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
FA 2009 HO
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 213
Aug. 18-Dec. 3 (final Dec. 10)
11:35 - 12:50 PM
EDU 203 and admission to the School for Education. To be taken simultaneously with EDE360A
Textbook: Jones, V. & Jones, L. (9th ed. 2010) 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.
All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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- Quizzes --- Readings from the text (Jones/Jones). Each quiz will be worth 20 points.
3. Observations/Scenarios Written and reflective classroom observations or scenarios will be completed. Specific criteria will be given for each observation/scenario. 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.
4. Classroom Activities Each student will write/find (proper citation required) 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 in doc sharing. One activity will be done in the classroom with peer participation.
5. Quotes Each student will collect 3 quotes(proper citation required) 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.
6. Portfolio writing for 1.2.6 (1.2.6, 18.104.22.168, 22.214.171.124) Each writing will be worth 20 points and will be evaluated for content and professional writing. After review of the hard copy, a student must download the portfolio writing into her Foliotek portfolio for full credit. 15 points for hard copy --- 20 points for downloading into Foliotek
Grading: Core Assessment: Handbook for Classroom Climate and Management 400 points (3 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 (Powerpoint sent to instructor w/explanation) 100 points
Observation/Scenarios Write-ups/Discussion 20 points each
Quizzes 20 points each
Classroom Activities with citation 10 points each
Quotes with citation 5 points each
Portfolio writing for 1.2.6 (1.2.6, 126.96.36.199, 188.8.131.52) 15 points for paper copy worth 20 points (earned after writing is downloaded into Foliotek portfolio)
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, quizzes, etc) 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: As future teachers, the students in the environment should practice the dispositions that are listed in the Philosophy and Frameworks of the School for Education. In short each member of the class should be polite, focused, and a positive participant in the classroom. Since much of the learning that will take place will come from discussions, everyone should be willing to share ideas and listen to others demonstrating a respect for each other. Respect also means the manner in which students present information about their practicum sites. It is natural to feel that some of what is observed should have been handled differently and that you (the observer) could have done it better. Each student must state what is observed in a tone that does not point blame or fault toward any person observed. The practice of thoughtfully wording observations will be a necessary skill needed when teaching. Remember each of you has observed a classroom for many years as a student, parent, etc. and you must guard against letting your preconceived opinions shade your present learning. The job of teaching, building a positive classroom environment, nurturing the many different personalities within a classroom, etc. will not be easy and so care must be taken when judging what is observed. Reframing will be key to your development.
Refrain from using cell phones during class (receiving calls or responding to text messages). There may be times it is necessary to respond to a message, please step out of the class, do so, and then return. Any other technology used in class should be class appropriate (i.e. laptop computer use should be restricted to taking notes and not used for any other purposes (internet, etc.). This statement has been included to remind everyone of the professional standards set for all.
Importance of Developing/Building a Positive Classroom Community, Role of Classroom Management
Readings: Jones Ch. 1, Marzano Ch. 1, Wong pgs 10-14, 27-37
Importance of Developing/Building a Positive Classroom Community, Role of Classroom Management, Handbook Discussion
In Class --- Scenario
Assignment: 1st handbook check 9/15 (Belief Statement w/quote, Affective Statement, Motivation), 3 quotes placed in Doc Sharing by 9/03
Basic Psychological Needs, supports 184.108.40.206
Readings: Jones Ch. 2
In Class --- Quiz Ch. 2
Assignment: Do IPIP for in-class reflection 9/08
Students’ Motivation, supports 220.127.116.11
Readings: Jones Ch. 7
In Class --- Quiz Ch. 7
Establishing Positive Teacher-Student Relationships
Readings: Jones Ch. 3, Ch 4 Marzano, Unit B. Wong
In Class --- Scenario
Power of Teacher’s Words, Discussion of IPIP
In Class ---- Quiz Jones Ch. 3
Assignment: Observation due 9/17
Cont. Power of Teacher’s Words
Assignment: 3 activities (one done with class) 10/08
Discuss Handbook insights, Withitness
Readings: Marzano Ch. 5, Wong Unit 7 Ch. 25
Observation Discussed and Handed in, Withitness
Creating Positive Relationships
Readings: Jones Ch. 4
In Class: Quiz Ch. 4
Creating Positive Relationships continued
In Class: Scenario
Standards for Classroom Behavior/ Rules/Procedures
Readings: Jones Ch. 6, Marzano Ch. 2 & 7, Wong Unit C
In Class: Quiz Ch. 6
Assignment: Observation due 10/06, 18.104.22.168 due 10/08(Foliotek by 10/22-notify instructor if submitted), 2nd check of Handbook due 10/27
Assignment: 22.214.171.124 due 10/20 (Foliotek by 11/03-notify instructor if submitted)
Standards for Classroom Behavior/ Rules/Procedures, Observation Discussed and Handed in
Scenario, Wrap up of information
Assignment: Observation due 10/22
Activities Shared and One Presented
126.96.36.199 DUE Working with Parents
Readings: Jones Ch. 5
In Class: Quiz Jones Ch. 5
Observation Handed in and In class Discussions
Assignment: Observation due 11/10
Discuss Handbook insights, Diversity, Feather and Fools
Assignments: Final Information!!! Final Handbook 12/03 ( re-do all parts from check 1 and 2 plus Discipline Intervention, Diversity, Safe Environment) Hand in Rubric self check , PowerPoint during Final Time 12/10 unless class decides on an earlier date (PowerPoint presentation submitted to instructor along with an outline of PowerPoint)
Space, Safe Environment
Theories on Discipline
Readings: Jones Ch. 8, Marzano Ch. 3
Theories on Discipline, Discussion of Observations
Theories on Discipline, Reframing
Assignment: Scenario 11/19 – handout reading
Readings: Jones Ch. 9
Assignment: 1.2.6 due 12/01(Foliotek by 12/08-notify instructor if submitted)
Fair/Equitable, Theories on Discipline
In Class: Scenario
Fair/Equitable, Discuss Crisis in Schools
Withitness!!! --- AGAIN!!! Why? Meaning should be clearer and understanding of the importance should STAND OUT!
Meaning of Classroom Management!?!
Handbook Complete and handed in
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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 .
Additional Information: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 LogicPress.
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.
Levin, J. & Nolan J. F. (2010). Principles of Classroom Management. Boston: Pearson.
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 forClassroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
Mendler. A. (2001). Connecting with Students. Alexandria: Association for Supervisionand Curriculum Development.
Paterson, K. (2007). 3-Minute Motivators. Ontario: Pembroke Publishers.
Smith, R. (2004). Conscious Classroom Management: Unlocking the Secrets of GreatTeaching. San Rafael, CA: Conscious Teaching Publications.
Sousa, D. A. (2009). How the Brain Influences Behavior Management Strategies
Sullo, B. (2007). Activating the Desire to Learn. Alexandria: Association for Supervisionand Curriculum Development.
Last Updated:8/11/2009 1:12:24 PM