School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDE 355 Classroom Mgmt for ELEM Teachers
SP 2009 HO
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 213
M 9:00-11:00 T/R 1:00-2:00, W 8:30-11:00
Jan. 12-May 8
11:35 - 12:50 PM
Edu 203 and admission to the School for Education. To be taken simultaneously with Practicum A
Textbook: Jones, V. & Jones, L. (8th ed.) Comprehensive Classroom Management Creating Communities of Support and Solving Problems. Boston: Pearson.
Marzano, R (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The instructor believes there is no single more powerful factor in a classroom than the teacher. Each teacher candidate must strive to develop the necessary knowledge, skills, and dispositions to meet the needs of each learner that enters his or her classroom. An effective classroom manager must ensure each learner has the opportunity to learn to the best of his or her potential in a safe, caring environment. To build a classroom community one must have knowledge of various theories and methods, skills to develop a climate of success for all, and dispositions to be an equitable, caring, professional. Stating this premise the instructor will engage each learner in studying a variety of theories and methods, reflecting and developing ways to build a positive classroom environment, analyzing effective methods for disciplinary interventions, and respecting and encouraging the diversity each individual will bring to the classroom setting.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment: 1- Core Assessment Handbook for Classroom Climate and Management
The handbook will be built around the beliefs and theories each student studies and then applies to his/her core beliefs. The handbook will have sections that will be addressed and supported by educational theories and theorists. The handbook will have plans for building an effective classroom climate and management system. The goal of the handbook is to provide each student with the beginning foundation for building a productive, caring classroom environment that will be developed in his/her future school setting. The handbook guidelines can be found in the core assessment rubric (CAR).
PowerPoint presentation ---- Showcase of student’s beliefs/ideas for building a positive, successful classroom climate. The student will use the handbook developed for class as a resource for the 10-12 slide presentation. (Hopefully students will download presentation to portfolio. It can then be used for the portfolio and as a possible resource for future interviews)
2- Threaded Discussion with in class follow up discussions. Each month a discussion thread will be presented. Students will be responsible presenting new ideas and discussing peers’ ideas. Dates, number, quality of postings will be discussed and set by class each month. There will be 3 themes.
3. Research/Presentations of aspects of an effective classroom environment/community. Each student will present information to the class about aspects of effective classroom practices. Handout/PowerPoint presentations will be provided for peers.
4. Observations/Scenarios Each student will do 6 classroom observations or scenarios with detailed suggestions for improvement, etc. Specific criteria will be given for each observation. Discussion will follow and contain questions raised, reflective feedback, ideas, suggestions, etc. Each observation/scenario will have a written reflection that will be evaluated. Some may occur during class times and will not be made up if student is not in attendance.
5. Classroom Activities Each student will write and share with the class members 3 classroom activities that can be used to build positive classroom environments. The students will provide copies for each member of the course.
6. Quotes Each student will collect 3 quotes that connect to the beliefs he or she has developed about classroom climate/management cite the quotes and post for each member of the course.
Grading: Core Assessment: Handbook for Classroom Climate and Management 400 points (4 turn in dates, the first 2 will be 25 pts each as a completion grade for a total of 50 pts, the 3rd turn in is voluntary, and the remaining 350 pts will be earned for the 4th or final submission of the handbook).
Powerpoint Presentation -- Professional presentation to showcase your classroom climate – goal presentation to send to prospective districts 100 points
Observation/Scenarios Write-ups/Discussion 20 points each
Peer Sharing on Topic with handout 15 points each
Threaded Discussion with in class follow up - 25 points for each month’s participation
Classroom Activities 10 points each
Quotes with citation 5 points each
Late Submission of Course Materials: Due dates are on the class syllabus. Late work of daily assignments (i.e. observation/scenario, activities, quotes, etc.) will be accepted up to one week late, but the grade will be reduced an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%). In class activities (scenarios/in class responses) and online written submissions are due the date given. If a student is not in attendance when an assignment is done, it can’t be made up. Much of the knowledge gained from the course will be from peers and that is why an in class activity will earn a zero if the student is not in attendance. Late submission of classroom climate and handbook checks (3) will result in no points awarded. The checks receive a completion grade only. Late submission of 1.2.6 quality indicator/performance indicators, final handbook check, and PowerPoint Presentation will result in a grade reduction of 25% from earned grade. Absolutely no late work will be accepted after the assigned time of the final. Any missing assignments after the final’s date will be recorded as a “zero”.
