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NEA

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Search Results | Harvard Graduate School of Education

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Impact of Classroom Behavior on Academic Achievement

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Impact of Classroom Behavior on Academic Achievement

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NEA

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Maintaining Discipline

Maintaining discipline is one of the biggest challenges educators face. Check out these NEA tips and tools to get your classroom in order.

Beginning of School

School Rules -Teaching rules and routines early in the year means more time to teach later.

Creating a Place to Learn -Whether you're a beginning teacher or a veteran, you must set the tone for a well-managed classroom.

After a Few Months

Rate Your Classroom Disciplinary Processes - Identify areas for improvement.

Maintaining Discipline (PDF, 87KB, 2pp) - Promote the right classroom climate, handle conflicts, and win respect. (Courtesy of Kansas-NEA)

Throughout the Year

Break It Up! - Few situations are as challenging as student fights. Here are suggestions to calm tempers and stay safe.

You're in Control! Right? (NEA Today, August 2008) - Even if you've had a bumpy start, you can still tackle discipline problems.

Signs of a Calmer Class - Use visual cues to communicate quickly and quietly with your special ed and regular ed students.

2 Habits of Highly Successful Teachers

When effective teachers were asked to select characteristics that best described them, the top two responses were organized and flexible. Find out how these two traits help the pros deal with these five hot spots:

TeacherTV is a multiple Emmy award-winning television show that aired on The Learning Channel in the 1990s. Produced in partnership between the National Education Association and Discovery Networks, it featured real teachers in real classrooms, and showed what's right with America's public schools.

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Maintaining discipline is one of the biggest challenges educators face. Check out these NEA tips and tools to get your classroom in order. Beginning of School School Rules -Teaching rules and routines early in the year means more time to teach later.

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NEA

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Letting them fidget may keep students focused on learning.

Working with an ergonomic furniture company, Brown designed an adjustable-height desk that allows students to decide how they want to learn: They can stand, sit on a stool, or balance their feet on a swinging footrest.

"The students can't stand all day, but they can lean against the stool, and the footrest allows for natural movement," said Brown. "It's a comforting kind of fidget that helps them stay focused."

Today, teachers across the country have embraced the surprising idea behind the standing desks' success: that movement, when channeled correctly, can actually enhance learning. Whether through desks like Brown's, or do-it-yourself tools and activities like exercise equipment or yoga, teachers have found innovative ways to get students active and improve focus-without derailing the learning process.

"This way, students feel much more in control. They feel like it's their option, and they don't have to sit perfectly still and feel confined," said Brown, who received grant money, including funds from Education Minnesota, an affiliate of the National Education Association, to pay for the desks. "It's empowering for them."

What the Research Says

Research by a number of experts supports this fidget-friendly mindset. A 2008 study found that children actually need to move to focus during a complicated mental task. The children in the study-especially those with attention-deficit/hyperactivity disorder (ADHD)-fidgeted more when a task required them to store and process information rather than just hold it. This is why students are often restless while doing math or reading, but not while watching a movie, explained Dr. Mark Rapport, the supervisor of the study and professor of psychology at the University of Central Florida in Orlando.

Increasing students' activity level in the classroom provides physical benefits, as well. Dr. Donald Dengel, director of the Laboratory of Integrative Human Physiology and an associate professor at the University of Minnesota, co-authored a 2011 study that examined changes in caloric expenditure due to standing desks. His study found that participants using the desks burned 114 more kilocalories per day, or about half a candy bar.

"That doesn't sound like a lot, but if you add that up for five days a week, it's about two and a half candy bars per week, and over the course of the school year, it adds up to almost six pounds," said Dengel.

Ideas for Accommodating the Wiggles

Teachers don't need to purchase new desks to provide these physical and mental benefits to their students, however. Kent, Washington, high school teacher Michel Plemmons fashioned footrests using old tires to make giant rubber bands, which she strung between the legs of traditional desks to give her students an outlet for foot-fidgets.

"The old tire trick was recommended to me-you could outfit a whole classroom, if you had to, with a few bucks' worth of recycling," she said. "I don't go first to the expensive, teacher store, items. Shoeboxes and paper tubes and plastic tubs work just as well, and teach a recycling ethic."

While Plemmons sometimes uses handheld tools like squishy balls, she prefers the footrests because they keep students' movements out of sight and allow them to write freely.

