The Key to Classroom Management Marzano & Marzano

1. The Key to Classroom ManagementMarzano & Marzano

2. The Key to Classroom Management • To build positive classroom dynamics, use research-based strategies to combine: • Appropriate levels of dominance and cooperation • An awareness of student needs • An analysis done by Wang, Haertel, and Walberg (1993) of 134 separate meta-analyses found that classroom management had the single largest impact on student achievement. • In a meta-analysis of more than 100 studies (Marzano, 2003b) found that the quality of the teacher-student relationships is the “keystone” for all other aspects of classroom management. • The most effective teacher student relationships: • Exhibit appropriate levels of dominance • Exhibit appropriate levels of cooperation • Are aware of and attentive to high-needs students

3. Appropriate Levels of Dominance • Dominance here is defined as the teacher’s ability to provide clear purpose and strong guidance for both academics and student behavior. • Establish clear expectations and consequences • Have clear rules and procedures • Provide consequences for students • Reinforce acceptable behavior • Establish clear learning goals • Establish and communicate learning goals at the beginning of a unit • Provide feedback on these goals • Continually and systematically revisit the goals • Provide feedback regarding the goals • Exhibit Assertive Behavior • Use assertive body language • Use an appropriate tone of voice • Persist until students respond with the appropriate behavior

4. Appropriate Levels of Cooperation • Where dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team • Provide Flexible Learning Goals • Give students an opportunity to set their own objectives • Ask students what they would like to learn • Take a Personal Interest in Students • Use Equitable and Positive Classroom Behaviors • Make eye contact with each student • Intentionally stand close to each student during class • Attribute the ownership of ideas to the students who initiated them • Encourage all students to participate • Provide appropriate wait time for students to respond to questions

5. Awareness of High-Needs Students • 12 – 22% of all students in school suffer from mental, emotional, or behavioral disorders. Be prepared to try to meet the needs of the following types of students: • Passive Students • Build strong relationships by refraining from criticism, rewarding small successes, and creating a safe classroom climate • Aggressive Students • Create behavior contracts and provide immediate rewards and consequences • Keep in mind that aggressive students are still children who are experiencing a significant amount of fear and pain • Students with Attention Problems • Teach them concentration, study and thinking skills • Help them divide tasks into manageable parts • Perfectionist Students • Encourage them to develop more realistic standards, accept mistakes, and give them opportunities to tutor other students • Socially Inept Students • Counsel them about their social behaviors

6. Conclusion • Don’t leave relationships to chance! • Teacher relationships provide an essential foundation for effective classroom management • Classroom Management is key to high student acheivement • Use strategies supported by research • Influence the dynamics of your classroom and build strong teacher-student relationships that support student learning

7. Checkpoint According to Marzano’s research, what are the 3 specific teacher behaviors that characterize effective teacher-student relationships? • Appropriate levels of dominance • Appropriate levels of cooperation • Awareness of high-needs students