EDE 355 Classroom Management for Elementary Teachers
SP 2007 HOZ
Maus, William A.
Ed.Spec., AdministrationM.S.Ed., Secondary Admin.B.A., Mathematics
Copley, Room 211
Hour before and after classes
816-584-6335, Leave messages with Mrs. Debbie Allegro
Jan. 15 - May 15
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 through the Parkville Bookstore
Landau, Barbara, The Art of Classroom Management, Pearson Education 2004, ISBN 0-13-099077-9
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The facilitator's philosophy is one to assist development of needed skills prior to teaching by reading, observation, and discussion. A serious attempt in all areas is necessary to make classroom management decisions. Students will be expected to discuss orally and in writing their reactions to the readings and visits made to school sites. The course will focus on initial background: the history of education, role of a teacher, process of teaching and teaching as a profession.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
Reflective Essays will be kept with a total of at least six (6) entries. These entries may be in response to readings, class activities, and/or selected questions. (10 points each, 60 total) 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. Potential topics include:
1. "Classroom climate",
2. "Getting a good start" and Harry Wong video "The first days of school",
3. Rules/Routines/Structure, “What do these mean for my classroom?"
4. "What does 'mastery' mean?” “What makes an assessment equitable?" “What does verifying mastery of skills, knowledge, and concepts require?”
Observations: Students will conduct six school visits for the purpose of observing classroom management in the large sense. A written critique to review each observation is expected along with classroom discussion (as time permits). Classroom visits are to be with six (6) different teachers in at least four different schools, at least one each from the categories of urban, suburban, and rural. Entries in Observation reports are expected to include personal reflective comments. Observations at different setting to broaden each student's experience are required. (10 points each). A notebook including all six observation reports and a reflective summary of your observation experiences and addressing the elements of the observation rubric is due three (3) weeks prior to the final exam. (40 points) (60 + 40 points)
Presentation: Everyone is expected to lead the discussion over a portion our textbook. Providing a question suitable for inclusion in the final exam is expected as part of the presentation. (50 points) Over the final three chapters, to tie in elements of the class – observations, textbook, Harry Wong’s text, videos, and class discussions. Expectation: a 30 minutes presentation/discussion, question for final.
Attendance/Participation: “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.
Mid-Term (80 points) and Final (120 points): Mid-Term - An analysis of two case studies drawing on students' knowledge, class discussions, classroom observations, and readings. A rubric will be provided. (80 points) Final - Two Parts: The final draft (take home) of Standards 1.2.6, 126.96.36.199, 188.8.131.52, and 184.108.40.206. A written final will be given. This portion of the final will focus on management philosophy, including rationale, legal aspects, and the "nuts and bolts" of implementation. Students will be allowed to use their personal notes, reflective journals, and articles/text readings. (120 points)
The General grade distribution is: "A" = 90-100%, "B" = 80-89%, "C" = 70-79%.
Late Submission of Course Materials:
Students are expected to complete all assignments on the computer. Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of work and print copies as back up. DO NOT expect your instructor to accept assignments on email or to print your assignments.
Classroom Rules of Conduct:
This class, Classroom Management, will often hold discussions that invite students to show their differences on viewpoints on problems or issues. Students are required to remain civil to each other when viewpoints differ on topics. As a professional certification class, students should conduct themselves as such and dress appropriately, even if casual. PROFFESSIONAL ATTIRE IS REQUIRED FOR ALL CLASSROOM OBSERVATIONS.
Students need to turn off all electronic devices and are not permitted to text message or leave class for phone conversations. Students are expected to arrive to class on time and participate in class activities.
Introductory Activities – Get acquainted, review course syllabus, expectations, etc.
Begin reading: Harry Wong, How to be an Effective Teacher: The First Days of School. Plan to complete by Feb. 9.
Law, Culture, and Climate. Positive management vs dealing with student misbehavior. Organizing your classroom: physical, routine, structure, rules, and procedures.
Read Harry Wong, “The Second Characteristic – Classroom Management
Guest speaker planned. The importance of getting a good start.
Read Jones and Jones, Ch. 1: Classroom Management in perspective.
Classroom Observation, arranged.
NO CLASS at Park U. Observation report due Feb. 5.
Classroom climate. A cooperative learning community: create positive peer relationships, engage children in setting, monitoring, adjusting learning & behavior goals, and decision-making. Explain the value of class meetings as a means of helping children learn social and problem-solving skills. (Relevant MoSTEP Standards 1.2.5, 1.2.6),
Classroom Observation Report #1, revise as needed reflecting today’s class discussion.
