The Art and Science of Teaching

Classroom management and effectiveinstructional strategies

Workshops for teachers

Based on R.J.Marzano research

Piotr Mazowiecki-Kocyk

Goals:

� To present three components of effective teaching;

� To describe and analayze examples of instructional strategies;

� To describe and analyze management techniques;

� To implement strategies and techniques in our school environment

How are we going to work?

Action 1

Research and theory

Action 2

Classroom practise -examples

Action 3

Classroom practise -our ideas

Three components of effectiveteaching

Use of effective instructional strategies

Use of effective management strategies

Effective classroom curriculum design

Questions to be answered…

� What can I do to establish or maintainclassroom rules and procedures?

� What can I do to establish and maintain effective relationships withstudents?

� What can I do to communicate my expectations to students?

� What can I do to help studentseffectively interact with newknowledge?

� What can I do to help studentspractise and deepen theirunderstanding of new knowledge?

Reality …

Effective classroom instructions –examples

� Identifying similarities and diffrences;

�Note taking;

�Non-linguistic representation;

�Cooperative learning;

�Strategies for learning new words incontext.

Identifying similarities and differences

Research and theory

Gick and Holyoak (1980) � Presenting or asking students to independently

identify similarities and differences enhancesstudents understaning of and ability to useknowledge ;

� Representing similarities and differences in graphicor symbolic form enhances students` understanding of and ability to use knowledge

Similarities and differences can be presented in the following forms:

� Comparing(Chen 1996, Flick 1992, Ross 1987);

�Classifying(Chi et all 1981, Newby 1995);

�Creating metaphors(Chen 1999, Dagher 1995, Mason 1994)

�Creating analogies(Sternberg 1979, Alexander 1984)

Classroom practice – examples

�Graphic organizers for comparison

Diet

Pioneer days

No good wayto store

Mainly had to raise, grow or

hunt

Today

Most peoplebuy at store

Metaphores and analogies

� Metaphores connect 2 items by an abstract ornonliteral relationship

Literal meaning (Nucelus)

Abstract (To control, regulate and initiate)

Literal meaning (Goverment)

LiteralCo

re

Abstract……

.

LiteralSeed

� Creating analogies is the process of identifyingrelationships between pairs of concepts(indentyfing relationships between realtionships)

Hot and cold Night and

day

Oxygen is to humans as carbon dioxide is to plants;

Core is to Earth as nuclues is to atom;

Frequency is to sound as ampere is to eletricity;

Acute is to triangle as square is to……………..

Circumference is to circle as perimeter is to……….

Note taking

Research and theory

� Notes should be considered a work in progress(The review-and-revision process)

(Denner 1986, Morris and Smith 1985)

� Students should be stimulated to take their ownnotes

� It is advisable to present students with a variety of note formats

� Notes should include graphical organizers

(Nye, Cooks 1984, Anderson 1986)

Webbing and mind maps

Written notes Graphical notes

Conclusions/ Daily journal

Non-linguistic representations

Research and theory� Knowledge is stored in two forms (linguistic and

non-linguistic);

� Imaginery mode is expressed as mental pictures orphysical sensations;

� Engaging students in the creation of non-linguisticrepresentantions stimulates and increases acitivityof the brain (Gerlic & Jausovec 1999);

� Nonlinguistic representantions should be presented after linguistic form (Pressley, Symons, McDaniel, Synder 1988, Wood and Pressley 1990)

Types of non-linguisticrepresentations

� Graphic representations (Mental pictures);

� Physical models;

� Drawing pictures and pictograms;

� Kinestetic activity.

Kinestetic activity - definition

� The activity which involves physical movement;

� Physical movements associated with specificknowledge generates a mental image of theknowledge;

Kinestetic activity - examples

1. Students use their left/right arm outstretched to show radius, both arms outstretched to show diameter, and both arms forming a circle to show circumference ;

2. Students use their arms to show different angles;

3. Students use their feet/hands to express theiranswers;

Body spelling

Cooperative learning

Research and theory

� Organizing groups based on ability levels is not

effective for low ability students and it has a smalleffect for high ability students (Kulik & Kulik 1991);

� Students perform better if they are in heterogenousgroups (Lou et al. 1996);

� Small teams of 3-4 seem more effective than largergroups and pairs (Lou et al. 1996);

� Cooperative learning is effective if it is applied consistently and systematically but not overused;

� Girls work better in groups than boys.

Why cooperative learning isimportant?

Positiveinterdependence

Face to face promotiveinteraction

IndividualaccountabilityGroup skills

Group processing

How to divide students intogroups?

Students can be grouped according to:

� Their interest, birthday month,

� Colours they wearing;

� Alpabetically or radomly by pickening names froma hat

� „Turn to your neighbour”.

