2. Characteristics of Effective
Teaching
1. The teacher makes wise choices about the most effective
instructional strategies to employ
2. The teacher designs the classroom curriculum to facilitate
student learning
3. The teacher makes effective use of classroom
management techniques
Source: Marzano, Robert J. “Classroom Management that
Works.”
3. Source: Marzano, Robert. "Classroom
Management that Works."
How do you feel about your
classroom management?
“One very disturbing finding from the research is that
teachers generally believe that they are not only unprepared
to deal with disruptive behavior, but the amount of disruptive
behavior in their classes substantially interferes with their
teaching (Furlong, Morrison, & Dear, 1994; Lowry, Sleet,
Duncan, Powell, & Kolbe, 1995.)”
4. Source: Marzano, Robert. "Classroom
Management that Works"
Rules & Procedures
Establish rules and procedures for the following:
General classroom behavior
Beginning of the school day or beginning of the period
Transitions and interruptions
Use of materials and equipment
Group work
Seatwork and teacher-led activities
Involve students in the design of rules & procedures
You present the rules and procedures you have designed to
the class
Allow the students to provide input and suggest alternatives,
additions, or deletions
However, you have the final say on the rules and procedures
The fact that this discussion occurred communicates to the
students that you will listen to their input
5. Source: Marzano, Robert. "Classroom
Management that Works."
Disciplinary Interventions
Reinforce acceptable behavior and enforce
negative consequences for unacceptable
behavior
Commend student privately for good behavior,
positive parent phone call, note on student’s desk,
pat on the back
Establish clear limits for unacceptable behavior
and an effective system to record the behavior
Removal from the classroom should be the
result of all other strategies being exhausted
6. Source: Marzano, Robert. "Classroom
Management that Works."
Relationships
The best teacher-student relationships are
characterized by a balance of “high dominance”
and “high cooperation”
High Dominance – clarity of purpose and strong guidance
Clear learning targets, rubrics, clear about what mastery looks like
High Cooperation – concern for the needs and opinions of
others and a desire to function as a member of a team as
opposed to an individual
Getting student input on learning goals; finding out their interests or
what they like about a topic; taking a personal interest in students;
including all students in discussion and activities; responding
appropriately to incorrect student responses
7. Source: Marzano, Robert. "Classroom
Management that Works."
Relationships
“As Wubbels and his colleagues (1999) notes:
‘Briefly, 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. (p. 167)’”
8. Source: Marzano, Robert. "Classroom
Management that Works."
Mental Set
“Withitness” – the ability to identify and quickly act on
potential behavioral problems
It’s having “eyes in the back of your head”
It is being proactive in the classroom
Moving closer to students that exhibit signs of a potential discipline
problem
Scanning the classroom
Addressing unacceptable behavior immediately before it escalates
9. Source: Marzano, Robert. "Classroom
Management that Works."
Mental Set
Emotional Objectivity – the ability to interact with
students in a businesslike, matter-of-fact manner
even though you might be experiencing strong
emotions
You need to enforce rules and consequences without
becoming emotionally involved in the outcome or
personalizing the actions of students – this is very difficult
to do because it is natural for you to feel hurt and/or angry
Hesitation kills effective classroom management
It is critical that you remember that you are a professional
educator and they are children that are still maturing
10. The Decision Is Yours
Do everything you can to address student
behavior:
De-escalate conflicts
Make parent contact
Meet with the student individually
Ask colleagues for help if they are successful with
the student
Have a parent-student-teacher conference
If the behavior warrants the involvement of an
administrator, call Mrs. Mastin or Mrs. Dowell
immediately
11. Involving an Administrator
If your grade level discipline plan has been implemented completely
and the situation requires an administrator, we are here to help and
support you
Please understand that once an administrator becomes involved the
administrator controls the outcome and consequences
12. Some Ideas To Think About
Source: Maxwell, John. "Everyone
Communicates Few Connect."
According to John Maxwell, there are 3 questions people (students)
are asking about you:
“Do you care for me?”
“Can you help me?”
“Can I trust you?”
Can every student in your classroom answer “YES!” to all three of
these questions?
13. Why does misbehavior occur?
The student…
is bored because the material is not relevant to
them
Show the student how the material can help him/her in life
is scared to try because he/she thinks it is too hard
and he/she is not good at the subject
Show the student that he/she can trust you enough to take
a risk and that you will provide help in order to achieve
mastery
thinks you do not like him/her or that you have
given up on him/her
Show the student that you care about him/her by taking the
time to develop a positive relationship
14. Ron “There are a lot of quick fixes that can be used for discipline, but the
Clark
best technique I have found for long-term results involves getting the
students to a point where they don’t want to let you down…If the
students respect the teacher and see that he or she cares about them
and is truly trying to help them, they are going to be far less likely to
cause problems in the classroom.”
“In reality, you can have 1,000 rules and it still won’t matter unless
you have a good relationship with the students.”
15. 2-10 Principle
When you have a child that is misbehaving or struggling take 2
minutes a day for 10 days to get to know the child better
There is usually a reason for their behavior and most of the time it has
nothing to do with their teacher
“Seek first to understand and then to be understood.” ~Stephen R. Covey
16. Grade Level Discipline Plan
This year each grade level will develop and implement a discipline
plan that meets their needs for classroom management and the
maturity level of their students
All grade level members must reach consensus on their plan and all
team members must consistently implement the plan
17. Next Steps
Please meet with your grade level to develop a discipline
plan
Please submit an electronic copy of the discipline plan to
Mrs. Mastin and Mrs. Dowell
18. Something to Think About
“On the first day of school, students hand us respect on a
platter. We determine what happens with that gift.” ~Todd
Whitaker