RULES AND PROCEDURES

Acknowledging
Adherence to
Rules and Procedures
THE MARZANO COMPENDIUM OF
INSTRUCTIONAL STRATEGIES
 Acknowledging Adherence to Rules and Procedures

Copyright © 2016 by Marzano Research

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MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES

 Acknowledging Adherence to Rules and Procedures

CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
ACKNOWLEDGING ADHERENCE TO RULES AND PROCEDURES . . . . . . . . . . . . . . . . . . . . . . 2
STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Verbal Affirmations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Nonverbal Affirmations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tangible Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Token Economies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Daily Recognition Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Color-Coded Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Certificates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Phone Calls, Emails, and Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

REPRODUCIBLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES

 Acknowledging Adherence to Rules and Procedures

INTRODUCTION

In 2007, Dr. Robert J. Marzano published The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. The framework, composed of three lesson segments, ten design
questions, and forty-one elements, was based on research showing that teacher quality is one of the
strongest influences on student achievement—that is, an effective teacher can positively and signifi-
cantly impact student learning. As such, The Art and Science of Teaching sought to identify specific
action steps teachers could take to improve their effectiveness.
In 2015, Dr. Marzano updated The Art and Science of Teaching framework to reflect new insights
and feedback. The Marzano Compendium of Instructional Strategies is based on this updated model,
presenting forty-three elements of effective teaching in ten categories. Each folio in the series addresses
one element and includes strategies, examples, and reproducible resources. The Compendium and its
folios are designed to help teachers increase their effectiveness by focusing on professional growth. To
that end, each folio includes a scoring scale teachers can use to determine their proficiency with the
element, as well as numerous strategies that teachers can use to enact the element in their classrooms.
Indeed, the bulk of each folio consists of these strategies and reproducibles for implementing and
monitoring them, making the Compendium a practical, actionable resource for teachers, instructional
coaches, teacher mentors, and administrators.

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 Acknowledging Adherence to Rules and Procedures

ACKNOWLEDGING ADHERENCE TO
RULES AND PROCEDURES

This element involves the teacher consistently and fairly acknowledging students’ adherence to
rules and procedures. Often, students only receive attention when they break the rules; this element
and its associated strategies help teachers give students more positive attention by noticing and, in
some cases, rewarding good behavior. In addition to helping to create a friendly classroom environ-
ment, acknowledging adherence to rules and procedures also pre-emptively reduces misbehavior.

Monitoring This Element

There are specific student responses that indicate this element is being effectively implemented.
Before trying strategies for the element in the classroom, it is important that the teacher knows how
to identify the types of student behaviors that indicate the strategy is producing the desired effects.
General behaviors a teacher might look for include the following.
• Students appear appreciative of the teacher acknowledging their positive behavior.
• When asked, students describe the teacher as appreciative of their good behavior.
• Students adhere to rules and procedures more often.
Desired behaviors such as these are listed for each strategy in this element.
Teachers often wonder how their mastery of specific strategies relates to their mastery of the
element as a whole. Successful execution of an element does not depend on the use of every strategy
within that element. Rather, multiple strategies are presented within each element to provide teach-
ers with diverse options. Each strategy can be an effective means of implementing the goals of the
element. If teachers attain success using a particular strategy, it is not always necessary to master the
rest of the strategies within the same element. If a particular strategy proves difficult or ineffective,
however, teachers are encouraged to experiment with various strategies to find the method that works
best for them.

Scoring Scale
The following scoring scale can help teachers assess and monitor their progress with this element.
The scale has five levels, from Not Using (0) to Innovating (4). A teacher at the Not Using (0) level
is unaware of the strategies and behaviors associated with the element or is simply not using any of

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 Acknowledging Adherence to Rules and Procedures

the strategies. At the Beginning (1) level, a teacher attempts to address the element by trying specific
strategies, but does so in an incomplete or incorrect way. When a teacher reaches the Developing (2)
level, he or she implements strategies for the element correctly and completely, but does not monitor
their effects. At the Applying (3) level, a teacher implements strategies for the element and monitors
their effectiveness with his or her students. Finally, a teacher at the Innovating (4) level is fluent with
strategies for the element and can adapt them to unique student needs and situations, creating new
strategies for the element as necessary.

