The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.

1. Teacher-Student
Relationships
A look at Marzano’s
Classroom Management That Works
by
Ashley Chavez & Sean Nash

2. BIG IDEAS

3. So you can
have this...

4. So you can
have this...

5. As opposed
to this...

6. As opposed
to this...

7. “Teacher - Student
relationships”
is the third aspect of
effective classroom
management.

8. “If a teacher has a good
relationship with students,
then students will more
readily accept the rules and
procedures and the
disciplinary actions that
follow their violations.”

9. +AGREE or DISAGREE-
• The causes of many classroom behaviors labeled and
punished as rule infractions are, in fact, problems of
students and teachers relating to one another
interpersonally.
• High dominance by a teacher in the classroom is more
effective than high submission.
• Teachers appear to decline in cooperative behavior as they
reach 6 to 10 years of service.
• The most effective classroom managers tend to employ
different strategies with different types of students.

10. “The causes of many classroom
behaviors labeled and punished as
rule infractions are, in fact, problems
of students and teachers relating to
one another interpersonally.”
• (Sheets & Gay, 1996)
• Plax & Kearney in 1990 also postulated that
this breakdown occurs because many
teachers position themselves in a “we-they”
relationship with students.

11. “High dominance by a teacher in the
classroom is more effective than high
submission.”
• Theo Wubbles & et al., (multiple from 1990
to 1991)
• High dominance is characterized by clarity
of purpose and strong guidance. However, it
also can be characterized by lack of
attentiveness to and concern for students.

12. Interaction Between Dominance and Cooperation

13. Interaction Between Dominance and Cooperation
High Dominance
High Opposition High Cooperation
High Submission

14. Interaction Between Dominance and Cooperation
High Dominance
Optimal
Teacher-Student
Relationship
High Opposition High Cooperation
High Submission

15. “Teachers appear to decline in
cooperative behavior as the reach 6
to 10 years of service.”
• (Wubbles et al., 1999)
• Showed that teachers also tend to show
“an increase in oppositional behavior, a
change that negatively affects student
attitudes.”

16. “The most effective classroom
managers tend to employ different
strategies with different types of
students.”
• (Brophy, 1999 and Brophy & McCaslin,
1992)
• Specifically, effective managers made
distinctions abut the most appropriate
strategies to use with individual students
based on the unique needs of those
students.

17. MANAGEMENT
TYPES

18. Rules/ Rewards-
Punishments
• Teachers articulate rules and procedures
and present them to students.
• Acting accordance with rules results in
positive consequences; not acting in
accordance results in negative
consequences.

19. Relationship-
listening
• Characterized by little or no emphasis on
disciplinary issues per se.
• Rather, the emphasis is on attending to
student concerns.

20. Confronting/
Contracting
• Characterized by direct attention to
disciplinary problems but not in an
inflexible way.
• Executes negative consequences but but
demonstrates a concern for student needs
and preferences.

22. STUDENT
PREFERENCE

23. Rules/ Reward-Punishment
17%

24. Rules/ Reward-Punishment
17%
Relationship-listening
19%

25. Rules/ Reward-Punishment
17%
Relationship-listening
19%
Confronting/ Contracting
59%

26. SO WHAT
CAN WE
DO?

27. BE AWARE
OF DIFFERING
NEEDS:

28. And to summarize...

29. And to summarize...
POLL
EVERYWHERE

30. Pick the best summary:
• Positive and proactive teacher-student
relationships are crucial to effective
classroom management.
• A certain level of dominance as well as a
certain management style have been shown
to be more effective in classroom
management.
• Positive teacher-student relationships are
possible with attention to the many
variables involved.