Container #5: Establish a Continuum of Strategies to Respond to Inappropriate Behavior

Marzano

1.4 The teacher demonstrates value & respect for all
5.3 The teacher demonstrates “withitness”
5.4 The teacher applies consequences for lack of adherence to rules & procedures
5.6 The teacher builds positive relationships by displaying objectivity and control

Note: Blue font indicates GLAD strategy

Builds upon existing relationship with student by privately discussing causes and solutions to repeated misbehaviors
Provides specific and brief corrections, e.g., stating expected behavior for academic and social errors
Begins with the least restrictive procedure to discourage rule violating behavior - nonverbal signals, e.g., eye contact, proximity, shaking head,
TPR
; moving to verbal corrections; then proceeding to more restrictive procedures as needed, e.g., time-out to problem-solve misbehavior
Provides verbal signals when student's behavior is not appropriate; asks student/s to state and show expected behavior, “
solve that problem"
Secures student's attention and redirects student to correct behavior
Uses teach, reteach as needed to make good decisions, show respect and solve problems
(3 Personal Standards; 10:2)
Involves home when appropriate, e.g., makes a call home to parents to help extinguish inappropriate behavior
Responds to rule violating behavior in a calm, emotionally objective and professional manner while speaking to students with dignity and respect
Uses different reinforcement strategies to address behaviors that violate classroom rules, considering situational context and needs of individual students
Other (Note: Teacher may seek administrative help for serious misbehavior)