Scale for Acknowledging Adherence to Rules and Procedures

4 3 2 1 0
Innovating Applying Developing Beginning Not Using
I adapt behaviors I acknowledge adher- I acknowledge adher- I use the strategies I am unaware of
and create new ence to rules and ence to rules and and behaviors asso- strategies and behav-
strategies for unique procedures consis- procedures consis- ciated with this ele- iors associated with
student needs and tently and fairly, and tently and fairly, but ment incorrectly or this element.
situations. I monitor the extent I do not monitor the with parts missing.
to which my actions effect on students.
affect students’
behavior.

The following examples describe what each level of the scale might look like in the classroom.
Not Using (0): A teacher only comments on students’ behavior when they are breaking the rules
and ignores opportunities to acknowledge adherence to rules and procedures.
Beginning (1): A teacher occasionally thanks her students for being courteous or working qui-
etly, but she often forgets to do so and does not use any tangible rewards or other forms of
recognition.
Developing (2): A teacher acknowledges his class’s good behavior with strategies such as verbal
praise and certificates for individual students. His efforts are deliberate, but he does not spend
time trying to determine if the strategies are having a measurable impact.
Applying (3): A teacher regularly acknowledges and rewards students for following the rules,
using a variety of strategies. She also makes sure the strategies are having their desired effect
by taking note of instances of misbehavior and looking for patterns. She is able to see that
misbehavior has decreased in her classroom as she has become more skilled with this element.
Innovating (4): A teacher uses various strategies to acknowledge when students are behaving
appropriately. One of his students, however, is not responding as well to the strategies as others
and continues to misbehave. In response, the teacher modifies his implementation of the token
economy to provide extra support to this student.

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 Acknowledging Adherence to Rules and Procedures

STRATEGIES

Each of the following strategies describes specific actions that teachers can take to enact this ele-
ment in their classrooms. Strategies can be used individually or in combination with each other. Each
strategy includes a description, a list of teacher actions, a list of desired student responses, and sugges-
tions for adapting the strategy to provide extra support or extensions. Extra support and extensions
relate directly to the Innovating (4) level of the scale. Extra support involves steps teachers can take
to ensure they are implementing the strategy effectively for all students, including English learners,
special education students, students from low socioeconomic backgrounds, and reluctant learners.
Extensions are ways that teachers can adapt the strategy for advanced students. In addition, some
strategies include technology tips that detail ways teachers can use classroom technology to implement
or enhance the strategy. Finally, each strategy includes further information, practical examples, or a
reproducible designed to aid teachers’ implementation of the strategy.

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 Acknowledging Adherence to Rules and Procedures

Verbal Affirmations
The teacher uses short verbal affirmations such as “thank you,” good job,” “that’s great,” or “very
good.” The teacher might also have short conversations or write notes to students to acknowledge
their adherence to rules and procedures. The teacher would describe what the student did that con-
stituted adhering to a rule or procedure and how the behavior contributed to the proper functioning
of the class. For example, a teacher might say, “Thank you for pushing in your chair when you got up.
You’re helping keep our classroom clean and safe.” This aspect of verbal affirmations is essential to
helping students behave well habitually. The teacher might also contrast the student’s current behavior
with past behavior that failed to adhere to a rule or procedure.

Teacher Actions
• Saying “thank you,” “good job,” or “very good” to students when they follow rules and
procedures
• Explaining what students did that constituted following rules and procedures
• Contrasting a student’s current positive behavior with past inappropriate behavior

Desired Student Responses

• Describing the teacher as someone who recognizes and appreciates good behavior
• Describing the teacher as someone who is very aware of their behavior
• Explaining how their behavior contributed to the proper functioning of the classroom

Extra Support
• Explaining to students who are misbehaving what they could do instead to follow rules and
procedures

Extension
• Having students suggest ways to recognize positive contributions to the class with verbal
affirmations

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Using Verbal Affirmations

Steps for Verbally Acknowledging Positive Behavior

1. Notice a positive behavior (for example, a student helping another pick up
dropped materials).
2. Approach the student and describe the behavior, either while they are
performing the behavior or immediately after (“You helped your classmate
pick up her papers.”).
3. Make a statement that recognizes the positive value of the behavior (“That was
very nice and helpful!”).

