1. Teacher Student Relationships Mental Sets
from
Classroom Management that Works and A Handbook for Classroom Management that Works by
Robert J. Marzano with Jana S. Marzano and Debra J. Pickering
presented by
MaryLou McGirr and Marilyn Hofer, Education Specialists, TIE
If a teacher has a good relationship with students, the other aspects of classroom management will run much more smoothly.
And you might be thinking – but what about those students that it is just difficult to with which to form positive relationships? Some are so easy – describe Heather Sealer.
Some are so difficult. They’re annoying – hard to like
But here is some good news

2. Promising aspect of the Teacher-Student Relationship
It is not a function of what the teacher feels;
It is a function of what the teacher does.
It is within the teacher’s control.
So we can work toward communicating what by doing rather than by feeling. Marzano believes the teacher can forge a positive relationship with every student regardless of how the teacher feels about the students.
There are specific things you can do to creative optimal teacher-student relationships – optimal in the sense that the relationships provide a foundation on which you can best carry out the challenging task of teaching and student can best carry out the challenging task of learning.

3. Teacher-student relationships have a profound impact on student behavior.
Because

4. Interaction Between Dominance and Cooperation
High Dominance
High Opposition High Cooperation
High Submission
Optimal
Teacher-Student
Relationship
The optimal teacher-student relationship profile exists when the teacher operates in the above average quandrant of dominance and cooperation.
In this study by Theo Wubbels and colleagues,
Wubbels says, “Teachers should be effective instructors and lecturers, as well as friendly, helpful, and congenial. They should be 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.

5. Effective Management Style: Confronting-Contracting
Pays direct attention to disciplinary problems but in a flexible way.
Executes negative consequences for inappropriate behavior
Demonstrates a concern for students’ needs and preferences.
Another piece of research says that the most effective management style is confronting/contracting

6. Public school teachers deal with all of America’s children.
Additional research that provides a useful perspective on the nature of an effective teacher-student relationship is one that addresses the needs of different types of students.
Public school teachers deal with all of America’s children that enter the room. The research on children who are homeless, are physically and sexually abused, poor, have alcoholic parents or are alcoholics and drug users themselves tell us that the teacher plays a huge role in the student’s lives – and the student/teacher relationship may be the best thing that child has going for them.
The pink pages – Form 3 – Categories of Severe Problems Facing Students
Form 1

7. Shake it up Without talking!

8. Every behavior (action) or lack of behavior that someone displays in the presence of someone else is COMMUNICATION
I want to start this lesson with an example of how Every behavior that someone displays in the presence of someone else is communication. Whatever someone’s intentions are, the other persons in the communication will infer meaning from that someone’s behavior. However, that meaning can be different from the intention.

9. Healthy balance between dominance and cooperation
Establish and implement rules and procedures and positive and negative consequences (Chpts. 2 & 3)
As I stated earlier, the core of effective teacher-student relationships is a healthy balance between dominance and cooperation. If you have established and implemented rules and procedures as well as positive and negative consequences, you will have communicated your dominance. Two other areas are important to this communication: exhibiting assertive behavior and establishing clear learning goals. Let’s talk about assertive behavior first.

10. Exhibiting Assertive Behavior (Constructive Assertiveness)
Use of assertive body language
Use of appropriate tone of voice
Persisting until the appropriate behavior is displayed
Sometimes called constructive assertiveness because the teacher does not tear down or attack the student. It can be thought of as a set of relatively specific teacher behaviors that involve three categories:
The book goes into detail as to specific implementation of the three behaviors for both elementary and secondary situations.

11. Establish clear learning goals
Establishing learning goals at the beginning of a unit
Providing feed back on the goals (formative)
Continually and systematically revisiting the goals
Providing summative feedback regarding the goals
Be very clear about the learning goals so students understand what is expected of them. Rubrics are excellent tools.

12. Share your ideas with table partners
A. Exhibiting Assertive Behavior
B. Establishing Clear Learning Goals

13. Healthy balance between dominance and cooperation
Provide flexible learning goals

14. Demonstrating Personal Interest in the Students
Discover and incorporate students’ personal interests into academics – KWL
Noticing individuals accomplishments and important events in students’ lives - conferences
Interacting with students as individuals – attend an out-of-school function .
Students are just like adults – they want to feel that they are known – that others understand them, appreciate them and recognize their unique qualities, skills, interests, needs and personalities.
For the next 2 minutes, quickly brainstorm different ways to demonstrate ways to show personal interest in the students. STOP Choose two and the person with the shortest hair at your table will be the recorder. The recorder will write those two in the top left quadrant of the chart paper. If you see that one of yours is a repeat, feel free to choose a different one.
The recorder can also be the spokesperson and please tell us two methods.
Teachers who understand this and consciously find ways to demonstrate that they are interested in students build a strong foundation for effective classroom management.

15. Share your ideas with table partners
C. Demonstrating personal interest in students

16. Summary T/S relationships are within the teacher’s control.
An interaction between dominance and cooperation needs to exist.
Every behavior (action) that someone displays in the presence of someone else is communication.

17. Think about . . . It is not a function of what the teacher feels;
It is a function of what the teacher does.
We are going to do an exercise and I want you to think about this It’s not a . . .
And when we do this activity, be aware of how your communication style.

18. Rules - Don’t drop the ball
1. Everyone touches the ball once and it ends up in the leader’s hand at the end.
2. The ball must leave the leader’s hand in some type of handoff.
3. The ball can’t be passed to anyone’s immediate right or left.
4. A person can only touch the ball once.
5. Everyone must touch the ball once.
6. You must use each other’s names.

19. Mental Set, Modules Definition=ways a teacher thinks and behaves moment to moment. Mental set facilitates all other aspects of classroom management
“Withitness”
Emotional objectivity
Taking care of self
mental set is least familiar to K-12
Definition=ways a teacher thinks and behaves moment to moment. Mental set facilitates all other aspects of classroom management
Is like Olympics since some of these sports and some of the scoring is least familiar to us.

20. “Withitness” Noticing potential problems
Occupying the entire room
Noticing potential problems
Using a series of graduated actions
Forecasting problems
On a gold or silver medal, write a classroom practice you have used to strengthen one of the Marzano recommendations.

21. Emotional Objectivity
Recognizing emotion
Monitoring thoughts and emotions
Reframing
Maintaining cool exterior
Taking care of self

22. Maintaining cool exterior
Active listening and speaking
Simply listen without agreeing or disagreeing
Paraphrase what student has said
Repeat process
Summarize and check for accuracy
Use role play

23. Taking care of self Controlled breathing Guided imagery Humor
Special treats

24. Emotional objectivity
Summary Mental Set, Modules Definition=ways a teacher thinks and behaves moment to moment. Mental set facilitates all other aspects of classroom management
“Withitness”
Emotional objectivity
Active listening and speaking
Maintaining cool exterior
Taking care of self
Taking care of self
Active listening and speaking
Emotional Objectivity
Maintaining cool exterior

25. Make a Pledge At last session you will be asked to make a pledge.
What one or two strategies do you pledge to apply at least twice in the next nine weeks?
Name someone to hold you accountable.