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EDE 355 Classroom Management for Elementary Teachers
Otto, Michael


COURSE SYMBOL AND NUMBER: EDE 355

COURSE TITLE: Classroom Management

COURSE DESCRIPTOR: Education

TERM COURSE BEING TAUGHT:  Fall, 2005

NAME OF FACULTY MEMBER: Michael Otto

TITLE OF FACULTY MEMBER: Assistant Professor of Education

FACULTY OFFICE LOCATION: Copley, Room #324

FACULTY OFFICE HOURS:

                        Mondays:  2:30 to 4:30 PM

                        Tuesdays: 8:30 to 9:30 AM

                        Wednesdays: 10:30 to 12:00 PM

                        Thursdays: 8:30 to 9:30 AM

                        Fridays:     10:30 to 11:30 AM

FACULTY OFFICE TELEPHONE NUMBER: 816.584.6303

FACULTY PARK EMAIL ADDRESS: Michael.Otto@park.edu

OTHER FACULTY EMAIL ADDRESS:

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  August 22 through December 16, 2005

CLASS SESSIONS DAYS: Mondays and Fridays

CLASS SESSION TIME: 12:25 to 1:40 PM

PREREQUISITE(S): None

CREDIT HOURS: 3 Hours

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION:

Theory and skills necessary to implement classroom management strategies are presented through reading, discussion, and classroom observation.  Classroom management strategies will be studied in depth.

 

Early childhood students will also explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive relationships with children and to implement developmentally appropriate guidance strategies.  Students will observe and analyze guidance and management practices in different settings.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:

My educational philosophy as an instructor of education is based upon my experiences an educator, parent, and community person.   Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings.  It is critical that the learner explore ideas and issues surrounding today’s education institution.

 

COURSE OBJECTIVES:

Learners successfully completing ED 322 will be able to:

1)       Describe the personal, social, psychological, and learning factors that influence the intellectual and interpersonal climate of the classroom (Relevant MoSTEP Standards 1.2.2, 1.2.6),

2)       Explain the importance of learning experience that recognize the needs of individual and diverse learners and variations of learning styles and performance  (Relevant MoSTEP Standard 1.2.3)

3)       Analyze effective verbal and nonverbal communication skills. (Relevant MoSTEP Standard 1.2.7),

4)       Develop strategies for helping students create positive peer relationships.( Relevant MoSTEP Standard 1.2.6),

5)       Develop methods for engaging children in setting, monitoring, and adjusting learning goals and behavior. (Relevant MoSTEP Standard 1.2.6),

6)       Develop techniques for engaging children in decision making. (Relevant MoSTEP Standards 1.2.5, 1.2.6),

7)       Explain the value of class meetings as a means of helping children learn social and problem-solving skills. (Relevant MoSTEP Standard 1.2.6),

8)       Analyze the principles and strategies for effectively managing time, space, transitions and activities. (Relevant MoSTEP Standard 1.2.6),

9)       Examine and evaluate approaches for building cooperative partnerships with families and community (Relevant MoSTEP Standard 1.2.10)

10)    Develop teaching strategies that value a democratic atmosphere where all students/children exchange and respect ideas, show initiative, problem solve, and engage in decision-making. (Relevant MoSTEP Standard 1.2.6),

11)    Practice the approach of a reflective practitioners who actively seek out opportunities to grow. (Relevant MoSTEP Standard 1.2.9), and

12)    Examine personal beliefs and articulate a philosophy of classroom management based upon an understanding of current knowledge and research. (Relevant MoSTEP Standard 1.2.9).

 

COURSE TEXTBOOK(S):

Required for all students

Textbooks:

Haberman, M. (1995).  Star teachers of children living in poverty.  Kappa Delta Pi.

 

Jones, V. F., & Jones, L. S. (2004).   Comprehensive classroom management: Creating positive learning environments for all students. Boston: Allyn & Bacon

 

Journal Articles:

Hall, P. S., & Hall, N. D. (2003).  Building relationships with challenging children.  Educational Leadership, 61, 60-63. (On reserve in library.)

Kohn, A. (1996).  From compliance to community.  www.ascd.org/readingroom/books/kohn96book.html

 

Mendes, E. (2003).  What empathy can do.  Educational Leadership. 61, 56-59 (On reserve in library.)