Sentence Stems
yy Thank you for [describe behavior].
yy I see that you [describe behavior]. That tells me that
you [positive trait or behavioral expectation].
yy It’s very [adjective] of you to
[describe behavior].
yy I know everyone appreciates it when you [describe
behavior].
yy Everyone, notice how [name] is
[describe behavior]. That is demonstrating [positive trait
or behavioral expectation].
yy Previously, you [earlier undesired behavior], but now
you [describe positive behavior]. Thank you!
yy I noticed that you [describe behavior]. That’s very
[adjective].

Adjectives

Attentive Caring Considerate Cooperative

Determined Friendly Generous

Hard-working Helpful Honest Patient

Persistent Respectful Responsible

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 Acknowledging Adherence to Rules and Procedures

Nonverbal Affirmations
The teacher uses a smile, a wink, a nod of the head, a thumbs-up sign, an OK sign (thumb and
forefinger loop), a pantomimed tip of the hat, a pat on the back, or a high five to acknowledge stu-
dents’ adherence to rules and procedures. For example, when the class lines up for recess quickly and
quietly, the teacher might high-five each student on the way out of the room.

Teacher Actions
• Giving students a smile, wink, nod, or other positive gesture to recognize their adherence
to a rule or procedure
• Giving students a pat on the shoulder or back to recognize their adherence to a rule or
procedure

Desired Student Responses

• Adhering to the rules more often in response to the teacher’s affirmations
• Describing the teacher as someone who is fair
• Describing the teacher as someone who appreciates good behavior

Extra Support
• Demonstrating nonverbal affirmations to students and explaining their meanings

Extension
• Having students suggest ways to recognize positive contributions to the class with nonver-
bal affirmations

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Nonverbal Affirmations

Smile Thumbs Up

Pat on the Shoulder

OK Sign

High Five

Wink

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 Acknowledging Adherence to Rules and Procedures

Tangible Recognition
The teacher uses privileges, activities, or items as rewards for positive behavior. For example, a
teacher could reward students who stayed focused during independent work time by allowing them
a few minutes to talk to friends at the end of class. Any use of tangible recognition should be accom-
panied by a thorough class discussion of the rationale behind the system to ensure it is not perceived
as a type of bribe or form of coercion.

Teacher Actions
• Identifying privileges, activities, or items that are appropriate rewards for positive behavior
• Explaining to students that tangible recognition is not meant to be a bribe or coercive
device

Desired Student Responses

• Explaining the purpose of tangible recognition
• Describing the system of tangible recognition as fair
• Adhering to the rules more often in response to tangible recognition

Extra Support
• Using pictures and words to clearly explain what is required to earn tangible recognition

Extension
• Asking students to explain how they changed their behavior to earn tangible recognition

Technology Tips
• Find digital field trips online (such as a virtual tour of a museum) that can serve as a reward.
• Create a Student of the Week page on the class website that describes why a student is
receiving recognition.

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 Acknowledging Adherence to Rules and Procedures

Examples of Tangible Recognition

• Friday Fun Club: This is usually used at the elementary level. Students who have earned
membership in the club get to play a fun, educational game for the last hour of school on
Friday.
• Reward field trips: These are usually used at the secondary level, but also work well in
lower grades. Students who have no or few discipline referrals are allowed to go on a special
field trip.
• Public recognition: Teachers might display a class poster with the names of students who
have met a certain standard of excellence, or students might post thank-you messages to
each other or to teachers on a common bulletin board.
• Eating lunch in the classroom: A well-behaved student or group of students gets to eat
lunch in the classroom with the teacher.
• S
nack parties: Students who exhibit exemplary behavior over a certain period of time (for
example, one month) get to attend a popcorn, pizza, ice cream, or other snack party during
lunch, recess, or after school.
• A
ttire rewards: Students earn the privilege of wearing typically off-limits clothing such as
pajamas or hats to school. At schools where students are required to wear uniforms, stu-
dents could earn a free-dress day.
• C
itizen of the Month: The teacher selects one student each month to be recognized for
going above and beyond behavioral expectations. The student is then recognized in front
of the class—the teacher might describe to the class what the student did to earn recogni-
tion or use a bulletin board to post the student’s picture and a written description of their
behavior.

