Running Head: INTERVENTIONS: SUPPORTIVE AND CORRECTIVE MEASURES 1

Interventions: Supportive and Corrective Measures

Shannon Skelton

National University
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Abstract

School is not only a means for imparting a comprehensive curriculum and encouraging

interactions with peers; it is importantly a means of keeping minors physically and

emotionally safe and under a close watch from the time they leave their house to the time they

return. This paper is a literature review of the book Classroom management that works:

Research-based strategies for every teacher by Marzano, R.J., Marzano, J.S., & Pickering,

D.J. (2003), intended to highlight these educators classroom management theories and reflect

on the implementation of some of these procedures in my own classroom.

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Legal Obligation to Set Rules and Establish an Orderly Classroom Environment

Feeling safe and secure is one of Maslows most basic human needs, and without systems

and procedures in place in the classroom, the likelihood of a productive classroom and effective

learning is extremely diminished. By the time students come to my high school classroom, they

understand the need for rules, and actually expect them. However, there are certain safety rules in a

chemistry class that are imperative yet unfamiliar to my students, and I am legally obligated to

teach and enforce these rules. Meeting this teaching expectation occurs through a combination of

presenting the rules early in the school year, and reinforcing as necessary, because Marzano,

Marzano, & Pickering discuss how human beings do best in an environment of feedback in this

case feedback to distinguish between appropriate and inappropriate behaviors (2003, pg. 28).

When rules are not properly adhered to, it is important that I be the person who follows

through, on-on-one with the student. That is the only way that I can address the root cause of the

problem and maintain the right relationship with the student (Marzano, Marzano, & Pickering,

2003, pg. 38). When students see their classmates disobeying the rules, they expect to see

consequences to follow. When a teacher also fails to respect the rules and chooses not to

implement consequences, the integrity of the system is jeopardized and students begin to

question their own safety in the classroom.

Benefits of Setting Rules as a Class

Any teacher can attest to the fact that classroom management is not a single-step process,

and a multi-tier system is necessary to create the most successful learning and teaching

environment. Typically, the first order of business in a new class or a new year is establishing

a set of classroom rules that are mutually understood and respected. While the class rules

should align with school rules, it is important to note that different classrooms will have
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different rules and procedures depending on the needs and dispositions of the teacher and the

students. (Marzano, Marzano, & Pickering, 2003, pg. 18). It is nearly impossible for a

teacher to know the needs of the students when they are entering the classroom on the first

day of school, therefore including the students opinions in the formation of the rules is

powerful in establishing a strong sense of community and encouraging mutual respect for the

institution of the rules.

The Power of Home Communication

Unfortunately, some students may continue to show little desire, or even an inability to

follow the class rules, and rather than shunning them from the class, teachers should

understand the need to work with the students to develop an individualized plan so that the

student can succeed and learn. This calls for an open conversation in which the teacher aims

to find out the needs and desires of the student and works together to develop a solution.

Marzano found strong evidence that proper use of rules and procedures at home fosters

dispositions in students that help them behave better in school and consequently learn. (2003,

pg. 16). A conversation of this nature might be more successful when a parent is also

involved, to make sure that the decided upon procedures, rewards, and punishments are

upheld at home for additional reinforcement.

In addressing students who show minimal work ethic or who are disruptive in class, I have

found quicker responses and improvements made from my students when their parents are aware

of the issue and have additional discussions at home. However, one of my goals as a second year

teacher is not only to reach out to parents with concerns but also with to share their childs

academic accomplishments, as communication with the home can be used as both a powerful

negative consequence and a powerful positive consequence (Marzano, Marzano, & Pickering,
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2003, pg. 32). Marzano, Marzano, & Pickering elaborate that humans thrive off of feedback and

students so look forward to positive forms of teacher reaction (2003, pg. 36). Therefore teachers

should place equal or greater value on positive feedback than negative. When feedback to positive

and negative behavior is given quickly and clearly there is better chance of students learning and

reacting, thus creating a more successful classroom environment. I have witnessed the extra sense

of pride and motivation that is instilled in a student when they are not only congratulated by me for

successes in my classroom but when the praise and excitement is shared by the family at home.

Conclusion

While teachers often feel overburdened with lesson planning and grading, the crucial aspect

of implementing class rules and procedures should never be pushed to the back burner. Marzano,

Marzano, & Pickering offer teachers important tips and insights to keep in mind when setting up

and reinforcing classroom procedures. Additionally, they remind teachers that the system is much

more effective when it is understood and respected by the teacher, students, administration and

parents alike. This book has been a highly effective tool in supporting my classroom management

philosophy, and I will continue to reference it and other theories throughout my career.
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References

Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: ASCD.

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