1 Building Classroom Relationships The Key to Classroom ...

Sept em ber 2003 | Volum e 61 | Num ber 1 Building Classroom Relationships Pages 6- 13

The Key to Classroom Management

By using research-based strategies combining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can build positive classroom dynamics.

Robert J. Marzano and Jana S. Marzano

Septem ber 2003

Today, we know m ore about t eaching t han we ever have before.

Research has shown us t hat t eachers' act ions in t heir classroom s have t wice t he im pact on

student achievem ent as do school policies regarding curriculum , assessm ent, staff collegiality,

and com m unit y involvem ent ( Marzano, 2003a) . We also know t hat one of t he classroom

teacher's m ost im portant j obs is m anaging the classroom effectively.

A com prehensive literature review by Wang, Haertel, and Walberg ( 1993) am ply dem onstrates t he im port ance of effect ive classroom m anagem ent . These researchers analyzed 86 chapt ers from annual research reviews, 44 handbook chapters, 20 governm ent and com m issioned reports, and 11 j ournal articles to produce a list of 228 variables affecting student achievem ent . They com bined t he result s of t hese analyses wit h t he findings from 134 separat e m et a- analyses. Of all t he variables, classroom m anagem ent had t he largest effect on st udent achievem ent . This m akes int uit ive sense--st udent s cannot learn in a chaot ic, poorly m anaged classroom .

Research not only support s t he im port ance of classroom m anagem ent , but it also sheds light on t he dynam ics of classroom m anagem ent . St age and Quiroz's m et a- analysis ( 1997) shows the im portance of there being a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward accept able behavior. Ot her researchers ( Em m er, Evert son, & Worsham , 2003; Evert son, Em m er, & Worsham , 2003) have ident ified im port ant com ponent s of classroom m anagem ent , including beginning the school year with a positive em phasis on m anagem ent; arranging the room in a way conducive to effective m anagem ent; and identifying and im plem enting rules and operating procedures.

I n a recent m et a- analysis of m ore t han 100 st udies ( Marzano, 2003b) , we found t hat t he quality of teacher- student relationships is the keystone for all other aspects of classroom m anagem ent. I n fact, our m eta- analysis indicates that on average, teachers who had highquality relationships with their students had 31 percent fewer discipline problem s, rule

violations, and related problem s over a year's tim e than did teachers who did not have highquality relationships with their students.

What are t he charact erist ics of effect ive t eacher- st udent relat ionships? Let 's first consider what t hey are not . Effect ive t eacher- st udent relat ionships have not hing t o do wit h t he t eacher's personalit y or even wit h whet her t he st udent s view t he t eacher as a friend. Rat her, t he m ost effective teacher- student relationships are characterized by specific teacher behaviors: exhibiting appropriate levels of dom inance; exhibiting appropriate levels of cooperation; and being aware of high- needs students.

Appropriate Levels of Dominance

Wubbels and his colleagues ( Wubbels, Brekelm ans, van Tart wij k, & Adm iral, 1999; Wubbels & Levy, 1993) ident ify appropriat e dom inance as an im port ant charact erist ic of effect ive t eacherst udent relat ionships. I n cont rast t o t he m ore negat ive connot at ion of t he t erm dominance as forceful control or com m and over others, they define dom inance as the teacher's ability to provide clear purpose and strong guidance regarding both academ ics and student behavior. Studies indicate that when asked about their preferences for teacher behavior, students t ypically express a desire for t his t ype of t eacher- st udent int eract ion. For exam ple, in a st udy that involved interviews with m ore than 700 students in grades 4?7, students articulated a clear preference for strong teacher guidance and control rather than m ore perm issive types of t eacher behavior ( Chiu & Tulley, 1997) . Teachers can exhibit appropriat e dom inance by establishing clear behavior expectations and learning goals and by exhibiting assertive behavior.

Establish Clear Expectations and Consequences

Teachers can est ablish clear expect at ions for behavior in t wo ways: by est ablishing clear rules and procedures, and by providing consequences for student behavior.

