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Teacher Student Relationships
Mental Sets
from Classroom Management that Works and A Handbook for Classroom Management that Works
byRobert J. Marzano with Jana S. Marzano and Debra J. Pickering
presented byMaryLou McGirr and Marilyn Hofer, Education Specialists, TIE
Promising aspect of the Teacher-Student Relationship
It is not a function of what the teacher feels;
It is a function of what the teacher does.
It is within the teacher’s control.
Teacher-student relationships have a profound impact on
student behavior.
Interaction Between Dominance and Cooperation
High Dominance
High Opposition High Cooperation
High Submission
OptimalTeacher-Student
Relationship
Effective Management Style:Confronting-Contracting
• Pays direct attention to disciplinary problems but in a flexible way.
• Executes negative consequences for inappropriate behavior
• Demonstrates a concern for students’ needs and preferences.
Public school teachers deal with all of America’s children.
Form 1
Shake it up
Without talking!
Every behavior (action) or lack of behavior that someone displays in the presence of someone else is
COMMUNICATION
Healthy balance between dominance and cooperation
Dominance:
• Establish and implement rules and procedures and positive and negative consequences (Chpts. 2 & 3)
Exhibiting Assertive Behavior(Constructive Assertiveness)
1. Use of assertive body language
2. Use of appropriate tone of voice
3. Persisting until the appropriate behavior is displayed
Establish clear learning goals
1. Establishing learning goals at the beginning of a unit
2. Providing feed back on the goals (formative)
3. Continually and systematically revisiting the goals
4. Providing summative feedback regarding the goals
Share your ideas with table partners
A. Exhibiting Assertive Behavior
B. Establishing Clear Learning Goals
Healthy balance between dominance and cooperation
Cooperation
• Provide flexible learning goals
Demonstrating Personal Interest in the Students
1. Discover and incorporate students’ personal interests into academics – KWL
2. Noticing individuals accomplishments and important events in students’ lives - conferences
3. Interacting with students as individuals – attend an out-of-school function
.
Share your ideas with table partners
C. Demonstrating personal interest in students
Summary
1. T/S relationships are within the teacher’s control.
2. An interaction between dominance and cooperation needs to exist.
3. Every behavior (action) that someone displays in the presence of someone else is communication.
Think about . . .
It is not a function of what the teacher feels;
It is a function of what the teacher does.
Rules - Don’t drop the ball
1. Everyone touches the ball once and it ends up in the leader’s hand at the end.
2. The ball must leave the leader’s hand in some type of handoff.
3. The ball can’t be passed to anyone’s immediate right or left.
4. A person can only touch the ball once.5. Everyone must touch the ball once.6. You must use each other’s names.
Mental Set, Modules 16-17 Definition=ways a teacher thinks and behaves moment to moment.
Mental set facilitates all other aspects of classroom management
• “Withitness”
• Emotional objectivity
• Taking care of self
“Withitness”
• Occupying the entire room
• Noticing potential problems
• Using a series of graduated actions
• Forecasting problems
On a gold or silver medal, write a classroom practice you have used to strengthen one of the Marzano recommendations.
Emotional Objectivity
• Recognizing emotion
• Monitoring thoughts and emotions
• Reframing
• Maintaining cool exterior
• Taking care of self
Maintaining cool exterior
Active listening and speaking• Simply listen without agreeing or disagreeing• Paraphrase what student has said• Repeat process• Summarize and check for accuracy
Taking care of self
• Controlled breathing
• Guided imagery
• Humor
• Special treats
Summary
Mental Set, Modules 16-17 Definition=ways a teacher thinks and behaves moment to moment.
Mental set facilitates all other aspects of classroom management • “Withitness”
• Emotional objectivity• Active listening and speaking
• Maintaining cool exterior
• Taking care of self
Make a Pledge
• At last session you will be asked to make a pledge.
– What one or two strategies do you pledge to apply at least twice in the next nine weeks?
– Name someone to hold you accountable.