In today’s classrooms and schools, rigorous instruction and learning don’t just happen by accident. In fact, ensuring rigorous instruction happen consistently, teachers must be willing to pay close attention to their respective learning environments. And that includes having the foresight to plan for the conditions within that learning environment before ever moving on to traditional content planning. Without the appropriate conditions in place, consistent levels of rigorous instruction, learning, and performance are unachievable.
Therein lies the practical magic of Classroom Techniques for Creating Conditions for Rigorous Instruction by authors Jennifer A. Cleary, Terry A. Morgan, and Robert J. Marzano. It speaks to the conditions in the classroom that are required to achieve rigorous instruction, and provides teachers of all grade levels and subjects the strategies to get there, including:
- Establishing rules and procedures
- Recognizing adherence and lack of adherence to rules and procedures
- Using engagement strategies when students are not engaged
- Establishing and maintaining effective relationships
- Communicating high expectations for all students
With step-by-step activities for each of its five main strategies, the guide doesn’t just provide useful information, it turns that information into actionable insights and templates for bringing solid ideas to life.
Product Code: BPP160003
"Classroom Techniques for Creating Conditions for Rigorous Instruction is a well-structured, highly accessible, practical guide for teachers looking to create the right environment in their classrooms for effective instruction. The book reminds us that student learning does not occur in a vacuum, and setting the stage for success is as vital as content and delivery."
Learning Resource Specialist Florida Diagnostic and Learning Resources System (FDLRS)
“Public education is increasingly challenged by greater economic, ethnic, and cultural diversity. This guide provides teachers with the knowledge and tools to develop students’ conative skills and connect those new skills to the more traditional behavioral components of classroom management.”
CHAMPS trainer and learning styles specialist