The sem inal research of t he 1980s ( Em m er, 1984; Em m er, Sanford, Evert son, Clem ent s, & Mart in, 1981; Evert son & Em m er, 1982) point s t o t he im port ance of est ablishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of m aterials and equipm ent, and beginning and ending the period or the day. I deally, the class should establish these rules and procedures through discussion and m utual consent by t eacher and st udent s ( Glasser, 1969, 1990) .

Along with well- designed and clearly com m unicated rules and procedures, the teacher m ust acknowledge students' behavior, reinforcing acceptable behavior and providing negative consequences for unaccept able behavior. St age and Quiroz's research ( 1997) is inst ruct ive. They found t hat t eachers build effect ive relat ionships t hrough such st rat egies as t he following:

Using a wide variet y of verbal and physical react ions t o st udent s' m isbehavior, such as m oving closer to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate behavior.

Cuing t he class about expect ed behaviors t hrough prearranged signals, such as raising a hand to indicate that all students should take their seats.

Providing t angible recognit ion of appropriat e behavior--wit h t okens or chit s, for exam ple.

 Em ploying group cont ingency policies t hat hold t he ent ire group responsible for behavioral expectations.

Em ploying hom e cont ingency t echniques t hat involve rewards and sanct ions at hom e.

Establish Clear Learning Goals

Teachers can also exhibit appropriat e levels of dom inance by providing clarit y about t he content and expectations of an upcom ing instructional unit. I m portant teacher actions to achieve this end include

Est ablishing and com m unicat ing learning goals at t he beginning of a unit of inst ruct ion.

Providing feedback on t hose goals.

Cont inually and syst em at ically revisit ing t he goals.

Providing sum m at ive feedback regarding t he goals.

The use of rubrics can help t eachers est ablish clear goals. To illust rat e, assum e t hat a t eacher has identified the learning goal "understanding and using fractions" as im portant for a given unit . That t eacher m ight present st udent s wit h t he following rubric:

4 point s. You underst and t he charact erist ics of fract ions along wit h t he different t ypes. You can accurat ely describe how fract ions are relat ed t o decim als and percent ages. You can convert fract ions t o decim als and can explain how and why t he process works. You can use fract ions t o underst and and solve different t ypes of problem s.

3 point s. You underst and t he basic charact erist ics of fract ions. You know how fract ions are relat ed t o decim als and percent ages. You can convert fract ions t o decim als.

2 point s. You have a basic underst anding of t he following, but have som e sm all m isunderstandings about one or m ore: the characteristics of fractions; the relationships am ong fractions, decim als, and percentages; how to convert fractions to decim als.

1 point . You have som e m aj or problem s or m isunderst andings wit h one or m ore of the following: the characteristics of fractions; the relationships am ong fractions, decim als, and percentages; how to convert fractions to decim als.

0 point s. You m ay have heard of t he following before, but you do not underst and what they m ean: the characteristics of fractions; the relationships am ong fractions, decim als, and percentages; how to convert fractions to decim als.

The clarit y of purpose provided by t his rubric com m unicat es t o st udent s t hat t heir t eacher can provide proper guidance and direction in academ ic content.

Exhibit Assertive Behavior

Teachers can also com m unicat e appropriat e levels of dom inance by exhibit ing assert ive

behavior. According t o Em m er and colleagues, assert ive behavior is

the ability to stand up for one's legitim ate rights in ways that m ake it less likely that others will ignore or circum vent them . ( 2003, p. 146)

Assertive behavior differs significantly from both passive behavior and aggressive behavior. These researchers explain t hat t eachers display assert ive behavior in t he classroom when t hey

Use assert ive body language by m aint aining an erect post ure, facing t he offending student but keeping enough distance so as not to appear threatening and m atching the facial expression with the content of the m essage being presented to students.

Use an appropriat e t one of voice, speaking clearly and deliberat ely in a pit ch t hat is slightly but not greatly elevated from norm al classroom speech, avoiding any display of em otions in the voice.

Persist unt il st udent s respond wit h t he appropriat e behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blam ing, but listen to legitim ate explanations.