How to learn new words?

Theory and research

� Students must encounter words in context more thanonce (at least 6 times);

� Reading is an effective way of learning of new wordsonly for high ability students (about 25% chance);

� Low ability students have about a 5% chance of learning new words they encountered in their reading;

� Students learn quicker if a new word is associated witha mental image or symbolic representantions;

� Students understand a text more deeply if key wordsare introduced before;

� Students learn new words quicker if they teach eachother new vocabulary.

Rules in learning new words

Systematic and multiple exposure

„Time window” for learning

A variety of presentantion of newvocabulary

Verbalinstruction

Visual instruction

Dramatic instruction

A briefexplanation ordescription of a

new word

Non-linguisticrepresentantionof a new word

Generateexplanations

Create non-linguistic

representantion

Review theaccuracy of

explanations

A new word Definition

Mental imageUse of a word in

a sentence

Snowball game

1. A new word with a brief description is given to every student;

2. Students move in a classroom and teach eachother new words;

3. After every mini-lesson with a classmate, theyexchange their words and continue the game tillthey get their first word back.

Part II

Effective classroom management -examples

Our goals:

� Rules and procedures;

� Disciplinary interventions;

� Teacher – Student relationship;

� High-need students profiles;

� Getting off to a good start.

Impact of school and teachers on studentsachievement (Marzano 2008)

50

2

27

96

63

0

10

20

30

40

50

60

70

80

90

100

Students achievements

Average&average

Least&least

Most&least

Most&most

Least&most

Rules and procedures – researchand theory

� Classroom rules and procedures should be viewedas a negotiated contract between a teacher and students;

� Students should be invloved in the design of rulesand procedures (depeneding on their age), e.g. signing the behaviour contract, discussion on theimportance of rules, students should be invited to suggest alternatives, additions etc;

� A teacher should employ about 7 rules and procedures (Emmer, Everton Worsham 2003);

� Rules and expectations should be as much consistent in every class (in a school) as possible;

� Rules and procedures should be practised withstudents.

What should we include incontracts – hints

� General expectations for behaviour (how we treatothers);

� Beginning and ending the class day or the period;

� Transitions and interruptions (leaving and returingthe room, use of toilet, use of playground etc);

� Materials and equipment (distributing and collecting materials, storage places);

� Group work and seatwork;

� Communication with a teacher.

�Help two classmates a day, think of others;

� Treat the property of others as itbelonged to you;

� Listen to others before speaking, thinkbefore you speak;

� Keep your hands to yourself, thinkbefore you act;

You need to know that it`s expected,

That you respect and feel respected,

Watch your words and be polite,

Avoid agression, please don`t bite.

These rules exist so we can learn

Obey them and rewards you`ll earn

I also feel compelled to mention

Breaking rules will mean detention

� Assign a role for student, shift some of themangement responsibilities to your students on a rotating basis „Captain”, „Class monitor”, „Organizer” ;

� Make your trouble makers busy, give them roles inyour class (timekeeper, taskmaster, recorder);

� Label areas in a classroom: Yours, Mine and Ours;

� Print posters as a guide and reminder for studentsto put equipment away properly;

� „Two before me” rule;

� Colour-code system (green-yellow-red);

Do what you Say and Say what you mean

“My teacher tells me to not chew gum in class, but she does?”

“My teacher tells me to use my inside voice, but he doesn’t!”

“My teacher tells me not to talk at assemblies, but she and other teachers always do!”

“My teacher tells me to listen when she speaks, but I am not sure he is always listening to me.”

The biggest mistakes you canmake

� Never confront a student in front of the entire class;

� Do not lose it- Stay on the adult level that is in control;

� Don’t punish a group for the acts of some;

� Behavior is not a grade;

� Follow procedure, even if you are mad;

� Work is not a punishment;

� Inconsistency;

� Don’t take it personal and let it go quickly;

� Don’t argue;

� Don’t touch an angry student.

Why students are misbehaving?

� Boredom;

� Desire to feel powerful;

� Need of attention;

� Fear

� Physical changes

How students rank negativeconsequences (Marzano 2008)

Negative consequence Student rank

Student held back from going on a school trip

1

Parents informed about disruptivebehaviour

2

Teacher explaining what is wrongin front of class

3

Teacher confronting a student publicly

4

Student send to a Principal 5

Teacher confronting student privately

6

Student kept in a playtime(detention)

7

How parents rank negativeconsequences (Marzano 2008)

Negative consequence Parent rank

Parents informed about disruptivebehaviour

1

Student send to a Principal 2

Teacher confronting a student publicly

3

Teacher confronting student privately

4

Student kept in a playtime(detention)

5

Student held back from going on a school trip

6

Action 3

Analysis of contracts and behaviourpolicies

Disciplinary interventions

Verbal and physical teacher reactions (Curwin & Mendler 1988)

� Make eye contact with an offending student by moving closer to her/him;

� Use a physical signal such as finger to lips or shakeof the head;

� Provide a student with a simple verbal reminder –ideally as privately as possible;

� State the desired appropriate behaviour;

� Tell the student to stop the inappropriatebehaviour;

� Catch a misbehaving student being good.

