Teacher-Student
 Relationships
          A look at Marzano’s
   Classroom Management That Works
                  by
     ...
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
     procedur...
+AGREE or DISAGREE-
•   The causes of many classroom behaviors labeled and
    punished as rule infractions are, in fact, ...
“The causes of many classroom
behaviors labeled and punished as
rule infractions are, in fact, problems
of students and te...
“High dominance by a teacher in the
classroom is more effective than high
submission.”

• Theo Wubbles & et al., (multiple...
Interaction Between Dominance and Cooperation
Interaction Between Dominance and Cooperation

                     High Dominance




High Opposition                    ...
Interaction Between Dominance and Cooperation

                     High Dominance




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


• (Wubbles et al., 1999)
• S...
“The most effective classroom
managers tend to employ different
strategies with different types of
students.”
• (Brophy, 1...
MANAGEMENT
   TYPES
Rules/ Rewards-
    Punishments
• Teachers articulate rules and procedures
  and present them to students.
• Acting accord...
Relationship-
         listening

• Characterized by little or no emphasis on
  disciplinary issues per se.
• Rather, the ...
Confronting/
       Contracting
• Characterized by direct attention to
  disciplinary problems but not in an
  inflexible w...
STUDENT
PREFERENCE
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...
And to summarize...




    POLL
EVERYWHERE
Pick the best summary:
• Positive and proactive teacher-student
  relationships are crucial to effective
  classroom manag...
Teacher-Student Relationships - a word about classroom management
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Teacher-Student Relationships - a word about classroom management

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Transcript of "Teacher-Student Relationships - a word about classroom management"

  1. 1. Teacher-Student Relationships A look at Marzano’s Classroom Management That Works by Ashley Chavez & Sean Nash
  2. 2. BIG IDEAS
  3. 3. So you can have this...
  4. 4. So you can have this...
  5. 5. As opposed to this...
  6. 6. As opposed to this...
  7. 7. “Teacher - Student relationships” is the third aspect of effective classroom management.
  8. 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. 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. 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. 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. 12. Interaction Between Dominance and Cooperation
  13. 13. Interaction Between Dominance and Cooperation High Dominance High Opposition High Cooperation High Submission
  14. 14. Interaction Between Dominance and Cooperation High Dominance Optimal Teacher-Student Relationship High Opposition High Cooperation High Submission
  15. 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. 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. 17. MANAGEMENT TYPES
  18. 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. 19. Relationship- listening • Characterized by little or no emphasis on disciplinary issues per se. • Rather, the emphasis is on attending to student concerns.
  20. 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. 21. STUDENT PREFERENCE
  22. 22. Rules/ Reward-Punishment 17%
  23. 23. Rules/ Reward-Punishment 17% Relationship-listening 19%
  24. 24. Rules/ Reward-Punishment 17% Relationship-listening 19% Confronting/ Contracting 59%
  25. 25. SO WHAT CAN WE DO?
  26. 26. BE AWARE OF DIFFERING NEEDS:
  27. 27. And to summarize...
  28. 28. And to summarize... POLL EVERYWHERE
  29. 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.

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