropriate behavior threatens to become disruptive. This minimizes timing errors (failing to notice until an incident has already become disruptive) and target errors (mistakes in identifying the students responsible for the problem)

Action Step 1: employ specific techniques to maintain or heighten your awareness of the actions of students in your classes Reacting immediately – scan classroom and faces of students to detect problems - Use eye contact or move toward students Forecasting problems – mentally review what might go wrong with specific students in specific situations Observing a Master Teacher

Action Set 2: Employ specific techniques to maintain a healthy emotional objectivity with students Looking for reasons why – don’t personalize misbehavior Have positive expectations “….it is critical for you not to carry anger, resentment, and other hostile feelings once a discipline situation is over. If you are angry with a student from an incident that happened the day before, you might enter a power struggle just to flex your muscles and show who is boss. Don’t. Start fresh each day. (Curwin and Mendler, 1988)