classroom management
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  • 1. Teacher-Student Relationships A look at Marzano’s Classroom Management That Works by Ashley Chavez & Sean Nash
  • 2. BIG IDEAS
  • 3. So you can have this...
  • 4. So you can have this...
  • 5. As opposed to this...
  • 6. As opposed to this...
  • 7. “Teacher - Student relationships” is the third aspect of effective classroom management.
  • 8. “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.”
  • 9. +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.
  • 10. “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.” • (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.
  • 11. “High dominance by a teacher in the classroom is more effective than high submission.” • 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.
  • 12. Interaction Between Dominance and Cooperation
  • 13. Interaction Between Dominance and Cooperation High Dominance High Opposition High Cooperation High Submission
  • 14. Interaction Between Dominance and Cooperation High Dominance Optimal Teacher-Student Relationship High Opposition High Cooperation High Submission
  • 15. “Teachers appear to decline in cooperative behavior as the reach 6 to 10 years of service.” • (Wubbles et al., 1999) • Showed that teachers also tend to show “an increase in oppositional behavior, a change that negatively affects student attitudes.”
  • 16. “The most effective classroom managers tend to employ different strategies with different types of students.” • (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.
  • 17. MANAGEMENT TYPES
  • 18. 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.
  • 19. Relationship- listening • Characterized by little or no emphasis on disciplinary issues per se. • Rather, the emphasis is on attending to student concerns.
  • 20. 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.
  • 21. STUDENT PREFERENCE
  • 22. Rules/ Reward-Punishment 17%
  • 23. Rules/ Reward-Punishment 17% Relationship-listening 19%
  • 24. Rules/ Reward-Punishment 17% Relationship-listening 19% Confronting/ Contracting 59%
  • 25. SO WHAT CAN WE DO?
  • 26. BE AWARE OF DIFFERING NEEDS:
  • 27. And to summarize...
  • 28. And to summarize... POLL EVERYWHERE
  • 29. 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.