ABSTRACT
Marzano and Marzano’s (2003) meta-analytic study suggests that classroom management is the single variable with the largest impact on student achievement. Why is that? Shouldn’t the quality of math or language arts instruction make the biggest difference in terms of achievement? The most obvious reason for this influence is that effective classroom management sets the stage for learning. Without it, classrooms are disorganized and chaotic, and very little academic learning can happen. Less obvious is that a teacher’s classroom management practices are socializing influences on students. They communicate-subtly and not-sosubtly-messages about social norms and emotional behavior. Whether teachers are aware of it or not, students are constantly developing social and emotional skills (both good and bad) through modeling, experimentation, and reinforcement. Teachers’ activities in the broad category called classroom management can help students to develop healthy habits. However, they can also unintentionally encourage the learning of poor social and emotional skills. This chapter presents guidelines for integratingproactive social and emotional learning (SEL) into classroom management so that both are effective because, ultimately, they are mutually dependent and inseparable.
