A Handbook for the Art and Science of Teaching

by Robert Marzano

Fine Arts Jigsaw of DQ 7: Modules 18 & 19

Timber Trace Elementary SchoolOctober 13, 2011

Design Question # 7Module 18

Acknowledging Students’ Adherence to Classroom Rules and Procedures

Reflecting on Your Current Beliefs and Practices

*What are the most effective ways to recognize and acknowledge students’ adherence to classroom rules and procedures? *How do you acknowledge and reinforce positive individual and group behavior? *How do you involve parents/guardians in promoting students’ adherence to classroom rules and procedures?

Using Verbal and Nonverbal Acknowledgment

*The most effective way to recognize and acknowledge students adherence to rules and procedures is to observe students in the classroom.

*Teachers should support positive behaviors with verbal and nonverbal reinforcements

Verbal Reinforcements*Thank students for behaviors*Explain how behavior contributes to the

proper functioning of the group*Contrast behaviors that adhere to rules with

behaviors that did not support the rules.

Nonverbal Reinforcements

*Thumbs up sign*OK sign*Wink*Smile*Nod of head*Pat on the back*“Off with the head” gesture (r u reading this?)

Using Tangible Recognition When Appropriate

*Using a “token economy” within the classroom*Students can be rewarded individually or as a

group*Point system, color system, etc.*Behaviors to look for: punctuality,

preparation, on-task behavior, respect, work completion

Involving the Home in Recognition of Positive Student

Behavior*Phone calls*E Mails*Notes home*Certificates**All formats should reference specific positive

behaviors displayed by the individual student or group of students. Be specific about how the positive behaviors reinforce a positive classroom climate.

Check for understanding1. Verbal and nonverbal acknowledgement

2. Tangible recognition

3. Involving the home in recognition of positive behavior

Design Question # 7Module 19

Acknowledging Students’ Lack of Adherence to Classroom Rules and

ProceduresReflecting on Your Current Beliefs and

Practices *To what extent do you demonstrate “withitness” when students’ inappropriate behavior threatens to become disruptive? *To what extent are there explicit and concrete consequences for inappropriate behavior in your classroom? *How do you involve parents/guardians and students in identifying and discussing behaviors that need to stop in class? *How do you defuse high-intensity situations involving students’ lack of adherence to rules and procedures?

Being “With It”*Key Strategies:

*Talk privately to disruptive students*Use “stimulus cueing” (prearranged stimulus or sign)*Move around the entire room or make eye contact*Notice potential problems*Use a series of graduated actions*Look at suspected students*Move in the direction of students*Stop the class and confront the behavior (in a calm and polite manner.)

Using Direct-Cost Consequences*Two Major Interventions:

1. Time-Out: within or outside of classroom Some form of concrete action plan should

be developed before their return – make sure students understand and control their offending behavior.2. Overcorrection: Engage students in activities that

overcompensate for inappropriate behavior (ex.

clean marks on walls, desks, etc)

Using Group Contingency*Two types:

1. Interdependent Group Contingency: the entire class receives reward only if every student meets a

behavioral goal.2. Dependent Group Contingency: positive and

negative consequences are dependent upon the behavior of one student or a small group of students who have been singled out for behavioral change (typically used in clinical settings).

Using Home Contingency*Begins with a meeting between

parents/guardians, the teacher, and the student.

*Identify behavior concerns*Student has input into behavioral goals,

consequences, and rewards*Plan is implemented at school and at home

Dealing with High-Intensity Situations

*Student is out of control and external resources are not available (teacher is own his/her own)1. Recognize the student is out of control2. Step back and calm yourself3. Listen actively to the student and plan action4. When the student is calm, repeat a simple verbal request

Designing an Overall Plan for Disciplinary Problems

*Sample:I will start by examining my relationship with every student: *With which ones do I have a poor relationship or no

relationship? *What can I do to improve these relationships? *What will I do to remain “withit” during every class? *What will I do to be consistent with positive and negative

consequences? *What is my strategy for dealing with high-intensity,

dangerous situations? *At what point will I bring administrators into a situation?

Check for understanding1. Being “withit”2. Using direct-cost consequences3. Using group contingency4. Using home contingency5. Dealing with high-intensity situations6. Designing an overall plan for disciplinary

problems