A Handbook for the Art and Science of Teaching by Robert Marzano

1. A Handbook for the Art and Science of Teachingby Robert Marzano Fine Arts Jigsaw of DQ 7: Modules 18 & 19 Timber Trace Elementary School October 13, 2011

2. 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?

3. 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

4. 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.

5. 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?) 

6. 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

7. 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.

8. Check for understanding • Verbal and nonverbal acknowledgement • Tangible recognition • Involving the home in recognition of positive behavior

9. Design Question # 7Module 19 Acknowledging Students’ Lack of Adherence to Classroom Rules and Procedures Reflecting 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?

10. 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.)

11. 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)

12. 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).

13. 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

14. 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 control 2. Step back and calm yourself 3. Listen actively to the student and plan action 4. When the student is calm, repeat a simple verbal request

15. 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?

16. Check for understanding • Being “withit” • Using direct-cost consequences • Using group contingency • Using home contingency • Dealing with high-intensity situations • Designing an overall plan for disciplinary problems