Book Review: Classroom Management that Works

Classroom Management That Works is written by Robert J. Marzano. If you  are not familiar with Robert J. Marzano is a leading educational researcher and author or co-author of more than 40 books. Along with Classroom Management that Works, I have also read What Works in Schools, The New Art and Science of Teaching, and Leaders of Learning written with Richard DuFour.

You can’t go wrong with a Robert J. Marzano book. Each is fully researched and based on results based best educational practices.

Book Review: Classroom Management that Works

According to Marzano, an effective teacher performs many functions. These functions can be organized into 3 major roles:

1. Making wise choices about the most effective instructional strategies to use.

2. Designing classroom curriculum to facilitate student learning.

3. Making effective use of classroom management techniques.

EFFECTIVE CLASSROOM MANAGEMENT

Effective classroom management has been recognized as a crucial element in effective teaching. If a teacher cannot obtain students’ cooperation and involve them in instructional activities, it is unlikely that effective teaching will take place. Poor management wastes class time, reduces students’ time on task and detracts from the quality of the learning environment.

Educational research supports the design and implementation of rules and procedures. The most successful teachers explain each rule to students and the reason behind it. When students understand the need for the rule they are more likely to accept it.

Involve students in the design of rules and procedures. The most effective classroom managers don’t impose rules and procedures on students; rather they engage students in the design of rules and procedures.

Present students with the rules and procedures you have already identified, explain and provide examples of each one. Then students can discuss and suggest additions or alterations. Engaging students in discussion shows that you are concerned with their perspective and input.

It is estimated that only half of all classroom time is used for instruction; disciplinary problems occupy most of the other half. 

While teachers are on the front lines of managing behaviors, addressing discipline problems is not the sole responsibility of the individual classroom teacher. Effective discipline is a combination of effective management at the school level and at the classroom level.

Marzano emphasizes ASSERTIVE DISCIPLINE

ASSERTIVE DISCIPLINE -  Assertive discipline, by Lee and Marlene Canter, is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.

There are 5 steps to Assertive Discipline:

1. Establish a positive climate in the classroom.

2. Teachers practice assertive behavior. Disapproval is displayed in a firm, unemotional, businesslike manner and includes a communication of the expected behavior.

3. Establish limits and consequences - give hints to alert students of an impending consequence if behavior does not change.

4. Follow through on negative consequences.

5. Establish a system of positive consequences.
   

According to Marzano, there must be a balance between DOMINANCE and COOPERATION.

DOMINANCE - Students need to know you are in control of the classroom. 

• Use assertive body language. 

• Have a calm, clear, firm tone of voice. 

• Be persistent with students until the right behavior is shown. 

• Establish clear learning goals with students.

COOPERATION - Share control with students and formulate a positive classroom culture.

• Allow students to have choice as often as possible. 

• Take a personal interest in your students. 

• All students appreciate the personal attention of the teacher.

• Use equitable and positive classroom behaviors. 

• Make eye contact with all students. 

• Stand close to all students by walking around the room periodically. 
  

Effective managers approach the classroom with a specific frame of mind - A MENTAL SET

This is a heightened sense of situational awareness and control over your thoughts and behavior relative to the situation. Every year I tell students that teachers have EYES IN THE BACK OF THEIR HEADS. This is withitness. Even when you don't have eyes on students, you know what they are doing.

One of the primary differences between effective and ineffective classroom managers was not in HOW they handled disruptive behavior of students, but in the ability to quickly identify problem behavior or potential problem behavior and act immediately. 

It is the responsibility of each student to contribute to the good functioning of the classroom.

As teachers, we must have students take responsibility for their own behavior. Students need to learn self-discipline, self management, self regulation, self control and social skills.

Strong research supports the teaching of personal responsibility and self-regulatory techniques. When students are able to take responsibility for their own action and regulate their behaviors, this equals increased classroom participation and reduced behavior problems. 

The five elements of effective classroom management presented above are just a fraction of the research based strategies presented in the book. Classroom Management that Works should be on every reading list for teachers looking for evidence based practices.

MY PERSONAL THOUGHTS

The section from Classroom Management that Works that resonated the most with me and my experience mentoring teachers was EMOTIONAL OBJECTIVITY. Effective teachers with emotional objectivity implement and enforce rules and procedures, carry out discipline, and build relationships without taking any negative actions personally.  They are unemotional and matter of fact when managing behavior. While they care about their students and foster positive relationships, they keep a psychological distance and have a professional view of their students. They carry out aspects of classroom management without becoming emotionally involved regarding the outcome - without personalizing the actions of the students. 

I have worked with teachers who become so close, emotionally invested, to their students that they allow their emotions to change the way they enforce classroom rules and procedure expectations. This is not good for that student and certainly not good for the rest of the class.

An A-HA moment for me was reading about ASSERTIVE DISCIPLINE. When I was in school for my teaching credential in 1995, I was given the writings of Lee Canter and Assertive Discipline (originally published in 1976) as the guide for classroom management. It is the philosophy of management I have used for 28 years. To see it referenced in this book, proves its effectiveness. Almost 50 years later, it has stood the test of time, even in light of changing student behaviors and changing student needs.