 

Paglin, C. (1996).  Caity’s conference: Kids show their stuff at student-led parent conferences.  www.nwrel.org/nwedu/fall_96/article4.html

 

Strong, R., Silver, H., Perini, M.,, & Tuculescu.  (2003). Boredom and its opposite.  Educational Leadership, 61, 24-29. (On reserve in library.)

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

Otto’s Attendance Policy:

Attendance – Plan to attend all classes.  Missing an excessive number of class sessions will affect your grade.

You will be allowed 2 UNEXCUSED ABSENCES.  For every unexcused absence thereafter, 10% of the 200 point attendance allotment will be deducted.  Please call me at my office and leave a message for all absences. 

 

LATE SUBMISSION OF COURSE MATERIALS:

Work is expected on time.  Points will be subtracted for late work. 

 

COURSE ASSESSMENT:

This course is intended to allow the student to develop, refine, and articulate personal beliefs regarding education and teaching.  As such, class participation through discussion, collegial work as a member of the learning community, and submission of class projects in a timely manner will be emphasized.  Specific course activities/requirements will include the following:

 

Documenting Sources – Developing and articulating personal beliefs and philosophies regarding education and teaching will require you to support your ideas through documenting (citing) authoritative sources in the filed of education.  Written documentation (citations) should adhere to current APA guidelines.

 

Preparation – Each Student will be an important member of the learning community.  Students will be expected to come to class prepared and ready to be a contributing member of the collaborative learning process.  It is important to have completed all readings and preparatory work prior to the scheduled class session.

 

 

Course Assignments:

Weekly Reflections (100 Points):  Each student will submit a weekly reflection journal starting with day two.  The reflection journal should include the student’s reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week.  Each journal should be approximately about one typed double spaced page in length.  THESE ARE PERSONAL REFLECTION JOURNALS,  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING.

 

Attendance/Participation (200 Points):   Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments.   To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”   This includes work being turned in on the date due and attendance.

 

Observations (200 points Total):  Arrange to observe in two classroom settings (minimum of 1 hour in each setting).  Classroom observations are designed to provide an opportunity to observe the teaching strategies in classroom settings.  Guidelines for observation will be distributed in class. 

 

Oral/Written Presentation (200 Points Total—APA Guidelines will be followed): You will be asked to work with another student/s to lead the class discussion on one of the course topics.  This assignment is designed to have you become our class “expert” on a concept or strategy and present it to the class in a manner that encourages thoughtful discussion.   After you have completed your presentation you will need to submit 1) an in-depth written discussion of the topic and 2) a reflection on your learnings from the assignment and the ways in which these learnings will be important in your teaching.  

Midterm (100 Points): Book Readings

Final Exam (200 Points): Book Readings

 

CLASS POLICIES:

·         Arrive promptly for class.

·         Attend all class meetings (excused absences for emergencies only).

·         Actively participate in class learning experiences.

     Each student will be an important part of the community of learners.  Class participation and weekly questions constitute a major portion of the course.  More importantly, the learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   

·         Complete all reading assignments BEFORE the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  You will need to plan ahead and meet deadlines in spite of technology.  Be sure to save copies of your work to disk and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.

CLASSROOM RULES OF CONDUCT:

Please be on prompt to all classes.

 

It is my expectation that all members of a classroom setting respect the input of others, listen when class members are speaking, and support the concept that we are a family of learners.

 

All written work except in-class writing must be typed, double spaced and documented when appropriate. I will accept work in hard copy form only.

 

Please disconnect all pagers or cell phones before entering the classroom. 

 

Work is expected on time.  Points will be subtracted for late work.  (10% off of grade for late work)

Ie., Not prepared to present when your date is scheduled

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

 

Wk 1     August –22

Introductory Activities- Get acquainted, review course syllabus, course expectations, etc.

