Classroom Management - What Works in Schools

After reading Chapter 8 The Teacher-Level Factors, in Marzano’s What works in Schools, I have a greater understanding of teacher-level factors and the impact that an effective teacher can have on student achievement.  The decisions I make as a teacher strongly outweigh the decisions made at a school level (Marzano, 2003).  After reflecting on this chapter, I decided that I wanted to implement two of Marzano’s classroom management strategies into my first grade classroom to improve student achievement.  My main emphasis was to be present and intentional in this implementation process.  I chose the first strategy, establishing and enforcing rules and procedures, because it had to do with my AR topic.  Throughout the past few weeks, I remained consistent with my students when it came to enforcing rules and procedures.  I carried my iPad around with me throughout the day to keep track of any behaviors that I needed to address with them.  Doing this assisted me in remaining consistent with my expectations and consequences. 

            The second classroom management strategy I implemented was carrying out disciplinary actions.  I worked hard to be consistent and I no longer gave out warning to those students who were off task.  I simply had them move their clothespin down and followed through with parent contact if a take a break was needed.  I also focused on using my nonverbal cues to reduce student behaviors.  This worked well as a quick visual reminder for those students who were off task. 

            The action steps in Marzano’s chapter 8, What Works in Schools, were a great reminder of how our classroom rules, procedures and disciplinary actions should be addressed in an elementary setting.  I took time during our days to review the importance of being a kind, polite, helpful and respectful friend.  We took time to not only review classroom rules, procedures and disciplinary actions but also to model and practice them.  The actions experienced over the past few weeks have guided me and my students to recreate and to maintain a learning environment that is conducive to successful instruction (Brophy, 1996).