Classroom Management That Works: Research-Based Strategies by Dr Robert J Marzano, Jana S Marzano, Debra J Pickering

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By Dr Robert J Marzano, Jana S Marzano, Debra J Pickering

How does school room administration impact scholar success? What innovations do lecturers locate most excellent? How very important are schoolwide guidelines and practices in surroundings the tone for person lecture room administration? during this follow-up to What Works in faculties, Robert J. Marzano analyzes learn from greater than a hundred reports on school room administration to find the solutions to those questions and extra. He then applies those findings to a sequence of "Action Steps"--specific concepts that educators can use to• Get the study room administration attempt off to a very good commence, • identify powerful principles and methods, • enforce acceptable disciplinary interventions, • Foster efficient student-teacher relationships, • improve a good "mental set," • support scholars give a contribution to a good studying atmosphere, and • turn on schoolwide measures for potent school room administration. Marzano and his coauthors Jana S. Marzano and Debra Pickering supply actual tales of lecturers and scholars in school room events to assist illustrate how the motion steps can be utilized effectively in several occasions. In each one bankruptcy, in addition they assessment the strengths and weaknesses of courses with confirmed music files. With scholar habit and potent self-discipline a starting to be difficulty in faculties, this entire research is a well timed consultant to the severe function of school room administration in pupil studying and success.

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Extra info for Classroom Management That Works: Research-Based Strategies for Every Teacher

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This makes good intuitive sense. Human beings do best in an environment of feedback—in this case feedback to distinguish between appropriate and inappropriate behaviors. This finding is supported by the conclusion reached by Andy Miller, Eamonn Ferguson, and Rachel Simpson (1998) in their review of the research literature: “Clearly, the results of these studies should permit schools to strike . . a ‘healthy balance’ between rewards and punishments” (p. 56). 78). A note of caution is appropriate here.

The examples above all address inappropriate behavior. Teacher reaction is also an effective technique for reinforcing appropriate behavior. In their book Discipline with Dignity, Richard Curwin and Allen Mendler (1988) describe a strategy they refer to as “catching a student being good” ( p. 97). They explain: About every 15 to 20 minutes (2 or 3 times in a secondary class), catch a student being good . . speak softly so no other student can hear. Tell the student 35 chap3 8/11/03 36 6:31 PM Page 36 CLASSROOM MANAGEMENT THAT WORKS you like the way he is paying attention, or that he did a nice job on his homework because it was very detailed, or that the questions he is asking in class are very thought provoking .

However, a number of studies have focused either directly or indirectly on this dynamic. In terms of classroom management techniques, one of the most useful efforts to identify the dynamics of an effective teacherstudent relationship is the work of Theo Wubbels and his colleagues (see Wubbels, Brekelmans, van Tartwijk, & Admiral, 1999; Wubbels & Levy, 1993; Brekelmans, Wubbels, & Creton, 1990). , 1999) identify two dimensions whose interactions define the relationship between teacher and students.

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