In keeping with Plemmons' recycling ethic, North Carolina elementary school counselor Scott Ertl asked friends and community members to donate used exercise bikes for a "Read and Ride" room. Teachers can rent the room for 15-minute intervals, in which their students can read while pedaling away, and many have integrated exercise equipment into their classrooms.

"I've been surprised how eager some students have been to read-especially boys," Ertl told Education World. "Because they love being active, they find that the movement allows them to have more fun reading. Many students previously thought reading was boring or too hard, but now they see reading can be fascinating and fun."

Trichel House, a kindergarten teacher at Russell Primary School in Russell, Kentucky, created her own techniques to enhance students' focus. She uses movement, coupled with music, to help students exercise and concentrate during the school day.

"I have found that I had to change my comfort zone to allow for more than the norm of fidgeting," she said.

At Brittin Elementary in Fort Stewart, Georgia, Gwyn Ann Raczkowski underwent a similar adjustment when she taught a student who liked to walk while reading-and it actually improved her comprehension.

"Kids hate sitting all day, and I do also, so the idea came to me that if they can make a responsible choice and get their work done, it doesn't matter if it's at a desk, on a stool, or cross-legged on the floor with a clipboard," she said.

Since then, Raczkowski has embraced a "whatever works" approach with her students: She uses stability balls, sitting on the floor, and a variety of other tools and activities to help her students stay active and focused. Yoga exercises, especially a few minutes before a test, help Raczkowski's students concentrate on the task at hand.

Raczkowski admits that her approach may not be the solution for all teachers; but for her, it's a perfect fit.
Illustration by Dave Clark

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Working with an ergonomic furniture company, Brown designed an adjustable-height desk that allows students to decide how they want to learn: They can stand, sit on a stool, or balance their feet on a swinging footrest. "The students can't stand all day, but they can lean against the stool, and the footrest allows for natural movement," said Brown.

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Abstract

Appropriate Levels of Dominance

Establish Clear Expectations and Consequences

Establish Clear Learning Goals

Exhibit Assertive Behavior

Appropriate Levels of Cooperation

Provide Flexible Learning Goals

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Don't Leave Relationships to Chance

By using research-based strategies combining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can build positive classroom dynamics.

Abstract

Appropriate Levels of Dominance

Establish Clear Expectations and Consequences

Establish Clear Learning Goals

Exhibit Assertive Behavior

Appropriate Levels of Cooperation

Provide Flexible Learning Goals

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Don't Leave Relationships to Chance

Today, we know more about teaching than we ever have before. Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003a). We also know that one of the classroom teacher's most important jobs is managing the classroom effectively.

A comprehensive literature review by Wang, Haertel, and Walberg (1993) amply demonstrates the importance of effective classroom management. These researchers analyzed 86 chapters from annual research reviews, 44 handbook chapters, 20 government and commissioned reports, and 11 journal articles to produce a list of 228 variables affecting student achievement. They combined the results of these analyses with the findings from 134 separate meta-analyses. Of all the variables, classroom management had the largest effect on student achievement. This makes intuitive sense-students cannot learn in a chaotic, poorly managed classroom.

Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Stage and Quiroz's meta-analysis (1997) shows the importance of there being a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. Other researchers (Emmer, Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003) have identified important components of classroom management, including beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.

In a recent meta-analysis of more than 100 studies (Marzano, 2003b), we found that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. In fact, our meta-analysis indicates that on average, teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year's time than did teachers who did not have high-quality relationships with their students.

What are the characteristics of effective teacher-student relationships? Let's first consider what they are not. Effective teacher-student relationships have nothing to do with the teacher's personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by specific teacher behaviors: exhibiting appropriate levels of dominance; exhibiting appropriate levels of cooperation; and being aware of high-needs students.

Appropriate Levels of Dominance

Wubbels and his colleagues (Wubbels, Brekelmans, van Tartwijk, & Admiral, 1999; Wubbels & Levy, 1993) identify appropriate dominance as an important characteristic of effective teacher-student relationships. In contrast to the more negative connotation of the term dominance as forceful control or command over others, they define dominance as the teacher's ability to provide clear purpose and strong guidance regarding both academics and student behavior. Studies indicate that when asked about their preferences for teacher behavior, students typically express a desire for this type of teacher-student interaction. For example, in a study that involved interviews with more than 700 students in grades 4-7, students articulated a clear preference for strong teacher guidance and control rather than more permissive types of teacher behavior (Chiu & Tulley, 1997). Teachers can exhibit appropriate dominance by establishing clear behavior expectations and learning goals and by exhibiting assertive behavior.

