{"id":185,"date":"2019-06-20T19:02:12","date_gmt":"2019-06-20T19:02:12","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=185"},"modified":"2019-08-07T14:46:56","modified_gmt":"2019-08-07T14:46:56","slug":"characteristics-of-effective-classroom-management","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/chapter\/characteristics-of-effective-classroom-management\/","title":{"raw":"7.3 Characteristics of Effective Classroom Management","rendered":"7.3 Characteristics of Effective Classroom Management"},"content":{"raw":"
\r\n\r\nRobert J. Marzano and Jana S. Marzano (2003) in their research \u201cThe key to classroom Management\u201d argue that by \u201ccombining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can have positive classroom dynamics\u201d (p. 6).\u00a0 Furthermore, Marzano (2003) in another meta-analysis of more than 100 studies, found that teacher-student relationship is one of the major characteristics for effective classroom management. In fact, their study presented some revealing data that teachers with quality student-teacher relationship<\/span><\/span>s<\/span><\/span>\u00a0had 31 percent\u00a0<\/span><\/span>few<\/span><\/span>er classroom management issues than did the teachers who did not have quality relationships with students.\u00a0 Hence, Marzano and Marzano (2003) propose\u00a0<\/span><\/span>some\u00a0<\/span><\/span>effective characteristics for better student-teacher relationships. Having specific teacher behaviors such as (1) exhibiting appropriate levels of dominance; (2) exhibiting appropriate levels of cooperation; and (3) being aware of high-needs students, builds the foundation for student-teacher relationships (Marzano, 2003, p. 8). Below, you will find a brief summary of teacher behaviors emphasized in Marzano and Marzano\u2019s work \u201c<\/span><\/span>The Key to Classroom Management<\/span><\/span><\/a>\u201d (2003).\u00a0<\/span><\/span>\u00a0<\/span>\r\n

Appropriate levels of Dominance<\/h2>\r\n<\/div>\r\n
\r\n\r\n\"\"Dominance in this context is neither referring to forceful control, nor\u00a0does it have a negative connotation to it; rather, Wubbels et al. (1999),\u00a0refer\u00a0to\u00a0it as \u201cthe teacher\u2019s ability to provide clear purpose and strong guidance regarding both academics and student behavior\u201d (as cited in Marzano & Marzano, 2003, p. 8). Hence, teachers can cultivate appropriate levels of dominance by\u00a0establishing clear expectations\u00a0in their classroom rules and procedures as well as establishing consequences for student behavior. Further,\u00a0setting up clear learning goals\u00a0is crucial for creating appropriate levels of dominance. Providing clear goals about the instruction and content at the beginning of the unit,\u00a0providing feedback on these goals in a systematic manner,\u00a0and the use of rubrics helps teachers establish and maintain clear learning goals. Finally,\u00a0exhibiting assertive behavior\u00a0favors teachers in developing appropriate levels of dominance (Marzano & Marzano, 2003, pp. 8-9). Borrowing from Emmer and colleagues (2003), Marzano and Marzano (2003) explain assertive behavior as \u201cthe ability to stand up for one\u2019s legitimate rights in ways that make it less likely that other swill ignore or circumvent them\u201d (p. 146). They further elaborated that assertive behavior does not mean passive or aggressive behavior. Rather, it is the use of assertive body language such as maintaining an erect posture,\u00a0use of an appropriate tone of voice,\u00a0and persisting\u00a0until students respond with the appropriate behavior (as cited in Marzano & Marzano, p. 8).\r\n\r\n<\/div>\r\n
\r\n

Appropriate Levels of Cooperation<\/h2>\r\n<\/div>\r\n
\r\n\r\n\"\"Unlike dominance where the teacher is the agent to make a change, cooperation calls for collaboration between student and teacher to work as a team. Marzano and Marzano (2003) emphasize that the interaction of dominance and cooperation plays a crucial role in effective student-teacher relationships. By\u00a0providing flexible learning goals\u00a0teachers can foster appropriate levels of cooperation. Empowering students to set their own objectives for a lesson is a way to impart\u00a0a\u00a0sense of cooperation and it also reflects that the teacher genuinely cares for student\u2019s learning by accommodating their needs (Marzano & Marzano, 2003, p. 11). Teachers can reflect appropriate levels of cooperation by\u00a0demonstrating a personal interest\u00a0in each student in the class. They can greet students informally, talk about their personal interests and achievements, discuss extra-curricular interests, and so on that communicates concern for students. Finally, by using\u00a0equitable and positive classroom behaviors, teachers can create and maintain appropriate levels of cooperation. Subtle behaviors such as maintaining eye contact with each student, setting\u00a0up seating arrangement that facilitate easy movement for both students and teachers,\u00a0and encouraging\u00a0all students to contribute to class discussions. It is also recommended to call upon students who do not usually participate to motivate them for participation.\r\n\r\n<\/div>","rendered":"
\n