Reflective Essay #1 – “The class had fun and they all loved their teacher!” OR “The teacher took specific steps to establish and maintain a positive learning environment.” Examples.
Read Harry Wong, “Positive Expectations.”
“Who’s in charge here?” Set the tone as students enter the door and with an effective beginning activity at each transition.
Read Jones and Jones, Ch. 2: Understanding students’ Basic Psychological Needs.
Classroom Observation arranged.
NO CLASS at Park U. Observation report due Feb. 16.
Maslow’s hierarchy: safety, belonging, love, respect and self-esteem. Recognize the needs of individual and diverse learners and variations of learning styles and performance (Relevant MoSTEP Standard 1.2.3)
Reflective Essay #2 – “How can a teacher provide what’s missing for their students? (safety, food, shelter, respect, acceptance)
Review Harry Wong, The Teacher, what are the characteristics of the “Highly Effective Teacher”,?
Harry Wong-The Effective Teacher.
Complete Reflective Essay in class.
Reflective Essay #3 – “Measure your strengths with Wong’s description of the Effective Teacher.
Guest speaker planned. The “invisible student” and serving SpEd students.
Read Jones and Jones, Ch. 3: Establishing Positive Teacher-Student Relationships.
The personal, social, psychological, and learning factors that influence the intellectual and interpersonal climate of the classroom, effective verbal and nonverbal communication skills. (Relevant MoSTEP Standards 1.2.2, 1.2.6), 1.2.7),
Reread Harry Wong: Lesson Mastery. What connections are made between instruction, assessment, and classroom climate when you build a cooperative learning community?
Harry Wong: Lesson Mastery.
Reflective Essay #4 – “What connections are made between instruction, assessment, and building a cooperative learning community?”
Discuss Assessment Practices: What do you plan to use? – What are the worse assessments you've experienced? – How do you fix them? View Harry Wong #6, “Lesson Mastery.”
You are maturing in your ability to observe a classroom and pick out elements of climate, cooperative learning community, respect, routine, instructional practice, and assessment. Pick out some of these elements as you complete next observation review.
NO CLASS at Park U. Observation report due March 19.
March 16 SPRING BREAK
Discuss your first three observation reviews. When comparing what do you notice? Complete Reflective Essay in class.
Reflective Essay #5 – “What routines, instructional practices, class structure appear to me a MUST? (3-5) Read Jones and Jones: Ch. 4, Creating Positive Peer Relationships
Most important elements required for a positive, supportive learning community. How do you establish these elements?
Read Jones and Jones, Ch. 5: Working with Parents.
Examine and evaluate approaches for building cooperative partnerships with families and community (Relevant MoSTEP Standard 1.2.10)
NO CLASS at Park U. Observation report due April 2.
Analyzing Case Studies: immediate responsibilities and long range planning, a “Class Meeting”.
Three goals of immediate intervention. Listed in order or priority:
1. Ensure physical safety.
2. Attend to the emotional well being of those most centrally involved.
3. Return the setting to a state of order and peace.
Long Range Planning: when time allows evaluation, reflection and discussion: Problem Identification, Critical Reflection, basis in theoretical concepts, proper use of terminology/vocabulary, Plan of Action, Evaluation of Plan of Action.
Read Jones and Jones, Ch. 6: Developing Standards for Classroom Behavior.
Good Friday Holiday
Strategies that value a democratic atmosphere: all students/children exchange and respect ideas, show initiative, problem solve, and engage in decision-making. (Relevant MoSTEP Standard 1.2.6),
Read Jones and Jones, Ch. 7: Enhancing Students’ Motivation to Learn.
The “Chronic Offender”. What can be done with the passive aggressive student who will not do anything?
Reflective Essay #6 – What is the worse case of a “Chronic Offender” you observed? Critic what was done to correct the problem?
Plan and arrange for presentations by class members on final three chapters of Jones and Jones textbook.
Check syllabus for detail.
Guest Speaker planned.
Presentations to begin next class meeting.
When Prevention is Not Enough: Methods for Altering Unproductive Student Behavior.
Chapter 8 – Responding to Violations of Rules and Procedures
Chapter 9 –Using Problem Solving to Resolve Behavior Problems
Chapter 10 – Developing Individual Behavior Change Plans
Behavior Intervention Models – Behaviorist, Psychodynamic, Environmentalist, Constructivist.
Last Class. In class analyze of case study(s) and identify model applied during intervention.
May 7 -
May 11 Test Week
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: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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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 .
Last Updated:1/17/2007 11:23:19 AM