1. Building Effective Relationships in the Classroom 8 Action Steps as defined in The Art and Science of Teaching by Robert J. Marzano Created by Carrieanne Behan 2/24/11

2. Consider This: If the relationship between the teacher and the students is good, then everything else that occurs in the classroom is enhanced by 87% (Marzano, The Art and Science of Teaching, 2007) Many behavioral problems ultimately boil down to a breakdown in teach-student relationship (Sheets and Gay, 1996)

3. Quotes to ponder: Quote by Hiam Ginot— “I’ve come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal” The way I treat each child is how they treat each other.

4. Two critical components for effective relationships that must be incorporated in the classroom: 1.Behaviors that communicate an appropriate level of concern and cooperation 2.Behaviors that communicate an appropriate level of guidance and control Marzano, The Art and Science of Teaching, 2007

5. Action Steps that Communicate an Appropriate Level of Concern and Cooperation (Elaboration of the Steps are on subsequent slides) Action Step 1: Know something about each student Action Step 2: Engage in behaviors that indicate affection for each student Action Step 3: Bring student interests into the content and personalize learning activities Action Step 4: Engage in physical behaviors that communicate interest to the students Action Step 5: Use humor when appropriate REMEMBER THESE ACTION STEPS WERE CREATED BASED ON MARZANO’S RESEARCH!

6. Action Steps that Communicate an Appropriate Level of Guidance and Control (Description and elaboration of the Steps are on subsequent slides) Action Step 6: Consistently enforce positive and negative consequences Action Step 7: Project a sense of emotional objectivity Action Step 8: Maintain a cool exterior REMEMBER THESE ACTION STEPS WERE CREATED BASED ON MARZANO’S RESEARCH!

7. Elaboration on Action Steps: Action Step 1: Know something about each student “If someone knows our interests and some details about our lives, we interpret this as an indication that they like us.” Be strategic and try to learn personal details about students. Consider using an interest survey or interview to get to know students. Keep up with sports or clubs students are involved in. Find out about their families, vacations, visitors at conferences. Know about students’ culture and the popular bands, recording artists, places to hang out etc. Start by getting to know students on a personal level that seem disenfranchised, not engaged in the classroom or who acts out behaviorally (Marzano, The Art and Science of Teaching p. 154, 2007)

8. Elaboration on Action Steps: Action Step 2: Engage in behaviors that indicate affection for each student Ideas include: Meeting students at the door, greeting them and acknowledging them with positive comments Post students photos and student work/comments Go the extra mile with students who are acting out Keep tabs on personalized positive interactions with students so you touch base will all of them Find something positive and call home to report student success (make a checklist and try to do this early in the year for all students) Marzano, The Art and Science of Teaching, 2007 and Wong, The First Days of School

9. Elaboration on Action Steps: Action Step 3: Bring student interests into the content and personalize learning activities If Actions Steps 1 and 2 are taken, this step will be easier to implement One idea from Marzano’s book is to teach academic content and relationships and then have students create a metaphor or analogy that reflects that same relationship on a personal level  Academic Example: core is to earth as nucleus is to atom  Personal Example: heart is to teaching as classroom management is to student achievement Marzano, The Art and Science of Teaching, 2007

10. Elaboration on Action Steps: Action Step 4: Engage in physical behaviors that communicate interest to the students Ideas include: Smile at students when appropriate Encourage students (use high fives, hands on shoulders, cheers) When talking with students, look them in the eyes When talking with students, stand close enough to communicate a sense of concern but not too close to invade personal space Look interested in what students have to say Marzano, The Art and Science of Teaching, 2007

11. Elaboration on Action Steps: Action Step 5: Use humor when appropriate Ideas include: Engage in playful banter when appropriate Use historical and popular sayings to make a point like saying “I’ll be back” in an Arnold Schwarzenegger voice or “Four Score and Seven Years Ago”… Keep a book of appropriate jokes or cartoons handy for brain breaks during class Laugh at yourself and laugh with your students Play with words/language and content to make learning fun Marzano, The Art and Science of Teaching, 2007

12. Elaboration on Action Steps: Action Step 6: Consistently enforce positive and negative consequences Establish clear learning goals, rules and procedures and positive and negative consequences related to those rules and procedures. THEN voila…you are well on your way to creating an atmosphere of guidance and control…HOWEVER this is not enough…consequences must be executed consistently and fairly AND… Self-Reflection: At the end of a day a teacher must ask herself  Did I provide proper acknowledgement when students followed the rules and procedures?  Did I use proper consequences when students did not follow rules and procedures? Marzano, The Art and Science of Teaching, 2007

13. Elaboration on Action Steps: Action Step 6: Consistently enforce positive and negative consequences Establish clear learning goals, rules and procedures and positive and negative consequences related to those rules and procedures. THEN voila…you are well on your way to creating an atmosphere of guidance and control…HOWEVER this is not enough…consequences must be executed consistently and fairly AND… Self-Reflection: At the end of a day a teacher must ask herself  Did I provide proper acknowledgement when students followed the rules and procedures?  Did I use proper consequences when students did not follow rules and procedures? Marzano, The Art and Science of Teaching, 2007

14. Elaboration on Action Steps: Action Step 7: Project a sense of emotional objectivity  Recognize that emotions are natural and inevitable Having negative and positive emotions related to students is inevitable ~ human beings are not accountable for how they feel HOWEVER they are accountable for how they act  Monitor your thoughts and emotions Be aware of those students for whom you harbor negative emotions and take these three steps: 1.Mentally review students in class and note emotional reaction to each student 2.Determine the specific characteristics of negative thoughts and emotions around those specific students 3.Try to determine past events that might be triggering the negative emotion and hopefully this understanding allows you to behave in an objective manner  Reframe Viewing a students supposed negative interaction by giving the student the benefit of the doubt provides you with some emotional distance from the incident and an opportunity for clearer thinking and more productive future interactions Marzano, The Art and Science of Teaching, 2007

15. Elaboration on Action Steps: Action Step 8: Maintain a cool exterior Even when a student pushes your buttons or is disrespectful and you become angry, RESIST the urge to demonstrate this emotion.  Replace any negative tendencies by using assertive behaviors as follows: Speak directly to the student in a calm and respectful tone Look directly at the student without glaring or staring Maintain an appropriate distance from the student Have a facial expression that is either neutral or positive Comment on the students behavior as opposed to his motives or him specifically  NEVER point a finger or shake a fist Raise the tone of your voice Glare or stare Move toward of hover over the student Ridicule the student Marzano, The Art and Science of Teaching, 2007

16. In Conclusion: Build Relationships with your students, get to know them, their families, what they like and do! "People don't care how much you know--until they know how much you care."