Teacher-StudentRelationships

A look at Marzano’s Classroom Management That Works

byAshley Chavez & Sean Nash

BIG IDEAS

So you can have this...

So you can have this...

As opposed to this...

As opposed to this...

“Teacher - Student relationships”

is the third aspect of effective classroom

management.

“If a teacher has a good relationship with students, then students will more

readily accept the rules and procedures and the

disciplinary actions that follow their violations.”

+AGREE or DISAGREE-

• The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to one another interpersonally.

• High dominance by a teacher in the classroom is more effective than high submission.

• Teachers appear to decline in cooperative behavior as they reach 6 to 10 years of service.

• The most effective classroom managers tend to employ different strategies with different types of students.

• (Sheets & Gay, 1996)

• Plax & Kearney in 1990 also postulated that this breakdown occurs because many teachers position themselves in a “we-they” relationship with students.

“The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to one another interpersonally.”

• Theo Wubbles & et al., (multiple from 1990 to 1991)

• High dominance is characterized by clarity of purpose and strong guidance. However, it also can be characterized by lack of attentiveness to and concern for students.

“High dominance by a teacher in the classroom is more effective than high submission.”

Interaction Between Dominance and Cooperation

Interaction Between Dominance and Cooperation

High Submission

High Dominance

High CooperationHigh Opposition

OptimalTeacher-Student

Relationship

Interaction Between Dominance and Cooperation

High Submission

High Dominance

High CooperationHigh Opposition

• (Wubbles et al., 1999)

• Showed that teachers also tend to show “an increase in oppositional behavior, a change that negatively affects student attitudes.”

“Teachers appear to decline in cooperative behavior as the reach 6 to 10 years of service.”

• (Brophy, 1999 and Brophy & McCaslin, 1992)

• Specifically, effective managers made distinctions abut the most appropriate strategies to use with individual students based on the unique needs of those students.

“The most effective classroom managers tend to employ different strategies with different types of students.”

MANAGEMENTTYPES

Rules/ Rewards-Punishments

• Teachers articulate rules and procedures and present them to students.

• Acting accordance with rules results in positive consequences; not acting in accordance results in negative consequences.

Relationship-listening

• Characterized by little or no emphasis on disciplinary issues per se.

• Rather, the emphasis is on attending to student concerns.

Confronting/ Contracting

• Characterized by direct attention to disciplinary problems but not in an inflexible way.

• Executes negative consequences but but demonstrates a concern for student needs and preferences.

STUDENTPREFERENCE

Rules/ Reward-Punishment

17%

Rules/ Reward-Punishment

17%

Relationship-listening

19%

Rules/ Reward-Punishment

17%

Relationship-listening

19%

Confronting/ Contracting

59%

SO WHAT CAN WE

DO?

BE AWARE OF DIFFERING

NEEDS:

And to summarize...

POLLEVERYWHERE

And to summarize...

Pick the best summary:• Positive and proactive teacher-student

relationships are crucial to effective classroom management.

• A certain level of dominance as well as a certain management style have been shown to be more effective in classroom management.

• Positive teacher-student relationships are possible with attention to the many variables involved.