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.