             August -26

Reading:  Haberman: Star teachers of children living in poverty.  Haberman should be completed by  September 12

 

Chapter 1: Discussion, Foundations of Classroom Management and Guidance (Jones and Jones)

 Wk 2    August   29

Lecture, Chapter 1

Reflection Due

             September - 2

Reading:   Kohn: From compliance to community. (On reserve in library)

Bring copy to class

 Wk 3   September - 5

Labor Day:  No Classes

             September - 9

             The Classroom as a Community of Learners: Children’s Needs

            Readings: Chapter 2 (Jones & Jones)

 

 Wk 4   September - 12

Reflection Due

 

Classroom Activity, Chapter 2 Continued

 

Topic Selection Due for Presentation

 

             September - 16

 

Strong, R., Silver, H., Perini, M.,, & Tuculescu.  (2003). Boredom and its   opposite.  Educational Leadership, 61, 24-29.

(copy and bring to class)

 

 Wk 5    September - 19    

 

 

 

 

 

 

             September- 23

The Classroom as a Community of Learners: Teacher-Child Relationships

Readings:  Chapter 3 (Jones & Jones)

 

Reflection Due

 

 

 

 

Hall, P. S., & Hall, N. D. (2003).  Building relationships with challenging children.  Educational Leadership, 61, 60-63. (On reserve in library.)

 

Mendes, E. (2003).  What empathy can do.  Educational Leadershipm 61, 56-59

 

  Wk 6   September -  26

 

 

 

 

 

 

              September - 30

Week 6: The Classroom as a Community of Learners: Peer Relations.  Readings: Chapter 4 (Jones & Jone3)

 

Reflection Due

 

 

Harada, V.H., Lum, D., & Souza, K.  (2002/03)  Building a learning community: Students and adults as inquirers.  Childhood Education, Winter,  66-71. (Bring copy to class)

 

  Wk 7    October – 3

 

 

 

 

 

 

               October - 7

The Classroom as a Community of Learners: Engaging Learners

               Readings: Chapter 6 (Jones & Jones)

 

Reflection Due

***Begin scheduling your classroom observations for Weeks 11, 12, and 13

 

 

Class Activity

  Wk 8    October - 10

 

 

 

 

 

              October - 14

The Classroom as a Community of Learners: Developing Standards

                 Readings: Chapter 7 (Jones & Jones)

 

Reflection Due

 

 

 

Midterm:  Checking For Understanding Test              

  Wk 9    October - 17

No Class, Fall Recess

               October - 21

No Class, Fall Recess

 Wk 10   October - 24

 

 

 

 

              October - 28

The Classroom as a Community of Learners: Responding to Misbehavior

                   Readings: Chapter 8 (Jones & Jones)

  

 

                       ***1st classroom observation should be complete

 

               

 

 Wk 11   October – 31

 

 

 

 

 

               November- 4

The Classroom as a Community of Learners: Problem-Solving/Class Meetings.    Readings: Chapter 9 (Jones & Jones)  Reflection Due

 

Class Activity

 Wk 12   November- 7

 

 

 

 

 

November 11

The Classroom as a Community of Learners: Helping Children Solve ProblemsReadings:  Chapter 10 (Jones & Jones)

Reflection Due

*** 2nd classroom observation should be complete

Veteran’s Day:  No Classes

 Wk 13   November – 14

 

 

 

 

              November - 18

The Classroom as a Community of Learners: Working with Families

  Readings: Chapter 5 (Jones & Jones)

 

Reflection Due (Last Reflection)

 

 

 

 Wk 14   November – 21

 

 

 

No School on Nov. 25

Thanksgiving Recess

Readings: Chapter 11 (Jones & Jones)

               

Paglin, C. (1996).  Caity’s conference: Kids show their stuff at student-led parent conferences.  (Bring copy to class)

 Wk 15   November - 28 & November - 31

Student Presentations

 Wk 16  December – 5

& December - 9

Student Presentations

             Dec. 12-16

Final (Chapters 6-11) Jones & Jones

 

GRADING PLAN:

GRADING POLICY: The course requirements are all assigned point values.  Rubrics will be provided for each of the assignments.  You will earn grades on the basis of total points earned in the course.  1) Weekly Reflections 100 pts.    2) Attendance/Participation 200 pts.  3) Two classroom observations  200 pts.      4) Oral/Written presentation  200 pts.     5) Midterm 100 pts and Final 200 pts.      All assignments must be turned in on time.  Late assignments will not be accepted. 

   

 

A=  900 to 1000 pts

 

B=800 to 900 pts.

 

C=700 to 800 pts

 

D=600 to 700 pts

 

F=500 to 600 pts.

 

1000 Total Points