Establish Clear Expectations and Consequences

Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior.

The seminal research of the 1980s (Emmer, 1984; Emmer, Sanford, Evertson, Clements, & Martin, 1981; Evertson & Emmer, 1982) points to the importance of establishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish these rules and procedures through discussion and mutual consent by teacher and students (Glasser, 1969, 1990).

Establish Clear Learning Goals

Establishing and communicating learning goals at the beginning of a unit of instruction.

Providing feedback on those goals.

Continually and systematically revisiting the goals.

Providing summative feedback regarding the goals.

The use of rubrics can help teachers establish clear goals. To illustrate, assume that a teacher has identified the learning goal "understanding and using fractions" as important for a given unit. That teacher might present students with the following rubric:4 points. You understand the characteristics of fractions along with the different types. You can accurately describe how fractions are related to decimals and percentages. You can convert fractions to decimals and can explain how and why the process works. You can use fractions to understand and solve different types of problems.3 points. You understand the basic characteristics of fractions. You know how fractions are related to decimals and percentages. You can convert fractions to decimals.2 points. You have a basic understanding of the following, but have some small misunderstandings about one or more: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.1 point. You have some major problems or misunderstandings with one or more of the following: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.0 points. You may have heard of the following before, but you do not understand what they mean: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.

The clarity of purpose provided by this rubric communicates to students that their teacher can provide proper guidance and direction in academic content.

Exhibit Assertive Behavior

Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior. According to Emmer and colleagues, assertive behavior is the ability to stand up for one's legitimate rights in ways that make it less likely that others will ignore or circumvent them. (2003, p. 146)

Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students.

Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice.

Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and opinions of others. Although not the antithesis of dominance, cooperation certainly occupies a different realm. Whereas dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team. The interaction of these two dynamics-dominance and cooperation-is a central force in effective teacher-student relationships. Several strategies can foster appropriate levels of cooperation.

Provide Flexible Learning Goals

Just as teachers can communicate appropriate levels of dominance by providing clear learning goals, they can also convey appropriate levels of cooperation by providing flexible learning goals. Giving students the opportunity to set their own objectives at the beginning of a unit or asking students what they would like to learn conveys a sense of cooperation. Assume, for example, that a teacher has identified the topic of fractions as the focus of a unit of instruction and has provided students with a rubric. The teacher could then ask students to identify some aspect of fractions or a related topic that they would particularly like to study. Giving students this kind of choice, in addition to increasing their understanding of the topic, conveys the message that the teacher cares about and tries to accommodate students' interests.

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Classroom teachers meet daily with a broad cross-section of students. In general, 12-22 percent of all students in school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services (Adelman & Taylor, 2002). The Association of School Counselors notes that 18 percent of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom (Dunn & Baker, 2002).

Figure 1. Categories of High-Needs Students

The Key to Classroom Management - table

Category

Definitions & Source

Characteristics

Suggestions

Passive

Behavior that avoids the domination of others or the pain of negative experiences. The child attempts to protect self from criticism, ridicule, or rejection, possibly reacting to abuse and neglect. Can have a biochemical basis, such as anxiety.

Fear of relationships: Avoids connection with others, is shy, doesn't initiate conversations, attempts to be invisible. Fear of failure: Gives up easily, is convinced he or she can't succeed, is easily frustrated, uses negative self-talk.

Provide safe adult and peer interactions and protection from aggressive people. Provide assertiveness and positive self-talk training. Reward small successes quickly. Withhold criticism.

Aggressive

Behavior that overpowers, dominates, harms, or controls others without regard for their well-being. The child has often taken aggressive people as role models. Has had minimal or ineffective limits set on behavior. Is possibly reacting to abuse and neglect. Condition may have a biochemical basis, such as depression.

Hostile: Rages, threatens, or intimidates others. Can be verbally or physically abusive to people, animals, or objects. Oppositional: Does opposite of what is asked. Demands that others agree or give in. Resists verbally or nonverbally. Covert: Appears to agree but then does the opposite of what is asked. Often acts innocent while setting up problems for others.

