Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

By Beaty-O'Ferrall, Mary Ellen; Green, Alan et al. | Middle School Journal, March 2010 | Go to article overview

Classroom Management Strategies for Difficult Students: Promoting Change through Relationships


Beaty-O'Ferrall, Mary Ellen, Green, Alan, Hanna, Fred, Middle School Journal


Teachers in middle level schools face overwhelming demands and challenges in their classrooms. They are expected to know content and pedagogy, develop engaging lessons that meet the needs of diverse learners, and use a variety of instructional strategies that will boost student achievement while they simultaneously develop positive relationships with, on average, 125 students each day who are experiencing the personal, social, and cognitive challenges and opportunities of early adolescence (Carnegie Council on Adolescent Development, 1995; Schmakel, 2008).

Teaching is complex and cannot be reduced to discrete tasks that can be mastered one at a time. Teachers must "win their students' hearts while getting inside their students' heads" (Wolk, 2003, p. 14). As Haberman (1995) suggested, this winning of the hearts occurs through very personal interactions, one student at a time. This perspective is supported by research suggesting that teachers who develop such relationships experience fewer classroom behavior problems and better academic performance (Decker, Dona, & Christenson, 2007; Marzano, Marzano, & Pickering, 2003).

How can teachers engage students through enhanced personal interactions while simultaneously managing classroom climate and instruction? The purpose of this article is to suggest specific strategies that integrate knowledge and skills from education, counseling, and psychotherapy to help teachers develop a strong management system based on the development of personal relationships with students. These techniques are specifically adapted for use by teachers and more clearly delineate the nature of developing relationships and deepening them for the purpose of making education more effective.

Classroom management and relationship building

Research indicates that teachers' actions in their classrooms have twice as much impact on student achievement as assessment policies, community involvement, or staff collegiality; and a large part of teachers' actions involves the management of the classroom (Marzano, 2003; Marzano & Marzano, 2003). Classroom management is critically important in the middle grades years when students are more likely to experience declines in academic motivation and self-esteem (Anderman, Maehr, & Midgley, 1999). Research indicates that these declines can be linked to the classroom, and particularly to teacher-student relationships (Furrer & Skinner, 2003). When surveyed about their goals, adolescents have claimed that academics and the completion of their education are important to them. However, repeated studies of sixth through ninth graders have shown interest in academics, motivation for academics, and academic achievement levels decline dramatically during early adolescence, and especially during seventh grade (Carnegie Council on Adolescent Development, 1995).

One of the keys to effective classroom management is the development of a quality relationship between the teacher and the students in the classroom. Marzano, Marzano, and Pickering (2003), in a meta-analysis of more than 100 studies, reported that teachers who had high-quality relationships with students had 31% fewer discipline problems, rule violations, and other related problems over a year's time than did teachers who did not. This significant statistic justifies further investigation into developing relationships.

A critical component of developing relationships is knowing and understanding the learner. Teachers must take steps to learn and understand the unique qualities of middle grades students, who are at a crucial time in their development. Although they are good at disguising their feelings, they have been described as actually craving positive social interaction with peers and adults; limits on behavior and attitudes; meaningful participation in families, school, and community; and opportunities for self-definition (Wormeli, 2003). Teaching middle grades students is unique in its demand for unconventional thinking; therefore, middle grades teachers must be willing to break the rules and transcend convention.

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