Token system (Kaufman & O`Leary 1972)

� Tokens are the most effective if awarded for positive behaviour and taken away for negative;

� Avoid rewards such as: sweets, gifts etc;

� Token system works if a teacher is consequent;

� Class rewards (Pizza party);

� Pressure points (if every student followsprocedures, a class earns a pressure point).

More direct techniques

Isolation „Time out”

� Students have a clear understanding as to thespecific behaviour that will lead to its use;

� Can be used when verbal and physicalinterventions were exhausted;

� If it is overused, loses strength;

� Time-out room required.

Letter of concern

Behaviour log

How to minimize disciplinaryinterventions?� Lessons should always be well planned and

involve students;

� Lessons should constantly be changing, new tasks every 15 minutes or less;

� Dissolve free time—have a closing activity —”Catch it explain it,” story pyramid,or a task to do when completed;

� Set up team expectations that everyone must follow;

� Look for good qualities, point them out—“Hey, Jose is on the right page and Jack has the right book out”

� Too much content can detract from the lesson;

� You elevate, they elevate;

� Know your limits, set expectations, and confront when necessary.

Action 3

How do you react if… - analysis of difficult behaviour cases

Teacher – student relationship

� If a teacher has a good relationship with students, then students more readily accept the rules and procedures;

� Positive attitude towards all students benefitsquicker than negative;

� Good teachers are not uncertain, undecided orconfusing in a way they communicate withstudents;

� Good teachers are not sarcastic, quick-tempered, gloomy and too dominant.

High dominance

High opposition

High cooperation

High submission

Optimal teacher-studentrelationship

How to keep a healthy balance betweendominance and cooperation?

� Use assertive body language;

� Use of tone of voice;

� Persisting until the appropriate behaviour isdisplayed;

� Don`t ignore an inappropriate behaviour;

� Don`t argue, don`t blame, listen to legitimateexplanations;

� Repeat an instruction if needed.;

� Punish only if it is necessary, give a credit.

How to be positive but not toolenient?

� Talk informally with students before, during and after class about their interests;

� Greet students outside of your class;

� Be aware of any important events in students` lives;

� Complement students on important achievements;

� Use students` names and say „hello” even if theydo not respond;

� Make eye contact with each student in a room;

� Make sure that you have an easy access to movearound the room;

� Call on students who do not commonly participatein discussions;

� Provide appropriate „wait time” for all students;

� Respect students’ opinions;

� Emphasize what was right and correct;

� Give them chances to improve, repeat warningsbefore punishment;

� Always be clear in your expectations, don`t changethem if students argue.

Action 3

High need students – how to awardthem? How to motivate them? How to punish them?

Get started…

The beginning of the school year is an important time for classroom management because your studentswill learn work habits, attitudes, procedures and it

will affect the rest of the year

Arrange and decorate your room in a mannerthat supports effective classroommanagement

Arrange your class in a way:

� You can easily see all students;

� Students can easily see all presentantions and demonstrations;

� Frequently used materials are easily accessible;

� Pathways faccilitate traffic flow;

� It is easy to organize students into pairs and smallgroups;

� Ensure that desks are not too close togetherdecreasing the chances of students being distractedby one another.

High need students profiles(Brophy 1996)

� Passive with fear of failure;

� Agressive hostile;

� Agressive oppositional;

� Hyperactive;

� Perfectionist;

� Socially inept.

Decorating classroom

This is not your job to create a pretty environment, it is your job to create a learning environment!

Begin with a strong first day of class� Prepare student name tags;

� When students enter the room, greet them warmly;

� Make a seating chart;

� Don`t allow students to wander around or becomeconfused;

� Tell something about yourself;

� Use warm-up games to memorize students names;

� Present and discuss the classroom rules and proceduresalong with the disciplinary interventions;

� Give students a course outline and briefly go over yourexpectations;

� Give students a written copy of the rules and procedures ;

� Make a behaviour contract with your students

First week…

� Practise the classroom routines;

� Go over the classroom rules and procedures;

� Spend time discussing the importance of classroomprocedures;

� Set up a system for communicating with parents;

� Go over the grading procedures you will be using;

� Memorize students names.