Appropriate Levels of Cooperation

Cooperat ion is charact erized by a concern for t he needs and opinions of ot hers. Alt hough not the antithesis of dom inance, cooperation certainly occupies a different realm . Whereas dom inance focuses on the teacher as the driving force in the classroom , cooperation focuses on t he st udent s and t eacher funct ioning as a t eam . The int eract ion of t hese t wo dynam ics-- dom inance and cooperat ion--is a cent ral force in effect ive t eacher- st udent relat ionships. Several strategies can foster appropriate levels of cooperation.

Provide Flexible Learning Goals

Just as t eachers can com m unicat e appropriat e levels of dom inance by providing clear learning goals, they can also convey appropriate levels of cooperation by providing flexible learning goals. Giving st udent s t he opport unit y t o set t heir own obj ect ives at t he beginning of a unit or asking students what they would like to learn conveys a sense of cooperation. Assum e, for exam ple, that a teacher has identified the topic of fractions as the focus of a unit of instruction and has provided st udent s wit h a rubric. The t eacher could t hen ask st udent s t o ident ify som e aspect of fract ions or a relat ed t opic t hat t hey would part icularly like t o st udy. Giving st udent s this kind of choice, in addition to increasing their understanding of the topic, conveys the m essage that the teacher cares about and tries to accom m odate students' interests.

Take a Personal Interest in Students

Probably t he m ost obvious way t o com m unicat e appropriat e levels of cooperat ion is t o t ake a personal int erest in each st udent in t he class. As McCom bs and Whisler ( 1997) not e, all st udent s appreciat e personal at t ent ion from t he t eacher. Alt hough busy t eachers--part icularly t hose at t he secondary level--do not have t he t im e for ext ensive int eract ion wit h all st udent s, som e teacher actions can com m unicate personal interest and concern without taking up m uch t im e. Teachers can

 Talk inform ally wit h st udent s before, during, and aft er class about t heir int erest s.

Greet st udent s out side of school--for inst ance, at ext racurricular event s or at t he st ore.

Single out a few students each day in the lunchroom and talk with them .

Be aware of and com m ent on im portant events in students' lives, such as participation in sports, dram a, or other extracurricular activities.

Com plim ent st udent s on im port ant achievem ent s in and out side of school.

Meet st udent s at t he door as t hey com e int o class; greet each one by nam e.

Use Equitable and Positive Classroom Behaviors

Program s like Teacher Expect at ions and St udent Achievem ent em phasize t he im port ance of t he subtle ways in which teachers can com m unicate their interest in students ( Kerm an, Kim ball, & Mart in, 1980) . This program recom m ends m any pract ical st rat egies t hat em phasize equit able and posit ive classroom int eract ions wit h all st udent s. Teachers should, for exam ple,

Make eye cont act wit h each st udent . Teachers can m ake eye cont act by scanning t he entire room as they speak and by freely m oving about all sections of the room .

Deliberat ely m ove t oward and st and close t o each st udent during t he class period. Make sure that the seating arrangem ent allows the teacher and students clear and easy ways to move around the room.

At t ribut e t he ownership of ideas t o t he st udent s who init iat ed t hem . For inst ance, in a discussion a t eacher m ight say, " Cecilia j ust added t o Aida's idea by saying t hat . . . ."

Allow and encourage all students to participate in class discussions and interactions. Make sure t o call on st udent s who do not com m only part icipat e, not j ust t hose who respond m ost frequently.

Provide appropriat e wait t im e for all st udent s t o respond t o quest ions, regardless of t heir past perform ance or your perception of their abilities.

Awareness of High-Needs Students

Classroom t eachers m eet daily wit h a broad cross- sect ion of st udent s. I n general, 12?22 percent of all students in school suffer from m ental, em otional, or behavioral disorders, and relat ively few receive m ent al healt h services ( Adelm an & Taylor, 2002) . The Associat ion of School Counselors not es t hat 18 percent of st udent s have special needs and require extraordinary interventions and treatm ents that go beyond the typical resources available to the classroom ( Dunn & Baker, 2002) .

Although the classroom teacher is certainly not in a position to directly address such severe problem s, teachers with effective classroom m anagem ent skills are aware of high-needs students and have a repertoire of specific techniques for m eeting som e of their needs ( Marzano, 2003b) . Figure 1 ( p. 10) sum m arizes five cat egories of high- needs st udent s and suggests classroom strategies for each category and subcategory.

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