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Essay / Research Paper Abstract
A 3 page paper that begins with comments about the importance of classroom management. The essay discusses general techniques for effective classroom management and briefly explains choice theory. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGclmg07.RTF
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Unformatted sample text from the term paper:
be familiar with in terms of what general strategies work to maintain order in the classroom. Classroom management is one of the hallmarks of an effective teacher. Contrary to what
many people may believe, the maturational level of the child accounts for only a small part of academic performance (Marzano, Marzano and Pickering, 2003). In fact, some research has concluded
that maturation level accounts for only 6 percentile points in academic testing results (Marzano, Marzano and Pickering, 2003). The same research found that the effectiveness of the teacher accounted for
the greatest gains in student achievement (Marzano, Marzano and Pickering, 2003). Some of the literature suggests there are three main functions for the teacher: using effective instructional strategies, designing
appropriate curriculum for that class; and knowing and using effective classroom management techniques (Marzano, Marzano and Pickering, 2003). These are very broad categories, we all know there are hundreds of
diverse functions and tasks teachers perform every day. An effective classroom is one where these three and numerous other elements are present. Kounin identified some generic dimensions regarding effective
classroom management (Marzano, Marzano and Pickering, 2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandria, VA: Association for Supervision & Curriculum Development. These include being withit, which means
the teacher is aware of what is going on in the classroom (Marzano, Marzano and Pickering, 2003). This makes sense. If the teacher is not alert and aware, they will
not be able to stop disruptions quickly. Being alert also provides the teacher the opportunity to stop disruptive behavior before it occurs. Another of Kounins dimensions has to do
with letting students know what is expected of them, what is not allowed and what the consequences will be in both cases (Marzano, Marzano and Pickering, 2003). Of specific strategy
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