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 Acknowledging Adherence to Rules and Procedures

Token Economies
The teacher uses a system in which students receive tokens, chits, or points when they meet expec-
tations. They can then exchange these tokens, chits, or points for privileges, activities, or items. For
example, a teacher might hand out a plastic poker chip for behaviors such as raising one’s hand to
ask a question. Students could then purchase rewards, such as a no homework pass, when they have
accumulated enough chips.

Teacher Actions
• Giving students tokens to recognize positive behavior
• Creating a system that allows students to exchange their tokens for privileges, activities, or
items

Desired Student Responses

• Understanding the purpose of token economies
• Describing how the token economy works
• Adhering to the rules more often when token economies are in place

Extra Support
• Using pictures and words to clearly explain how a token economy works

Extension
• Asking students to explain how a token economy motivated them to adhere to rules and
procedures

Example Token Economy Reward Chart

Reward Cost (points, tokens, tickets, and so on)
Raffle ticket 1

Pencils and erasers 5

Sit in the teacher’s chair 10

Work with a friend 15

Show and tell time 20

Eat a snack in class 25

Whole-class reward 30

School T-shirt 50

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 Acknowledging Adherence to Rules and Procedures

Daily Recognition Forms

The teacher awards each student a starting score at the beginning of class (for example, 20 points)
for a prearranged set of expectations (for example, 4 points for punctuality, 4 points for preparation, 4
points for on-task behavior, 4 points for respectfulness, and 4 points for work completion). If a student
fails to meet a particular expectation, some or all of the points associated with that expectation are
taken away. In other words, if a student meets all expectations throughout the day, his ending score
would be 20 points. A student who comes to class without a pencil and paper might lose some of her
points in the preparation category. The teacher can use a tracking sheet placed on each student’s desk
to keep track of points throughout the day or class period. At the end of the period or day, students
tally their total points, and the teacher records daily totals in a ledger. Students who achieve certain
point levels earn privileges, activities, or items.

Teacher Actions
• Identifying expectations for daily classroom behavior and assigning point values to each
expectation
• Creating a tracking sheet for daily classroom behavior points
• Adjusting students’ point totals based on their classroom behavior
• Recording students’ totals at the end of each class period
• Designating privileges, activities, or items that students with certain point totals can earn

Desired Student Responses

• Setting point goals for their daily behavior
• Explaining how the point system works
• Adhering to the rules more often when daily recognition forms are used

Extra Support
• Using small symbols to represent each category in which students can earn points

Extension
• Asking students to explain how daily recognition forms motivated them to adhere to rules
and procedures

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 REPRODUCIBLE 13

Daily Recognition Form

Name: Date:

Expectations Starting Points Points Taken Away Ending Points

Totals

Daily Recognition Form

Name: Date:

Expectations Starting Points Points Taken Away Ending Points

Totals

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 Acknowledging Adherence to Rules and Procedures

Color-Coded Behavior
The teacher gives each student three cards (red card = unacceptable behavior, yellow card =
acceptable behavior with room for improvement, green card = exceptional adherence to rules and
procedures) to keep on his or her desktop. All students begin the day or period with the green card
on top. If a student’s behavior warrants it, the teacher changes the exposed card to indicate the level
of behavior being exhibited. For example, a student who speaks out of turn once or twice might have
his color changed to yellow. If he continues to call out repeatedly, the teacher would switch his card
to red. Students whose behavior has warranted a change to yellow or red may work to have the green
card reinstated by displaying appropriate behavior. Many elementary teachers use a variation of this
strategy involving a poster that shows a color (red, yellow, or green) for each student. Students each
begin the day on green, and the teacher asks them to change their color if their behavior warrants it.

