oThis is the expectations for discipline.

1. Mtn. View Elementary
School
Classroom Management and Discipline Strategies
2012-2013

2. Characteristics of Effective
Teaching
1. The teacher makes wise choices about the most effective
instructional strategies to employ
2. The teacher designs the classroom curriculum to facilitate
student learning
3. The teacher makes effective use of classroom
management techniques
Source: Marzano, Robert J. “Classroom Management that
Works.”

3. Source: Marzano, Robert. "Classroom
Management that Works."
How do you feel about your
classroom management?
 “One very disturbing finding from the research is that
teachers generally believe that they are not only unprepared
to deal with disruptive behavior, but the amount of disruptive
behavior in their classes substantially interferes with their
teaching (Furlong, Morrison, & Dear, 1994; Lowry, Sleet,
Duncan, Powell, & Kolbe, 1995.)”

4. Source: Marzano, Robert. "Classroom
Management that Works"
Rules & Procedures
 Establish rules and procedures for the following:
 General classroom behavior
 Beginning of the school day or beginning of the period
 Transitions and interruptions
 Use of materials and equipment
 Group work
 Seatwork and teacher-led activities
 Involve students in the design of rules & procedures
 You present the rules and procedures you have designed to
the class
 Allow the students to provide input and suggest alternatives,
additions, or deletions
 However, you have the final say on the rules and procedures
 The fact that this discussion occurred communicates to the
students that you will listen to their input

5. Source: Marzano, Robert. "Classroom
Management that Works."
Disciplinary Interventions
 Reinforce acceptable behavior and enforce
negative consequences for unacceptable
behavior
 Commend student privately for good behavior,
positive parent phone call, note on student’s desk,
pat on the back
 Establish clear limits for unacceptable behavior
and an effective system to record the behavior
 Removal from the classroom should be the
result of all other strategies being exhausted

6. Source: Marzano, Robert. "Classroom
Management that Works."
Relationships
 The best teacher-student relationships are
characterized by a balance of “high dominance”
and “high cooperation”
 High Dominance – clarity of purpose and strong guidance
 Clear learning targets, rubrics, clear about what mastery looks like
 High Cooperation – concern for the needs and opinions of
others and a desire to function as a member of a team as
opposed to an individual
 Getting student input on learning goals; finding out their interests or
what they like about a topic; taking a personal interest in students;
including all students in discussion and activities; responding
appropriately to incorrect student responses

7. Source: Marzano, Robert. "Classroom
Management that Works."
Relationships
 “As Wubbels and his colleagues (1999) notes:
‘Briefly, teachers should be effective instructors
and lecturers, as well as friendly, helpful, and
congenial. They should be able to empathize with
students, understand their world, and listen to
them. Good teachers are not uncertain, undecided,
or confusing in the way they communicate with
students. They are not grouchy, gloomy,
dissatisfied, aggressive, sarcastic, or quick
tempered. They should be able to set standards
and maintain control while still allowing students
responsibility and freedom to learn. (p. 167)’”

8. Source: Marzano, Robert. "Classroom
Management that Works."
Mental Set
 “Withitness” – the ability to identify and quickly act on
potential behavioral problems
 It’s having “eyes in the back of your head”
 It is being proactive in the classroom
 Moving closer to students that exhibit signs of a potential discipline
problem
 Scanning the classroom
 Addressing unacceptable behavior immediately before it escalates

9. Source: Marzano, Robert. "Classroom
Management that Works."
Mental Set
 Emotional Objectivity – the ability to interact with
students in a businesslike, matter-of-fact manner
even though you might be experiencing strong
emotions
 You need to enforce rules and consequences without
becoming emotionally involved in the outcome or
personalizing the actions of students – this is very difficult
to do because it is natural for you to feel hurt and/or angry
 Hesitation kills effective classroom management
 It is critical that you remember that you are a professional
educator and they are children that are still maturing

10. The Decision Is Yours
Do everything you can to address student
behavior:
 De-escalate conflicts
 Make parent contact
 Meet with the student individually
 Ask colleagues for help if they are successful with
the student
 Have a parent-student-teacher conference
If the behavior warrants the involvement of an
administrator, call Mrs. Mastin or Mrs. Dowell
immediately

11. Involving an Administrator
 If your grade level discipline plan has been implemented completely
and the situation requires an administrator, we are here to help and
support you
 Please understand that once an administrator becomes involved the
administrator controls the outcome and consequences

12. Some Ideas To Think About
Source: Maxwell, John. "Everyone
Communicates Few Connect."
 According to John Maxwell, there are 3 questions people (students)
are asking about you:
 “Do you care for me?”
 “Can you help me?”
 “Can I trust you?”
 Can every student in your classroom answer “YES!” to all three of
these questions?

13. Why does misbehavior occur?
The student…
 is bored because the material is not relevant to
them
 Show the student how the material can help him/her in life
 is scared to try because he/she thinks it is too hard
and he/she is not good at the subject
 Show the student that he/she can trust you enough to take
a risk and that you will provide help in order to achieve
mastery
 thinks you do not like him/her or that you have
given up on him/her
 Show the student that you care about him/her by taking the
time to develop a positive relationship

14. Ron “There are a lot of quick fixes that can be used for discipline, but the
Clark
best technique I have found for long-term results involves getting the
students to a point where they don’t want to let you down…If the
students respect the teacher and see that he or she cares about them
and is truly trying to help them, they are going to be far less likely to
cause problems in the classroom.”
 “In reality, you can have 1,000 rules and it still won’t matter unless
you have a good relationship with the students.”

15. 2-10 Principle
 When you have a child that is misbehaving or struggling take 2
minutes a day for 10 days to get to know the child better
 There is usually a reason for their behavior and most of the time it has
nothing to do with their teacher
 “Seek first to understand and then to be understood.” ~Stephen R. Covey

16. Grade Level Discipline Plan
 This year each grade level will develop and implement a discipline
plan that meets their needs for classroom management and the
maturity level of their students
 All grade level members must reach consensus on their plan and all
team members must consistently implement the plan

17. Next Steps
 Please meet with your grade level to develop a discipline
plan
 Please submit an electronic copy of the discipline plan to
Mrs. Mastin and Mrs. Dowell

18. Something to Think About
“On the first day of school, students hand us respect on a
platter. We determine what happens with that gift.” ~Todd
Whitaker