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Classroom Management That Works: Research-Based Strategies for Every Teacher 0th Edition

4 out of 5 stars 62 customer reviews
ISBN-13: 978-0871207937
ISBN-10: 0871207931
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Editorial Reviews

From the Back Cover

How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management?

 

In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of “Action Steps”–specific strategies that educators can use to

 

·        Get the classroom management effort off to a good start,

·        Establish effective rules and procedures,

·        Implement appropriate disciplinary interventions,

·        Foster productive student-teacher relationships,

·        Develop a positive “mental set”

·        Help students contribute to a positive learning environment, and

·        Activate schoolwide measures for effective classroom management.

 

Marzano and his coauthors Jana S. Marzano and Debra J. Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records.

 

With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement.

--This text refers to an alternate Paperback edition.

About the Author

Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K 12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning.

During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K 12 teachers and administrators.

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Product Details

  • Paperback: 143 pages
  • Publisher: Association for Supervision & Curriculum Development (October 1, 2003)
  • Language: English
  • ISBN-10: 0871207931
  • ISBN-13: 978-0871207937
  • Product Dimensions: 8.3 x 0.3 x 9.7 inches
  • Shipping Weight: 10.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (62 customer reviews)
  • Amazon Best Sellers Rank: #20,617 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By Kevin Henry on January 14, 2006
Format: Paperback
First, I should start by saying I'm a 23-year-old teacher who graduated from Penn State University. I've been teaching now for about 5 months.

I have bought about a dozen education "how-to" books from Amazon over the past year, and the best purchase I have made (by far) is the first book by this author, "Classroom Instruction that Works." So I think that my expectations when buying this book may have been too high.

The best part of this book is, like the first book, everything is based solidly in research which is outlined in a detailed, yet easy to understand format. However, this book just doesn't thrill me...here's why:

1) Part of this book focuses on school-wide discipline systems. This is pretty much useless to me as a classroom teacher.

2) Unlike "Classroom Instruction...," this book's design is to break each item down by first talking about the issue in an elementary school setting and then in a secondary school setting. Therefore, right off the bat, about half the book is useless to me.

3) This book describes the biggest management factors and where specific problems can arise, but it doesn't go into specific solutions.

4) Lastly, I feel that this book isn't as in-depth as I was hoping for. I think any teacher with any amount of experience is probably beyond the suggestions in this book. Overall, my students are well behaved, but I have one class that is consistently a problem. I was hoping this book would give me a new idea or approach. It didn't. Honestly, I'm way past making eye contact and proximity, if you know what I mean.

Overall, this isn't a bad book, but I can't say I found it helpful. Honestly, I hope the author got lazy or was rushed when writing this.
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Format: Paperback
I think like many classroom teachers, one of my main difficulties is finding a good classroom management style that works. So I was looking forward to reading this book and getting some new ideas and information. However, the book does not really go into much detail about how to implement the strategies that they list. They really just kind of scratch the surface, naming a few effective strategies, but then spending the majority of their time talking about HOW effective these strategies are.

Imagine if your favorite television show was Lost on ABC. You found a book in the store called Lost -- America's New Classic. So you bought it, expecting to find cast information, episode synopses, and spoilers for upcoming seasons. Instead, upon opening the book, you find the results of studies done with Nielsen families and network executives, proving with hard data just how popular Lost is. No real information about the show, just a lot of tables, pie graphs, etc. to show its popularity.

This is effectively what Classroom Management That Works does. It does give a few tiny samples of some strategies to try, but mostly, they give charts and graphs about how many standard deviations away from the norm you can expect to be if you implement these strategies.

In some cases, in fact, I was not sure exactly how accurate I could take these results to be. When one study is done with 1,021 subjects, and another is done with only 109 subjects -- can you really compare the results side-by-side?

Overall an interesting read, but to be honest, not all that helpful.
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Format: Paperback
When I first went to Amazon.com to order this book I found this edition and the regular edition. I saw that there was about a $5 difference between them, so I investigated to see what the difference was. The one thing that stood out to me was the number of pages in each book. The normal edition has 143 pages, but this edition has 160+ pages. Well, I thought maybe there was more content that was updated since the publishing of the regular edition. Guess what...NO! Upon receiving my new book I found that the extra pages were simply blank white sheets (for taking notes?). What a rip-off!!! Do yourself a favor and order the cheaper regular edition.
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Format: Paperback Verified Purchase
After reading Marzano's other books and seeing how effective some of his materials and strategies can be, I was extremely disappointed in this book. I found his book Classroom Management that Works to be a below average book on classroom management when compared to other classroom management books. Marzano does a nice job of highlighting some basic strategies to help with classroom management, but he fails to address the major issues facing teachers and the classroom today. Marzano fails to help teachers more effectively manage classrooms in order to maximize classroom instruction. He also fails to provide teachers with more strategies to motivate students. Furthermore he fails to provide teachers with strategies for promoting parental involvement to help achieve greater student success. I was also disappointed that the book did not address managing large classrooms nor did it address managing difficult student student behavior. Moreover Marzano does not provide teachers with strategies for altering student behavior in order to eliminate negative behaviors and elicit proper behavior. I believe Marzano has provided schools with some wonderful books and resources and it hurts me to say, but I don't believe this to be one of them. With much regret, I must say, there are far better management books available.
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