Robert J. Marzano and Jana S. Marzano (2003) in their research \u201cThe key to classroom Management\u201d argue that by \u201ccombining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can have positive classroom dynamics\u201d (p. 6).\u00a0 Furthermore, Marzano (2003) in another meta-analysis of more than 100 studies, found that teacher-student relationship is one of the major characteristics for effective classroom management. In fact, their study presented some revealing data that teachers with quality student-teacher relationship<\/span><\/span>s<\/span><\/span>\u00a0had 31 percent\u00a0<\/span><\/span>few<\/span><\/span>er classroom management issues than did the teachers who did not have quality relationships with students.\u00a0 Hence, Marzano and Marzano (2003) propose\u00a0<\/span><\/span>some\u00a0<\/span><\/span>effective characteristics for better student-teacher relationships. Having specific teacher behaviors such as (1) exhibiting appropriate levels of dominance; (2) exhibiting appropriate levels of cooperation; and (3) being aware of high-needs students, builds the foundation for student-teacher relationships (Marzano, 2003, p. 8). Below, you will find a brief summary of teacher behaviors emphasized in Marzano and Marzano\u2019s work \u201c<\/span><\/span>The Key to Classroom Management<\/span><\/span><\/a>\u201d (2003).\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n

Appropriate levels of Dominance<\/h2>\n<\/div>\n
\n

\"\"Dominance in this context is neither referring to forceful control, nor\u00a0does it have a negative connotation to it; rather, Wubbels et al. (1999),\u00a0refer\u00a0to\u00a0it as \u201cthe teacher\u2019s ability to provide clear purpose and strong guidance regarding both academics and student behavior\u201d (as cited in Marzano & Marzano, 2003, p. 8). Hence, teachers can cultivate appropriate levels of dominance by\u00a0establishing clear expectations\u00a0in their classroom rules and procedures as well as establishing consequences for student behavior. Further,\u00a0setting up clear learning goals\u00a0is crucial for creating appropriate levels of dominance. Providing clear goals about the instruction and content at the beginning of the unit,\u00a0providing feedback on these goals in a systematic manner,\u00a0and the use of rubrics helps teachers establish and maintain clear learning goals. Finally,\u00a0exhibiting assertive behavior\u00a0favors teachers in developing appropriate levels of dominance (Marzano & Marzano, 2003, pp. 8-9). Borrowing from Emmer and colleagues (2003), Marzano and Marzano (2003) explain assertive behavior as \u201cthe ability to stand up for one\u2019s legitimate rights in ways that make it less likely that other swill ignore or circumvent them\u201d (p. 146). They further elaborated that assertive behavior does not mean passive or aggressive behavior. Rather, it is the use of assertive body language such as maintaining an erect posture,\u00a0use of an appropriate tone of voice,\u00a0and persisting\u00a0until students respond with the appropriate behavior (as cited in Marzano & Marzano, p. 8).<\/p>\n<\/div>\n

\n

Appropriate Levels of Cooperation<\/h2>\n<\/div>\n
\n

\"\"Unlike dominance where the teacher is the agent to make a change, cooperation calls for collaboration between student and teacher to work as a team. Marzano and Marzano (2003) emphasize that the interaction of dominance and cooperation plays a crucial role in effective student-teacher relationships. By\u00a0providing flexible learning goals\u00a0teachers can foster appropriate levels of cooperation. Empowering students to set their own objectives for a lesson is a way to impart\u00a0a\u00a0sense of cooperation and it also reflects that the teacher genuinely cares for student\u2019s learning by accommodating their needs (Marzano & Marzano, 2003, p. 11). Teachers can reflect appropriate levels of cooperation by\u00a0demonstrating a personal interest\u00a0in each student in the class. They can greet students informally, talk about their personal interests and achievements, discuss extra-curricular interests, and so on that communicates concern for students. Finally, by using\u00a0equitable and positive classroom behaviors, teachers can create and maintain appropriate levels of cooperation. Subtle behaviors such as maintaining eye contact with each student, setting\u00a0up seating arrangement that facilitate easy movement for both students and teachers,\u00a0and encouraging\u00a0all students to contribute to class discussions. It is also recommended to call upon students who do not usually participate to motivate them for participation.<\/p>\n<\/div>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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CC licensed content, Original<\/div>