Element 40
Displaying Objectivity and Control
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
The teacher identifies students who trigger a negative reaction for her. Whenever she interacts with these students, she makes sure to interact in a positive way and follows up to ensure that the students respond positively.
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3
Applying
I display objectivity and control, and I monitor the extent to which my actions affect students.
The teacher uses a combination of strategies including active listening and speak- ing, assertiveness, and maintaining a cool exterior. Since she began using these strategies in tandem, she has noticed that students seem to respect her more and she gets less frustrated by student misbehavior.
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2
Developing
I display objectivity and control, but I do not monitor the effect on students.
The teacher uses self-care strategies after particularly difficult days to help him- self unwind and decompress. However, the teacher does not monitor whether using self-care strategies allow him to have better interactions with students or make him feel more optimistic in the long-term.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
The teacher begins to assess the degree to which she displays objectivity and control in the classroom. However, while she is aware that she sometimes inappropriately expresses emotions and often reflects on what happened, she does not know how to adjust her actions to prevent these issues.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
The teacher does not regulate his emotions during class and allows them to affect his interactions with students. For example, if the teacher is having a bad day, the teacher takes out some of his frustrations on students or is more short-tempered than usual.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Strategies In Action - Video 28: Withitness & Objectivity and Control & Demonstrating Value and Respect
Grades: 6-8
Description:
View the Strategies in Action video for demonstrating "withitness", displaying objectivity and control, and demonstrating value and respect for all students. As an enhancement, access the debrief tool titled, Strategies In Action - Video 28: Withitness & Objectivity and Control & Demonstrating Value and Respect (Grades 6-8) Debrief.