A Handbook for Classroom Management that Works

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ASCD, 2005 - Education - 181 pages
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What strategies are most effective in creating a well-managed classroom that supports the best possible teaching and learning? What rules and procedures should you establish, and what kinds of consequences are appropriate for students who break the rules? How can you foster positive relationships with even the most challenging students?This companion volume to Classroom Management That Works helps teachers at all grade levels master the array of skills needed for a productive learning environment. Through worksheets, case studies, and other materials, readers learn how to use the seven essentials of effective classroom management that Robert J. Marzano identified by analyzing more than 100 research studies. Discussion questions and self-assessments allow readers to examine their own individual practices and understanding, while also providing a ready-made forum for study teams working together to develop their skills.Teachers are the most important factor in student learning; their ability to manage their classrooms strongly influences the quality of their teaching?and thus the success of their students. A Handbook for Classroom Management That Works provides sound advice and real-world solutions to help teachers establish a classroom where learning and teaching can thrive.
 

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Contents

Introduction
1
Rules and Procedures
5
General Classroom Behavior
9
Beginning and Ending the Period or the Day
15
Transitions and Interruptions
18
Use of Materials and Equipment
21
Group Work
24
Seat Work and TeacherLed Activities
31
Mental Set
81
Exhibiting Withitness
84
Exhibiting Emotional Objectivity
87
Student Responsibility
101
The Nature of Responsibility
104
Strategies for Personal Development
113
Strategies for Conflict Prevention and Resolution
123
Getting Off to a Good Start
132

Discipline and Consequences
37
Teacher Reaction
40
Tangible Rewards
43
Direct Cost
45
Group Contingency
47
Home Contingency
50
TeacherStudent Relationships
56
Demonstrating Personal Interest in Students
59
Behaving Equitably and Responding Affirmatively to Questions
63
Exhibiting an Assertive Connection
67
Being Aware of the Needs of Different Types of Students
71
Before School Begins
135
The First Day of School
141
The First Two Weeks of School
145
Management at the School Level
152
Establishing and Enforcing Schoolwide Rules Procedures and Consequences
155
Establishing Norms of Conduct for Faculty and Staff
166
References
174
Index
176
About the Authors
179
Copyright

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About the author (2005)

Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K 12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning.

During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K 12 teachers and administrators.

BARBARA B. GADDY, an education consultant and communications specialist, is a member of the executive committee of the Colorado Language Arts Society. T. WILLIAM HALL is an ordained Methodist minister, religion scholar, and professor emeritus at Syracuse University. ROBERT J. MARZANO, who spent four years as a monk with the Christian Brothers of Ireland, is a trainer for the Mid-continent Regional Educational Laboratory.

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