Teacher Actions
• Creating red, yellow, and green cards or a poster with red, yellow, and green levels for each
student
• Adjusting students’ colors in accordance with their behavior
• Reinstating students who correct inappropriate behavior to yellow or green

Desired Student Responses

• Understanding why their color was adjusted
• Explaining that the strategy helps them attend and learn better
• Adjusting their behavior to have a better color reinstated

Extra Support
• Giving concrete examples and illustrations of behavior that warrants a negative or positive
color change

Extension
• Asking students to explain why their color was changed

Class Behavior

Green
Chao
Yellow

Red

Nic

Xander

Yellow

Piotr
Ronda Vivi
Trina

Green Omar
Joey
Lachlan

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 Acknowledging Adherence to Rules and Procedures

Certificates
The teacher uses reward certificates to increase parental involvement and awareness of behavior at
school. For example, a student who helps another student with her work could receive a certificate as a
special recognition of his helpfulness. Blank certificates can be personalized with a student’s name and
the reason for the reward, while preprinted certificates that correspond to specific desired behaviors
can be used to quickly reward positive behavior.

Teacher Actions
• Creating certificates that can be personalized with a student’s name and a description of his
or her positive behavior
• Creating preprinted certificates for specific desired positive behaviors
• Giving certificates to students who display desired positive behaviors
• Awarding certificates on a regular basis

Desired Student Responses

• Understanding what they did to earn a certificate
• Explaining that they value being awarded a certificate
• Describing the teacher as someone who recognizes and appreciates good behavior

Extra Support
• Having preprinted certificates translated into the language a student’s parents or guardians
speak so they can understand and celebrate their student’s positive behavior
• Showing students videos of themselves acting appropriately to reinforce the behavior

Extension
• Asking students to describe the behavior for which they received a certificate

Technology Tips
• Use online word-processing software such as Google Drive to create awards or certificates.
• Create a PDF of a certificate that can be shared electronically with families.

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16 REPRODUCIBLE

Thank you for your contribution

to our classroom!

(circle one)

Caught Working Quietly

Gr ea t Jo
b!

Being Helping a Classmate

Good!
Cleaning Up

Interacting Respectfully

Awarded to:

For:

On This Date:

Signed:

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 Acknowledging Adherence to Rules and Procedures

Phone Calls, Emails, and Notes

The teacher makes phone calls and sends emails or notes to a student’s parents or guardians to rec-
ognize positive behavior. This affirmation can do wonders for the self-confidence and future behavior
of students, and it can be very uplifting for a teacher to hear the sense of pride in a family member’s
voice. Particularly for students who have frequent behavior issues at school, a teacher or family mem-
ber’s acknowledgment of even one good day can make a huge impact. The teacher might make a goal
of one positive phone call every afternoon. The teacher can also compose individual or group emails
and notes to the parents or guardians of students who behaved appropriately during a particular week.
All communication should be specific about how a student’s behavior reinforced a positive classroom
environment and climate. For example, a teacher could send an email to a student’s parents telling
them that she did an excellent job as the facilitator of a group discussion.

Teacher Actions
• Calling students’ parents or guardians or sending notes to recognize students’ positive
behavior
• Specifying what students did that constituted positive behavior and how it contributed to
the class’s learning

Desired Student Responses

• Explaining what they did that prompted the teacher to communicate with parents or
guardians
• Describing the reaction at home to the phone calls, emails, and notes
• Explaining how their behavior contributed to the proper functioning of the classroom

Extra Support
• Having positive emails or notes translated into the language a student’s parents or guardians
speak so they can understand and celebrate the student’s positive behavior

Extension
• E
mpowering consistently well-behaved students to monitor their own behavior by allowing
them to ask for a positive phone call, email, or note, as students who are always well-be-
haved often do not receive recognition for it

Technology Tips
• T
echnology such as email and text messages can allow teachers and parents to communicate
about students more regularly.
• Use emoticons (such as a smiley face) and punctuation marks (such as exclamation points) to
emphasize the positive nature of the message.

