classroom management that works by robert j. marzano whittney smith adelphi university edu 710
TRANSCRIPT
Classroom Management Classroom Management that Works that Works
By Robert J. Marzano
Whittney Smith
Adelphi University
EDU 710
“Effective teachers appear to be effective
with students of all achievement levels
regardless of the levels of heterogeneity in
their classes.”• S. Paul Wright, Sandra Horn, and William Sanders (1997)
Effects of a School vs. a Teacher on Student Effects of a School vs. a Teacher on Student Entering at 50Entering at 50thth Percentile (Math) Percentile (Math)
50
3
37
96
63
0
10
20
30
40
50
60
70
80
90
100
Avg School / Avg.Teacher
Least Eff Sch. /Least Eff Tcher
Most Eff School /least Eff Tchr
Most Eff School /Most Eff Teacher
Least Eff School /Most Eff Tchr
Per
cent
ile R
ank
Aft
er 2
Yea
rs
3 Major Roles of Effective 3 Major Roles of Effective Teachers:Teachers:
1. Making wise choices about the most effective instructional strategies to employ
2. Designing classroom curriculum to facilitate student learning
3. Making effective use of classroom management techniques
“No single role by itself is sufficient to
guarantee student learning, but take
one out of the mix and you probably guarantee that students will have
difficulty learning.”
Meta-Analysis is quantitatively combining the results
from a number of studies… and the meta-analysis of
research over the past 30 years indicates that classroom management is one of the critical ingredients of effective teaching – first in terms of
its impact on student achievement.– Marzano 2003
4 Components of Effective Classroom Management:
1. Rules and Procedures
2. Disciplinary Interventions
3. Teacher-Student Relationships4. Mental Set (“withitness” and emotional objectivity)
Component Effect Size
(% Decrease in Disruptions)
Rules and Procedures -0.763 (28%)
Disciplinary Interventions(Punishment and Reinforcement)
-0.970 (33%)
Teacher-Student Relationships
-0.869 (31%)
Mental Set -1.294 (40%)