EDE355 Classroom Management for EED

for FA 2006

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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.


EDE 355 Classroom Management for Elementary Teachers


FA 2006 HO


Otto, Michael


Assistant Professor of Education


Educational Specialist in Administration
Masters in Administration
Bachelor of Sciene in Education

Office Location

Copley Hall, 324

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

Daytime Phone




Semester Dates

August 21 through December 15, 2006

Class Days


Class Time

12:25 - 1:40 PM

Credit Hours



Required for all students


Haberman, M. (1995).  Star teachers of children living in poverty.  Kappa Delta Pi.  ISBN: 0912099089


Jones, V. F., & Jones, L. S. (2007).   Comprehensive classroom management: Creating positive learning environments for all students. (8th Ed.) Boston: Allyn & Bacon, ISBN: 0205501389

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
Theory and skills necessary to implement classroom management strategies are presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate guidance and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze guidance and management practices in a variety of appropriate early childhood, elementary, middle school and secondary settings. PREREQUISITES: EDU 203 and Admission to the School for Education. To be taken simultaneously with Practicum. 3:0:3

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.

Learning Outcomes:
  Core Learning Outcomes

  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).

Core Assessment:
  • Research     Paper and Presentation

Class 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.

Weekly Reflections (100 Points, 10 reflections, 10 points a piece):  Each student will submit a weekly reflection journal starting with week 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 (160 Points, 5 points per day):   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 (100 points Total, 50 points per observation):  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.  The first observation is due October 6th, and the second observation is due November 13th.


Oral/Written Presentation (100 Points Total—APA Guidelines will be followed): You will be asked to lead a 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.  


Classroom Discipline Plan: The student will develop a comprehensive classroom discipline plan based upon current research, school visits, text book and article readings, and classroom activities, and teacher interviews.  The discipline plan will address the following: (a) philosophy, (b) rules, (c) expectations, (d) parent communication, (e) discipline, (f) goals, and (g) procedures.  Scoring guide will be provided in class (100 points).


Discipline Philosophy: The student will develop a philosophy statement related to his/her beliefs related to classroom discipline.  The philosophy statement will be based on course readings, discussions and activities as well as the student's personal experiences (50 points)

Midterm (50Points): Book Readings

Final Exam (50 Points): Book Readings (IN-Basket Items)



GRADING POLICY: The course requirements are all assigned point values.  Scoring Guides will be provided for each of the assignments.  You will earn grades on the basis of total points earned in the course.


Weekly Reflections                                           100 points (10 points per reflection)

Attendance/Participation                                   160 points (5 points per class)

Two classroom observations                             100 points (50 points per observation)

Oral/Written presentation                                  100 points

Classroom Discipline Plan                                   50 points

Discipline Philosophy                                          50 points

Midterm                                                             50 points

Final                                                                   50 points


                                                Total:              560 points


A=  504 to 560 pts


B= 448 to 503 pts.


C=392 to 447 pts


D=336 to 391 pts


F=335 or below


560 Total Points

Late Submission of Course Materials:

Work is expected on time.  Points will be subtracted for late work (10% off of grade for late work). If an assignment is more than one week late, no credit is given.

Classroom Rules of Conduct:

·         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.


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---no credit will be awarded if the assignment is more than one week late)

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

Course Topic/Dates/Assignments:

Wk 1     August –21

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

             August -25

Reading:  Haberman: Star teachers of children living in poverty.  Haberman should be completed by  September 11


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

 Wk 2    August   28

Lecture, Chapter 1

Reflection #1 Due

             September - 1

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

Bring copy to class

 Wk 3   September – 4

Labor Day:  No Classes

             September - 8

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

            Readings: Chapter 2 (Jones & Jones)


 Wk 4   September - 11

Reflection #2 Due


Classroom Activity, Chapter 2 Continued


Topic Selection Due for Presentation


             September - 15


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 - 18    







             September- 22

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

Readings:  Chapter 3 (Jones & Jones)


Reflection #3 Due





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


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


  Wk 6   September -  25






              September - 29

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


Reflection #4 Due




Discipline Philosophy is due


  Wk 7    October – 2







               October - 6

The Classroom as a Community of Learners: Engaging Learners

               Readings: Chapter 6 (Jones & Jones)


Reflection #5 Due




Class Activity

Classroom Observation #1 Due


  Wk 8    October - 9






              October - 13

The Classroom as a Community of Learners: Developing Standards

                 Readings: Chapter 7 (Jones & Jones)


Reflection #6 Due




Midterm:  Checking For Understanding Test              

  Wk 9    October - 16

No Class, Fall Recess

               October - 20

No Class, Fall Recess

 Wk 10   October - 23





              October - 27

The Classroom as a Community of Learners: Responding to Misbehavior

                   Readings: Chapter 8 (Jones & Jones)



Chapter 8: Continued



 Wk 11   October – 30






               November- 3

The Classroom as a Community of Learners: Problem-Solving/Class Meetings.    Readings: Chapter 9 (Jones & Jones)  Reflection #7  Due


Classroom Discipline Plan is Due

 Wk 12   November- 6






November 10

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

Reflection #8 Due



Veteran's Day:  No Classes

 Wk 13   November – 13





              November - 17

The Classroom as a Community of Learners: Working with Families

  Readings: Chapter 5 (Jones & Jones)


Classroom Observation # 2 Due

Reflection #9 Due (Last Reflection)




 Wk 14   November – 20




No School on Nov. 24

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)


Reflection #10 Due

 Wk 15   November - 27 & December 1st

Student Presentations (Oral and Written)

 Wk 16  December – 4

& December - 8

Student Presentations (Oral and Written)

             Dec. 11-15

Final (Chapters 6-11) Jones & Jones

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
Otto's Attendance Policy:
Attendance –Please plan to attend all classes.  Missing more than two (2) class sessions will affect your grade.
You will be advised if you have poor attendance.  Please call me at my office and leave a message for all absences.  

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .


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Last Updated:8/2/2006 10:19:19 AM