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Home Contact Log for Positive Behavior

Student Name Date of Phone Call/ Behavior Mentioned
Contact Email/Note

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

PC E N

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 Acknowledging Adherence to Rules and Procedures

REPRODUCIBLES

Teachers can use the following reproducibles to monitor their implementation of this element. The
reproducible titled Tracking Progress Over Time helps teachers set goals related to their proficiency
with this element and track their progress toward these goals over the course of a unit, semester, or
year. Tracking Teacher Actions and Tracking Student Responses allow observers in classrooms to
monitor specific teacher and student behavior related to this element. Teachers themselves can also use
Tracking Student Responses reproducible to document instances of student behaviors during class.
The Strategy Reflection Log provides teachers a space to write down their thoughts and reflect on
the implementation process for specific strategies related to this element. Finally, this section provides
both a student survey and a teacher survey, the results of which provide feedback about teachers’
proficiency with this element.

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Tracking Progress Over Time

Use this worksheet to set a goal for your use of this element, make a plan for increasing
your mastery, and chart your progress toward your goal.
Element:
Initial Score:
Goal Score: by (date)
Specific things I am going to do to improve:

3
Score on Element

0
a b c d e f g h i j

Date

a. f.

b. g.

c. h.

d. i.

e. j.

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 REPRODUCIBLE 21

Tracking Teacher Actions

During an observation, the observer can use this form to record the teacher’s usage
of strategies related to the element of acknowledging adherence to rules and procedures.
Observation Date and Time: Length of Observation:

Check Strategies Description of What Was Observed

Strategies You
Intend to Use
Verbal Affirmations

Nonverbal Affirmations

Tangible Recognition

Token Economies

Daily Recognition
Forms

Color-Coded Behavior

Certificates

Phone Calls, Emails, and

Notes

Other:

Other:

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 22 REPRODUCIBLE

Tracking Student Responses

A teacher or observer can use this worksheet to record instances of student behavior to
inform planning and implementation of strategies associated with acknowledging adher-
ence to rules and procedures. Any item followed by an asterisk is an example of undesir-
able behavior related to the element; the teacher should look for a decrease in the number
of instances of these items.
Observation Date and Time: Length of Observation:

Behavior Number of Instances

Following directions

Demonstrating respect toward the teacher

Demonstrating respect toward peers

Staying on task

Raising hand before speaking

Helping a classmate

Staying in seat

Handling conflict appropriately

Being on time

Using resources appropriately

Other:

Other:

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 REPRODUCIBLE 23

Strategy Reflection Log

Use this worksheet to select a strategy, set a goal, and reflect on your use of that
strategy.
Element:
Strategy:
Goal:

Date How did it go?

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 24 REPRODUCIBLE

Student Survey for Acknowledging Adherence to

Rules and Procedures
1. My teacher notices when I follow the rules.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

2. When I follow the rules, my teacher notices and recognizes me for it.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

3. My teacher talks about students who are following the rules.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

4. My teacher lets my parents know when I follow the rules.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

5. My teacher gives rewards for following the rules.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

6. Most of the students in my class follow the rules.

Neither Agree
Strongly Disagree Disagree Agree Strongly Agree
Nor Disagree

Marzano Compendium of Instructional Strategies © 2016 Marzano Research

marzanoresearch.com/compendium
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Teacher Survey for Acknowledging Adherence to

Rules and Procedures
1. I provide nonverbal signals that a rule or procedure has been followed.

Often Sometimes Rarely Never I don’t know

2. I give verbal cues that a rule or procedure has been followed.

Often Sometimes Rarely Never I don’t know

3. I notify parents and guardians when rules and procedures are followed.

Often Sometimes Rarely Never I don’t know

4. I use tangible recognition when a rule or procedure is followed.

Often Sometimes Rarely Never I don’t know

5. Students describe me as someone who recognizes and appreciates good

behavior.

Often Sometimes Rarely Never I don’t know

6. Students can explain how their behavior contributes to the proper

functioning of the classroom.

Often Sometimes Rarely Never I don’t know

7. Students adhere to rules and procedures more often when I acknowledge

their adherence.

Often Sometimes Rarely Never I don’t know

Marzano Compendium of Instructional Strategies © 2016 Marzano Research

marzanoresearch.com/compendium