Management and Student Achievement - The Connection
"One can argue that classroom management is the foundation of effective teaching. In fact, in a major review of the research literature, Wang, Haertel, and Walberg, (1993) identified classroom management as the factor that has the greatest impact on student achievement out of a list of 228 variables. This makes intuitive sense-a classroom that is chaotic as a result of poor management not only doesn't enhance achievement, it might even inhibit it."
School Leadership that Works: From Research To Results
(Marzano, Timothy Waters, Brian McNulty, ASCD, 2005)
Robert Marzano, a leading educational researcher, goes on to say that there are five aspects of effective classroom management. These match what Michael Grinder’s ENVoY focus on.
1. Design and implementation of classroom rules and procedures (effective design and consistent implementation)
2. Design and implementation of appropriate consequences for violations of rules and procedures.
3. This element addresses the relationship between teacher and students. More specifically to establish an optimal relationship with students, teachers must exhibit two types of behavior:
a. Those that communicate the appropriate levels of dominance (that is, those that signal that the teacher is in charge and can be trusted to provide behavioral and academic guidance),
b. Those that communicate appropriate levels of cooperation (that is, those that signal to students that the teacher is concerned about individual needs of students and is willing to have the class function as a team.
4. Aspect of effective classroom management involved the teacher's use of strategies that heighten his/her awareness of all activities in the classroom, with particular emphasis on identifying and thwarting any potential problems.
5. The aspect of effective classroom management addresses the extent to which the teacher maintains a healthy emotional objectivity regarding management issues.