Classroom Management
Principles and Practices
Ideas taken from:Discipline with Dignity
Dr. Richard Curwin and Dr. Allen Mendler
http://www.disciplineassociates.com
THE KEY TO CLASSROOM
MANAGEMENT
By Robert J. Marzano and Jana S. Marzano
Abridged from Educational Leadership, September 2003, Volume
61, Number 1
http://www.cps-humanresources.org/sti/Newsletter/January%202005.pdf
Self Check
Strong-------------------------------------------Weak
Where are you??
Sensitive---------------------------------Insensitive
Relationships
Don't Leave Relationships to Chance
Teacher-student relationships provide an
essential foundation for effective
classroom management—
and classroom management is a key to
high student achievement.
Think About This
“The
brain learns when
connections are made between
what is experienced and what that
experience means to the child.”
Copied from ISBE Welcome Letter - Christopher A.
Koch, Ed.D
Welcome Letter to Parents from Superintendent
http://www.isbe.state.il.us/htmls/welcome_ltr_parents.htm
THE KEY TO CLASSROOM
MANAGEMENT
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 specific
teacher behaviors:
Behaviors Include
Appropriate Levels of Dominance
Establish Clear Expectations and
Consequences
Establish Clear Learning Goals
Exhibit Assertive Behavior
Appropriate Levels of Cooperation
Provide Flexible Learning Goals
Discipline with Dignity
Philosophy
Effective Communication
–
Take a Personal Interest in Students
–
Don't Leave Relationships to Chance
Awareness of High-Needs Students
I believe you can manage yourself
You need to get a handle on your
behavior because if you don’t I have a
plan
Philosophy (cont)
Defusing potentially explosive
situations
To prepare children for their future
To value and protect opportunities for
learning
Reducing violence
Practical Discipline Guidelines
The most practical discipline technique
is to welcome every student.
It takes less time at the end when you
spend more time in the beginning.
When students withdraw, make an even
bigger invitation.
Discipline responses require a twostage approach: stabilize and teach.
Practical Discipline Guidelines
Model effective expressions of anger
with your students.
When you take something away, give
something back.
Never use something you want a child
to love as a consequence.
Practical Discipline Guidelines
Eventually you must face a student
who misbehaves; no one can do it for
you.
When disciplining students, always
provide choices and limits.
No one can change his or her behavior
without a commitment.
Key to success of the program
Treat students with dignity and respect
Avoid power struggles
Offer essential skills and strategies
(you are a teacher not a policeman)
Avoid reward / punishment based
models
Responsibility based discipline model
Obedience
o Based on rewards and
punishments
o Focuses on deterrents
o Works best with students
who don't need it
o Appropriate for safety
o Works fast, doesn't last
Responsibility
o Based on values; learning
right from wrong
o Focuses on instruction
o Helps all students
o Appropriate for all
situations
o Takes longer, lasts longer
4 factors that encourage self
esteem in students
Caring
–Clearly defined limits
Democratic atmosphere
–Decision making and
problem solving skills
Other Important Points
Establish clear and specific guidelines
Listen to what students are thinking
and feeling
Use humor
–Vary style of presentation
–Offer choices
Refuse to accept excuses
Continued……
Be responsible (Yes it’s a big part
of the job)
Realize and accept you will not
reach every child
Start fresh every day