Describe the student's behavior clearly. Contract with the student to reward corrected behavior and set up consequences for uncorrected behavior. Be consistent and provide immediate rewards and consequences. Encourage and acknowledge extracurricular activities in and out of school. Give student responsibilities to help teacher or other students to foster successful experiences.

Attention problems

Behavior that demonstrates either motor or attentional difficulties resulting from a neurological disorder. The child's symptoms may be exacerbated by family or social stressors or biochemical conditions, such as anxiety, depression, or bipolar disorders.

Hyperactive: Has difficulty with motor control, both physically and verbally. Fidgets, leaves seat frequently, interrupts, talks excessively. Inattentive: Has difficulty staying focused and following through on projects. Has difficulty with listening, remembering, and organizing.

Contract with the student to manage behaviors. Teach basic concentration, study, and thinking skills. Separate student in a quiet work area. Help the student list each step of a task. Reward successes; assign a peer tutor.

Perfectionist

Behavior that is geared toward avoiding the embarrassment and assumed shame of making mistakes. The child fears what will happen if errors are discovered. Has unrealistically high expectations of self. Has possibly received criticism or lack of acceptance while making mistakes during the process of learning.

Tends to focus too much on the small details of projects. Will avoid projects if unsure of outcome. Focuses on results and not relationships. Is self-critical.

Ask the student to make mistakes on purpose, then show acceptance. Have the student tutor other students.

Socially inept

Behavior that is based on the misinterpretation of nonverbal signals of others. The child misunderstands facial expressions and body language. Hasn't received adequate training in these areas and has poor role modeling.

Attempts to make friends but is inept and unsuccessful. Is forced to be alone. Is often teased for unusual behavior, appearance, or lack of social skills.

Teach the student to keep the appropriate physical distance from others. Teach the meaning of facial expressions, such as anger and hurt. Make suggestions regarding hygiene, dress, mannerisms, and posture.

Source: Marzano, R.J. (2003). What works in schools: Translating research into action (pp. 104-105). Alexandria, VA: ASCD.

School may be the only place where many students who face extreme challenges can get their needs addressed. The reality of today's schools often demands that classroom teachers address these severe issues, even though this task is not always considered a part of their regular job.

In a study of classroom strategies (see Brophy, 1996; Brophy & McCaslin, 1992), researchers examined how effective classroom teachers interacted with specific types of students. The study found that the most effective classroom managers did not treat all students the same; they tended to employ different strategies with different types of students. In contrast, ineffective classroom managers did not appear sensitive to the diverse needs of students. Although Brophy did not couch his findings in terms of teacher-student relationships, the link is clear. An awareness of the five general categories of high-needs students and appropriate actions for each can help teachers build strong relationships with diverse students.

Don't Leave Relationships to Chance

Teacher-student relationships provide an essential foundation for effective classroom management-and classroom management is a key to high student achievement. Teacher-student relationships should not be left to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research, teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that will support student learning.

Want to add your own highlights and notes for this article to access later?

ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

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Today, we know more about teaching than we ever have before. Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003a). We also k

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If we are truly honest, a great deal of our time is spent on classroom management. I recently went into a classroom to do a faculty evaluation. I usually try to blend in and act like a student. I s...

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Education Week (link to other sites)

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Addressing a central challenge for many teachers, this online story package explores best practices and developments in classroom management. The package includes an in-depth interview with Harry and Rosemary Wong, stories on social-emotional learning and managing tech-infused classrooms, and analyses from premier instructional coaches. It is designed to provide teachers with ideas that spur discussion and self-reflection.

October 14, 2013 Sixth-year teacher Andrea Palmer has tried the spectrum of classroom-management strategies, from strict incentive-based discipline to a focus on social-emotional learning. She reflects on what really matters.

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Inside Classroom Management: Ideas and Solutions - Education Week

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Addressing a central challenge for many teachers, this online story package explores best practices and developments in classroom management. The package includes an in-depth interview with Harry and Rosemary Wong, stories on social-emotional learning and managing tech-infused classrooms, and analyses from premier instructional coaches.

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The National Education Association (NEA) is more than 3 million people-educators, students, activists, workers, parents, neighbors, friends-who believe in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society.