Classroom Management that Works

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Classroom Management that Works

• Discipline and Consequences Establishing Norms
  of Conduct for Faculty and Staff

Tammy Bauck ESA 6/Three Rivers Coop
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In general, what do we know about teacher
effectiveness?
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Percentile Rank After 2 Years
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The effective teacher performs three major roles
according to Marzano

• making wise choices about the most effective
  instructional strategies to employ,
• (2) designing classroom curriculum to facilitate
  student learning, and
• (3) making effective use of classroom management
  techniques.
• Classroom Management that Works, Marzano, p. 3

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There are four general components of effective
classroom management identified by Marzano.
Classroom Management That Works, Marzano, p. 8.
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Meta-analysis on discipline techniques(Included
99 studies, 200 experimental comparisons, and
more than 5,000 students.)
Classroom Management That Works, Marzano, p. 29.
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the findings of Stage and Quiroz strongly
support the positive impact of disciplinary
techniques. In fact, their findings lead Stage
and Quiroz (1997) to comment
In summary, this meta-analytic study demonstrates
that interventions to reduce disruptive behavior
work in public schools. We hope that these
findings serve to separate the myth that
disruptive classroom behavior cannot be
effectively managed from the reality that
interventions widely used in our schools do, in
fact, reduce disruptive behavior (pp. 361-362).
Classroom Management That Works, Marzano, p. 29.
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5 Key Categories of Disciplinary
InterventionsClassroom Management That Works,
Marzano, p. 27-40.

• Teacher Reaction
• Reactions that address inappropriate behavior
• Reactions that reinforce appropriate behavior
• Tangible Rewards
• Tangible rewards Elementary grade levels
• Tangible rewards Secondary grade levels
• Direct Cost
• Direct Cost Elementary grade levels
• Direct Cost Secondary grade levels
• Group Contingency
• Interdependent group contingency strategies
• Elementary Level
• Secondary Level
• Dependent group contingency strategies
• Home Contingency
• Making parents aware of their childrens behavior
• Establishing a system of consequences to be
  administered at home.

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Teacher Reaction verbal and/or physical
behaviors by teachers to acknowledge and
reinforce acceptable behavior and to acknowledge
and provide negative consequences for
unacceptable behavior. Tangible Recognition
involves the use of some concrete symbol of
appropriate behavior (token economies). Direct
Cost more oriented toward negative consequences
for student behavior. Involve an explicit and
direct consequence for inappropriate student
behavior.
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1. Teacher Reaction

• Reactions that address inappropriate behavior
• Short verbal cues or questions
• The pregnant pause
• Moving to the front of the room and stopping
  instruction
• Eye contact
• Subtle gestures
• Heading students off
• Reactions that reinforce appropriate behavior
• Short verbal affirmations
• Smiles, winks, and other signals
• Catching students being good

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2. Tangible Rewards

• Tangible rewards Elementary grade levels
• Points
• The light chart
• Friday Fun Club
• Classroom Posters
• Tangible rewards Secondary grade levels
• Verbal praise and critique
• Certificates of recognition
• Reward Field Trips

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3. Direct Cost

• Direct Cost Elementary grade levels
• Isolation time-out
• Overcorrection
• Direct Cost Secondary grade levels
• Strategies that remove students from their peers
  are most often used at this grade level
• Strategies at this level tend to be formalized
  through policy and published in handbooks.

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4. Group Contingency
Interdependent group contingency strategies an
entire group gets a reward only when every
student in the group meets the expectation for
behavior. Dependent group contingency strategies
the groups reward depends on the actions of
one student or a small group of students (not
recommended)
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5. Home Contingency

• Making parents aware of their childrens
  behavior
• Establishing a system of consequences to be
  administered at home

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4. Group Contingency

• Interdependent group contingency strategies
• Elementary Level
• - Placing a mark or tally on the board
• - Marble in a marble jar
• - Earning fake currency
• Secondary Level
• - Group grades
• Dependent group contingency strategies
• (not recommended)

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5. Home Contingency

• Making parents aware of their childrens behavior
• Phone calls
• Conference calls with parents
• Parent-Teacher-Student conferences
• Orientation packets
• Parent orientation activities
• Notes to parents
• Establishing a system of consequences to be
  administered at home

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Classroom Management That Works, Marzano, p. 30.
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Classroom Management That Works, Marzano, p. 31.
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Classroom Management That Works, Marzano, p. 32.
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Establishing Norms of Conduct for Faculty and
Staff

• Five areas for which norms of conduct might be
  established
• How staff will resolve conflicts
• How staff will resolve professional problems and
  disagreements
• How staff will share information about students
• How staff will share information about one
  another
• How staff will make decisions

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College student opinions about discipline and
inappropriate teacher behavior
In a study conducted by Patricia Kearney, Timothy
Plax, Ellis Hays, and Marilyn Ivey in 1991 with
254 students generating 1,762 examples of
specific instances of inappropriate teacher
behaviors they had witnessed.
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Teacher Misbehavior

• Absenteeism
• Tardiness
• Keeping students overtime
• Early dismissal
• Straying from subject matter
• Being unprepared or unorganized
• Being later returning work

• Sarcasm and put-downs
• Verbal abuse
• Unreasonable and arbitrary rules
• Lack of response to student questions
• Sexual harassment
• Apathy toward students
• Unfair grading practices
• Negative personality
• Showing favoritism

Classroom Management That Works, Marzano, p. 32
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