Classroom Management “Crosswalk”
Marzano
Classroom Management That Works
7 Elements of Effective
Classroom Management
Marzano
Observation and Feedback Protocol
9 Design Questions w/ Key Strategies
Related District Initiatives
Iowa Teaching Standards and Criteria
(PBiS, Cultural Comp., CEI,etc.)
Section 1: Rules & Procedures
 General Classroom Behavior
 Beginning and Ending the Period or
the Day
 Transitions and Interruptions
 Use of Materials and Equipment
 Group Work
 Seat Work and Teacher-Led Activities
Question 6: What will I do to establish or
maintain classroom rules & procedures?
 Establishing Classroom Routines
 Organizing Physical Layout of the
Classroom for Learning


Section 2: Discipline & Consequences
 Teacher Reaction
 Tangible Rewards
 Direct Cost
 Group Contingency
 Home Contingency
Question 7: What will I do to recognize and
acknowledge adherence and lack of adherence
to classroom rules & procedures?
 Demonstrating “Withitness”
 Applying Consequences
 Acknowledging Adherence to Rules and
Procedures
Question 8: What will I do to establish and
maintain effective relationships with
students?
 Understanding Students’ Interests and
Backgrounds
 Using Behaviors that Indicate Affection for
Students
 Displaying Objectivity and Control
PBIS – See At A Glance –
 Enforce Meaningful
Consequences for Violations,
 Establish Strategies to
Acknowledge Appropriate
Behavior and to Respond to
Inappropriate Behavior
PBIS
 The focus of PBIS is creating
positive learning environments
that teach and reinforce
positive social development,
and decreasing the number,
intensity, and severity of
challenging behaviors.
Section 3: Teacher-Student Relationships
 Demonstrating Personal Interest in
Students
 Behaving Equitably and Responding
Affirmatively to Questions
 Exhibiting an Assertive Connection
 Being Aware of the Needs of Different
Types of Students
PBIS – See At A Glance –
Structure Your Classroom
Post, Teach, Review, Monitor,
and Reinforce a SMALL Number
of POSITIVELY Stated
Expectations
Cultural Competency
Section 4: Mental Set
 Exhibiting “Withitness”
 Exhibiting Emotional Objectivity
Question 7: What will I do to recognize and
acknowledge adherence and lack of adherence
to classroom rules & procedures?
 Demonstrating “Withitness”
 Applying Consequences
 Acknowledging Adherence to Rules and
Procedures
Question 8: What will I do to establish and
maintain effective relationships with
students?
 Understanding Students’ Interests and
Backgrounds
 Using Behaviors that Indicate Affection for
Students
 Displaying Objectivity and Control
PBIS
 Proximity Control
 Clarification’
 Reinforcement of others
 Redirection
 ACTIVELY supervise by
moving around, scanning
the classroom, and
interacting with students
Standard 3-Demonstrates competence in planning and preparing for instruction
b) Sets and communicates high expectations for social, behavioral, and academic
success for all
Standard 6 Demonstrates competence in classroom management.
b) Establishes, communicates, models, and maintains standards of responsible
student behavior.
c) Develops and implements classroom procedures and routines that support high
expectations for student learning.
e) Creates a safe and purposeful learning environment.
Standard 6 Demonstrates competence in classroom management.
b) Establishes, communicates, models, and maintains standards of responsible
student behavior.
e) Creates a safe and purposeful learning environment.
Standard 1 -Demonstrates ability to enhance academic performance and support
for implementation of the school district’s student achievement goals.
d) Accepts and demonstrates responsibility for creating a classroom culture that
supports the learning of every student.
e) Creates an environment of mutual respect, rapport, and fairness.
f) Participates in and contributes to a school culture that focuses on improved
student learning.
Standard 3 -Demonstrates competence in planning and preparing for instruction.
c) Uses student’s developmental needs, backgrounds, and interests in planning
for instruction.
Standard 6 Demonstrates competence in classroom management.
a) Creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.
b) Establishes, communicates, models, and maintains standards of responsible
student behavior.
Standard 8 -professional responsibilities established by the school district
d) Demonstrates an understanding of and respect for all learners and staff.
Standard 1 -Demonstrates ability to enhance academic performance and support
for implementation of the school district’s student achievement goals.
d) Accepts and demonstrates responsibility for creating a classroom culture that
supports the learning of every student.
e) Creates an environment of mutual respect, rapport, and fairness.
