There are as many ways to approach ‘classroom management’ as there are teachers. Fostering a good working relationship with your students is one of the most effective ways for them to learn from you, with you and with each other. Robert Marzano, in ‘Classroom Management that Works’, analysed 100 studies on classroom management and found that the quality of the teacher-student relationship was the most important factor in all aspects of classroom management. In 2009, John Hattie ranked strong teacher-student relationships with an average effect size of 0.4.
My view of classroom management corresponds with Karen Peel’s study below. Rather than saying “How well did I manage the students’ behaviour in the classroom?”, the focus should be on understanding why students make proactive decisions about their behaviour and learning in the absence of external constraints. Creating strong relationships, designing clear and organised lessons which draw on common sense and effective teaching approaches like HITS and Rosenshine’s Principles and designing for students’ self-efficacy all help creating an effective classroom for learning.
What follows is a collection of readings and resources that I pulled together as we investigate new behavioural frameworks at my school. Continue reading “Links between classroom behaviour self-regulation, concepts of self, positive intent, and AtLs”