Classroom Rules of Conduct:
Critical Role of Classroom Management Jones & Jones Ch 1
Critical Role of Classroom Management, Marzano Ch. 1, cont Jones & Jones Ch. 1
Assignment: In Class Response, 1st check of Handbook 2/05
Understanding Students’ Basic Psychological Needs Jones & Jones Ch. 2 & 7, Motivation Review
Assignment: Do IPIP for in-class reflection 2/03
Establishing Positive Teacher-Student Relationships, Jones & Jones Ch. 3
Establishing Positive Teacher-Student Relationships, Marzano Ch. 4
Assignment: Reflection of IPIP on 2/03(count as scenario #1) Threaded Discussion One Begins “Teacher’s Words” Begin date: End date: Will need postings per week for a total of:
Reflection, Power of Teacher’s Words
Assignment: 1st check of Handbook 2/05, 3 Quotes posted online by 2/10
Cont. Power of Teacher’s Words
Assignment: Observation due 2/12 --- class discussion also 2/12 2nd check of Handbook 3/17
Rules/Procedures, Marzano Ch. 2
Observation Discussed and Handed in
Assignment: Peer Presentations for 2/26, Activities shared and 1 presented on 3/05
Rules/Procedures, Jones & Jones Ch. 6
Management of Time and Transitions Marzano Ch. 6 & 7
Cont. Management of Time and Transitions
Assignment: Reading for Scenario given to class, Threaded Discussion Two Begins “Dignity in the Classroom” Begin date: End date: Will need posting per week for a total of:
Scenario, Wrap up of information
Assignment: Observation due 3/19 information on observation handed out
Activities Shared and One Presented
Theories on Discipline
Assignment: Voluntary Handbook Check 4/07
Observation Handed in and In class Discussions
Assignment: Observation due 4/07
Theories on Discipline, Marzano Ch. 3 & 5, Jones & Jones Ch. 8 & 9
Assignments: Final Information!!! Final Handbook check 4/30, PowerPoint Presentation completed during Final Time May 8 unless class decides on an earlier date (PowerPoint presentation submitted to instructor along with an outline of PowerPoint), 4/30 will discuss 1.2.6 using laptops to take notes for future reference
Theories on Discipline
Assignment: Threaded Discussion Three Begins “Dignity in the Classroom” Begin date: End date: Will need posting per week for a total of:
Observation due and in class discussion
Assignment: Peer Presentations 4/21
Diversity Jones & Jones Ch. 4
Assignment: Scenario 4/16 – handout reading
Diversity, Fair/Equitable Jones & Jones Ch. 10
Scenario, Diversity, Fair/Equitable
Parents Jones & Jones Ch. 5
Safe Environment, Discussion of Crisis in Schools
Handbook Complete and handed in
1.2.6 discussed and notes taken for future reference (reserve laptops)
PowerPoint presentations shared with class - submit PowerPoint presentation and an outline of presentation to instructor
Required meeting NOTICE: Absolutely no late work will be accepted after the designated final date.
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 2008-2009 Undergraduate Catalog Page 87
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 2008-2009 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 2008-2009 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 .
Clayton, M. (2001). Classroom Spaces that Work. Turner Falls, MA: Northeast Foundation for Children, Inc.
Curwin, R.L, Mendler, A. N. & Mendler, B. D. (2008). Discipline with Dignity. Alexandria: Association for Supervision and Curriculum Development.
Denton, P. (2007). The Power of Our Words. Turner Falls, MA: Northeast Foundation for Children, Inc.
DiGuilo, R. (2007). Positive Classroom Management. Thousand Oaks: Corwin Press.
Edwards, C. (2008). Classroom Discipline & Management. Hoboken: John Wiley & Sons, Inc.
Everston, C & Weinstein. C. (2006). Handbook of Classroom Management. Mahweh, N. J.: Lawerence Erlbaum Associates Publishers.
Fay, J. & Funk, D. (1995). Teaching with Love & Logic. Golden: The Love and Logic Press.
Glasser, W. (1969). Schools Without Failure. New York: Harper & Row, Publishers.
Glasser, W. (1992). The Quality School. New York: HarperCollins Publishers.
Glasser. W. & Glasser C. (1999). The Language of Choice Theory. New York Harper & Row, Publishers.
Good T. & Brophy J. (2003). Looking in Classrooms. Boston: Pearson Education, Inc.
Herrell, A. & Jordan M. (2007). 35 Classroom Management Strategies. Upper Saddle River: Pearson Education, Inc.
Jones, F. (2000). Tools for Teaching. Santa Cruz: Fredric H. Jones & Associates, Inc.
Kohn, A. (2006). Beyond Discipline from Compliance to Community. Alexandria Association for Supervision and Curriculum Development.
Loomans, D. & Kolberg, K. (1993). The Laughing Classroom. Novato, CA: HJ Kramer Book.
Marshall, M. (2005). Discipline without Stress Punishments or Rewards. Los Alamitos: Piper Press.
Marzano, R (2007).The Art and Science of Teaching.. Alexandria: Association for Supervision and Curriculum Development.
Marzano, R (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
Marzano, R, Gaddy, B. Foseid, M., Foseid, M. & Marzano, J. (2005) A Handbook for Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
Mendler. A. (2001). Connecting with Students. Alexandria: Association for Supervision and Curriculum Development.
Paterson, K. (2007). 3-Minute Motivators. Ontario: Pembroke Publishers.
Smith, R. (2004). Conscious Classroom Management: Unlocking the Secrets of Great Teaching. San Rafael, CA: Conscious Teaching Publications.
Sullo, B. (2007). Activating the Desire to Learn. Alexandria: Association for Supervision and Curriculum Development.
Whitaker. T. (2004) What Great Teachers Do Differently. Larchmont: Eye on Education
Last Updated:1/11/2009 10:31:20 AM