Standard 6 -Demonstrates competence in classroom management.
a) Creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.
b) Establishes, communicates, models, and maintains standards of responsible
student behavior.
c) Develops and implements classroom procedures and routines that support high
expectations for student learning.
d) Uses instructional time effectively to maximize student achievement.
e) Creates a safe and purposeful learning environment.
Section 5: Student Responsibility
 The Nature of Responsibility
 Strategies for Personal Development
 Strategies for Conflict Prevention and
Resolution
Question 9: What will I do to communicate
high expectations for all students?
 Demonstrating Value and Respect for Low
Expectancy Students
 Asking Questions of Low Expectancy
Students
 Probing Incorrect Answers with Low
Expectancy Students
PBIS
 Post, Teach, Review, Monitor,
and Reinforce a SMALL Number
of POSITIVELY Stated
Expectations
Leader in Me (Cunn Only)
Standard 5 -Uses a variety of methods to monitor student learning.
d) Guides students in goal setting and assessing their own learning.
e) Provides substantive, timely, and constructive feedback to students and
parents.
Standard 6 -Demonstrates competence in classroom management.
a) Creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.
Plus Questions 7, 8 Above
Section 6: Getting Off to a Good Start
 Before School Begins
 The First Day of School
 The First Two Weeks of School
Question 1: What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
 Providing clear learning goals and scales to
measure those goals
 Tracking Student Progress
 Celebrating Student Success
Harry Wong
PBIS
 Structure and Common
Language
Questions 6 (What will I do to establish or
maintain classroom rules and procedures?), 7
(What will I do to recognize and acknowledge
adherence and lack of adherence to classroom
rules and procedures?) and 9 (What will I do to
communicate high expectations for all
students?)
Section 7: Management at the School
Level
 Establishing and Enforcing Schoolwide
Rules, Procedures, and Consequences
 Establishing Norms of Conduct for
Faculty and Staff
*Marzano does not have a section on
student engagement in the Classroom Mgt.
book but has a separate publication about
student engagement.
We all agree STUDENTS WHO ARE
ENGAGED ARE MUCH LESS LIKELY TO BE
MANAGEMENT CHALLENGES – the better
you manage their learning, the less you will
have to worry about managing their
behavior!
PBIS –
 Structure and Common
Language
Question 5: What Will I Do to ENGAGE
Students?
 Noticing and Reacting when Students are
Not Engaged
 Using Academic Games
 Managing Response Rates
 Using Physical Movement
 Maintaining a Lively Pace
 Demonstrating Intensity and Enthusiasm
 Using Friendly Controversy
 Providing Opportunities for Students to
Talk About Themselves
 Presenting Unusual or Intriguing
Information
Also Q 2, 3 and 4 with addressing content.
CEI (Characteristics of Effective
Instruction)
PBIS – See At A Glance
 PBIS – Actively Engage
Students
Standard 6 -Demonstrates competence in classroom management.
a) Creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.
b) Establishes, communicates, models, and maintains standards of responsible
student behavior.
c) Develops and implements classroom procedures and routines that support high
expectations for student learning.
d) Uses instructional time effectively to maximize student achievement.
e) Creates a safe and purposeful learning environment.
Standard 1 -Demonstrates ability to enhance academic performance and support
for implementation of the school district’s student achievement goals.
b) Implements strategies supporting student, building, and district goals.
Standard 4 -Uses strategies to deliver instruction that meets the multiple learning
needs of students.
a) Aligns classroom instruction with local standards and district curriculum.
Standard 2 -Demonstrates competence in content knowledge appropriate to the
teaching position.
b) Uses knowledge of student development to make learning experiences in the
content area meaningful and accessible for every student.
d) Understands and uses instructional strategies that are appropriate to the
content area.
Standard 3-Demonstrates competence in planning and preparing for instruction.
d) Selects strategies to engage all students in learning.
Standard 4 -Uses strategies to deliver instruction that meets the multiple learning
needs of students.
a) Aligns classroom instruction with local standards and district curriculum.
b) Uses research-based instructional strategies that address the full range of
cognitive levels.
c) Demonstrates flexibility and responsiveness in adjusting instruction to meet
student needs.
d) Engages students in varied experiences that meet diverse needs and promote
social, emotional, and academic growth.
e) Connects students’ prior knowledge, life experiences, and interests in the
instructional process.
f) Uses available resources, including technologies, in the delivery of instruction.
Standard 6 -Demonstrates competence in classroom management.
a) Creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.