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The Keys to Classroom Management
Repurposed from an article by Robert J. Marzano and Jana S. Marzano, Educational Leadership; September 2003 V.61 Pg. 6-13.
Today, we know more about teaching than we ever have before. Research has shown us that teachers’ actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. We also know that one of the classroom teacher’s most important jobs is managing the classroom effectively.
Of all the variables, classroom management has the largest effect on student achievement. This makes intuitive sense-students cannot learn in a chaotic, poorly managed classroom. It is very important that there is a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. For example, beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.
Research has shown that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. Further, research has shown that teachers who had high-quality relationships with their students had fewer discipline problems and rule violations than those who did not have high-quality relationships.
Classroom Management Videos
What are the characteristics of effective teacher-student relationships? Let’s first consider what they are not. Effective teacher-student relationships have nothing to do with the teacher’s personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by three specific teacher behaviors:
Exhibiting appropriate levels of dominance
Exhibiting appropriate levels of cooperation
Being aware of high-needs students.
1. Appropriate Levels of Dominance
Teachers can exhibit appropriate dominance by establishing these three principles:
Clear behavior expectations
Clear learning goals
Exhibiting assertive behavior
A. Establish Clear Expectations and Consequences
Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior. Past research has stressed the importance of establishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish these rules and procedures through discussion and mutual consent by teacher and students.
Along with well-designed and clearly communicated rules and procedures, the teacher must acknowledge students’ behavior, reinforcing acceptable behavior and providing negative consequences for unacceptable behavior.
Teachers can build effective relationships through these strategies:
Using a wide variety of verbal and physical reactions to students’ misbehavior, such as moving closer to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate behavior.
Cuing the class about expected behaviors through prearranged signals, such as raising a hand to indicate that all students should take their seats.
Providing tangible recognition of appropriate behavior-with tokens or rewards, for example.
Employing group contingency policies that hold the entire group responsible for behavioral expectations.
Employing home contingency techniques that involve rewards and sanctions at home.
B. Establish Clear Learning Goals
Teachers can also exhibit appropriate levels of dominance by providing clarity about the content and expectations of an upcoming instructional unit. Important teacher actions to achieve this end include:
Establishing and communicating learning goals at the beginning of a unit of instruction.
Providing feedback on those goals.
Continually and systematically re-visiting the goals.
Providing summative feedback regarding the goals.
C. Exhibit Assertive Behavior
Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior. Assertive behavior differs significantly from both passive behavior and aggressive behavior.
Tips to using assertive body language:
Maintain an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students.
Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice.
Persist until students respond with the appropriate behavior. Do not ignore inappropriate behavior; do not be diverted by
SUPPORTLOG INToggle navigationThe Keys to Classroom Management Repurposed from an article by Robert J. Marzano and Jana S. Marzano, Educational Leadership; September 2003 V.61 Pg. 6-13.Today, we know more about teaching than we ever have before. Research has shown us that teachers’ actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. We also know that one of the classroom teacher’s most important jobs is managing the classroom effectively.Of all the variables, classroom management has the largest effect on student achievement. This makes intuitive sense-students cannot learn in a chaotic, poorly managed classroom. It is very important that there is a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. For example, beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.Research has shown that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. Further, research has shown that teachers who had high-quality relationships with their students had fewer discipline problems and rule violations than those who did not have high-quality relationships.Classroom Management VideosWhat are the characteristics of effective teacher-student relationships? Let’s first consider what they are not. Effective teacher-student relationships have nothing to do with the teacher’s personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by three specific teacher behaviors:Exhibiting appropriate levels of dominanceExhibiting appropriate levels of cooperationBeing aware of high-needs students.1. Appropriate Levels of Dominance Teachers can exhibit appropriate dominance by establishing these three principles:Clear behavior expectationsClear learning goalsExhibiting assertive behaviorA. Establish Clear Expectations and Consequences Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior. Past research has stressed the importance of establishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish these rules and procedures through discussion and mutual consent by teacher and students.Along with well-designed and clearly communicated rules and procedures, the teacher must acknowledge students’ behavior, reinforcing acceptable behavior and providing negative consequences for unacceptable behavior.Teachers can build effective relationships through these strategies:Using a wide variety of verbal and physical reactions to students’ misbehavior, such as moving closer to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate behavior.Cuing the class about expected behaviors through prearranged signals, such as raising a hand to indicate that all students should take their seats.Providing tangible recognition of appropriate behavior-with tokens or rewards, for example.Employing group contingency policies that hold the entire group responsible for behavioral expectations.Employing home contingency techniques that involve rewards and sanctions at home.B. Establish Clear Learning Goals Teachers can also exhibit appropriate levels of dominance by providing clarity about the content and expectations of an upcoming instructional unit. Important teacher actions to achieve this end include:Establishing and communicating learning goals at the beginning of a unit of instruction.Providing feedback on those goals.Continually and systematically re-visiting the goals.Providing summative feedback regarding the goals.C. Exhibit Assertive Behavior Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior. Assertive behavior differs significantly from both passive behavior and aggressive behavior.Tips to using assertive body language:รักษาตัวตรงท่าทาง หันหน้าเข้าหานักเรียนที่กระทำผิดกฎหมาย แต่รักษาระยะห่างเพียงพอเพื่อไม่ให้ปรากฏการ คุกคาม และจับคู่สีหน้ากับเนื้อหาของข้อความที่ถูกนำเสนอให้นักเรียนใช้เสียงเหมาะสมของเสียง การพูดชัดเจน และตั้งใจในระดับที่เล็กน้อย แต่ไม่มากสูงจากห้องเรียนปกติเสียง หลีกเลี่ยงการแสดงอารมณ์ในเสียงคงอยู่จนกว่านักเรียนที่ตอบสนอง ด้วยพฤติกรรมที่เหมาะสม ละเว้นพฤติกรรมที่ไม่เหมาะสม เปลี่ยนแปลงได้โดยไม่
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