Rethinking Classroom Management: Strategies for Prevention, Intervention, and Problem Solving Book

The Highly Engaged Classroom By Robert Marzano

Pg 1 - Engagement is obviously a central aspect of effective teaching. If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class.

Every teacher can create a classroom environment in which engagement is the norm instead of the exception.

***Idea - make posters of good quotes to put in the lounge or put a quote in the teacher's weekly bulletin.

Chapter 1
Pg 3
If our emotions are negative in that moment, we are less likely to engage in new activities or challenging tasks.

Pg 4
Pacing is key when transitioning from one activity to another. Poorly orchestrated transitions can wasted time and create a lull in classroom activity, making it difficult for students to stay engaged. Efficient transitions that teachers have practiced in class allow students to quickly respond to brief signals.
**Do teachers know if they have efficient transitions or poorly orchestrated ones. How can we evaluate. Other teachers observe. Administrator - walk throughs. - focus for the month.

Pg 5
Positive demeanor on the part of the teacher is the second and most general influence on emotionl engagement.

Teachers should be enthusiastic regularly and intense selectively.

Pg 6
Students perceptions of acceptance is he third determiner of how they feel about themselves and the classroom environment. Peer relationships are equally as important as teacher-student relationships.

Chapter 2 How Do I Feel
Movement to Lift Energy
Sometimes physical movement used in class is not intrinsically related to the content of a lesson. Rather it is used to infuse energy into a lethargic classroom atmosphere.
-Stretch break
-Rehearsal refers to repeating important information in a way that helps student remember it.
-Give one, get one is a process in which pairs of students compare their understanding o specific information.

Pg 36
Stop Bullying Now! www.stopbullyingnow.hrsa.gov
Book Bullying Prevention and Intervention: Realistic Strategies for Schools by Susan Swearer

Pg 38
Simple courtesies
-Teachers can display interest and affection in many ways.
Simple Courtesies - Greeting students at the door, calling them by their names, saying "good morning, The simple act of acknowledging a student can be a powerful message that the teacher likes and accepts him or hour. Making eye contact

Pg 41 -
Structured Opportunities to Highlight Interests and Accomplishments -
Give examples of questions
Gives websites for inventories - Survey Monkey
****Have students do this and compile the information for teachers to have to read and they can also use it to reference when they are planning for kids.

Pg 43
***Negative comments that foster a bad reputation for students have no place in a professional community.

Pg 45
Analyzing your strengths and weaknesses

Chapter 4 Is This Important
Pg 87 Engagement is much deeper and more long-term phenonmenon than attention. When students are engaged, they tend to think about the topic frequently and in depth.

Perhaps at the highest level are goals that address life ambitions.

Pg 92 Connecting to Students' Life Ambitions
****Personal Projects
Phase 1: What Do I Want to Accomplish
Phase Two: Who Else Has Accomplished the Same Goal? Who Will Support Me?
Phase Three: What Skills and Resources Will I Need to Accomplish My Goal?
Phase Four: What Will I Have to Change in Order to Acihieve My Goal?
Phase Five: What is My Plan for Achieving My Goal and WHow Hard Will I hJave to Work
Phase Six:What Small Steps Can I Take Right Now?
Phase seven: How Have I Been Doing? What Have I Learned About Myself?

***Connecting to students' life ambition goals can contribute to student's sense of self-efficacy.
***How can we implement. - Do something school wide, have a subject area teach it.

Pg 106
Kepner Educational Excellence Program in Denver - personalized academic goals - for students alreading making the honor roll, this may mean committing to peer tutoring. Students can set behavioral goals as well.

Pg 107 ******
Fowler Inified School Distrit's Service Learning Program
Character development - the "Big Ten" ten charactier traits -caring, citizenship, courage, duty, fairness, honesty, respect, responsibility, trustworthiness, and work ethic. In order to effect real change, they would need to take these lessons into the real workd. They brought in the Fresno County Office of Education for service learning teacher training.



Ch 5 Can I Do This?
Self-efficacy is quite possibly the most important factor affecting engagement.

Tracking and Studying Progress 0 - tracking academic progress over time, setting personal academic goals, and examing effort and preperation.


Tyoes of verbal feedback to avoid.
Pg 124 - Types of verbal feedback to use. -

That message should always be that if students try hard and prepare well, they can accomplish great things.

Pg 127
It is significant for students to discuss self-efficacy and study it firsthand through correlating their effort and preparation with achievement, however, everyone needs a reminder of just how powerful a strong sense of self-efficacy can be in terms of shaping one's future.

Use stories:
Time magazine
Kids With Courage:True Stories About Young People Making a Diofference
_Its Our Work, Too Stories of Youg People Who are making a difference.
If sotries of people with a strong sense of self-efficacy are used systematically in class, students can discern common traits among those who accomplish great things even in the face of significant obstacles.



Pg 130 Use of quotes!
***How can we use this???