EDM353 Tchng Strategies & Clsrm Mgmt

for SP 2010

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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.

School For Education Mission Statement
The 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.

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

School For Education Vision Statement
The 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


EDM 353 Tchng Strategies & Clsrm Mgmt


SP 2010 HO


Kasperbauer, Kimberly


Asst Professor of Middle and Secondary Education

Office Location

227 Copley

Office Hours

M, W, 10-2; T, R, 10:10-11:10 and by appt

Daytime Phone




Class Days


Class Time

11:35 - 12:50 PM

Credit Hours



Assigned course readings will be made available to students in class and online.
Required: 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.

Contract Period   

Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

1 year



2 years



3 years



4 years



5 years



6 years



2. Send an email to Carol Williams (cwilliams@park.edu) with the following information:

  • Your Name
  • Your Major (Early Childhood Education, Elementary Education, etc…)
  • The Contract Period you wish to purchase
  • 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 (cwilliams@park.edu), requesting she provide your current education professors and academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

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:
EDM353 Teaching Strategies & Classroom Management: Theory and skills necessary to implement classroom management, curriculum development and instructional strategies are presented through lecture, discussin 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. Aditional emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, and reflection techniques. The course includes guidance procedures for integrating children with and without disabilities. Prerequisites; admission to the School fro Education. To be taken simultaneously with Practicum. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Explore her/his beliefs about education, teaching, and learning and how these beliefs fit into teaching in discussion and a journal
  2. Cultivate knowledge of the various aspects both implicit and explicit of the tasks of teaching in critiques of research articles
  3. Develop awareness in writing and discussion of choices and decisions that affect the teacher's participation in the classroom
  4. Design and teach lesson plans that incorporate discipline content and Show Me Standards for a variety of students
  5. Demonstrate chosen models of instruction for in-class and site teaching
  6. Compare and contrast basic classroom management theories, methods, and techniques.
  7. Evaluate and critique classroom and school-wide management/discipline systems.
  8. Create and evaluate their own classroom community and management plan that encourages positive interaction, active engagement, and self-motivation using best practices
  9. Construct a plan to establish a safe, equitable, positive, and supportive environment in which individuals are valued
  10. Analyze, evaluate, and reflect on best practices for ensuring academic and social success for individuals with and without exceptional learning needs.
  11. Analyze and develop professional and ethical practices in relation to students, parents, colleagues, and administrators.
  12. Examine personal beliefs and articulate a philosophy of classroom management based upon an understanding of current knowledge and research.

Core Assessment:

Class Assessment:
Grades will be composed of 2 5-minute warm ups, the presentation of one 10 minute Micro-Lesson, the presentation of an assigned Model of Instruction, assigned portfolio essays, the development and presentation of a personal Handbook of Classroom Management, and the development of a content area-specific instructional unit. Students will also be responsible for a number of in-class and out-of-class assignments, which make up part of the participation grade that cannot be made up in the event of an absence.


Warm Ups                   2 at 15 points = 30 points                                             5%

Micro-Lessons                                1 at 60 points                                            10%

Unit                                                      120 points                                            20%

Teaching Models Presentation                60 points                                            10%

Assigned Portfolio Essays                      90 points                                            10%    

Handbook                                                                                                        15%

            Electronic ‘Binder’                     60 points

            Presentation                               30 points

Attendance/ Participation                      180 points                                            30% 

TOTAL                                                600 points                                            100%

Course Components:

Warm Ups: Over the course of the semester, each student will be responsible for engaging the class in 2, three to four minute warm-ups. These warm ups are short activities teachers may use at the beginning of their own respective classes and must take into consideration all students, including those with special needs.

Micro-Lesson: Students will teach 1 ten-minute lesson of their choice. This lesson must include a detailed plan which includes all lesson plan components. This lesson plan MUST be submitted to the Doc Sharing section of the course website with a clear heading no later than the day of the student’s lesson presentation. Micro-lessons which are not appropriately submitted will receive a reduction in points.

Unit: At the end of the semester, each student will be responsible for developing a 10-lesson unit on a topic of concept of his or her choice. This unit will be presented May 6. Requirements will be discussed in week 9.

Teaching Models Presentation: Each student will give a 10 minute presentation on an assigned Instructional Model. This presentation must include a handout to be distributed to each class community member and must include a power point presentation with a Sources Cited slide.

Assigned Portfolio Essays: Students will be responsible for writing no less than 9 new portfolio essays. These essays may be either performance indicators or quality indicators, will be due as listed below, must include at least one artifact if appropriate, and must be uploaded to Foliotek in order to earn full credit.

Classroom Management Handbook: Students will develop and present their personal Classroom Management Handbook. Due March 4, this Classroom Management Handbook must be turned in to the professor in paper form or on a CD. Details of the Handbook will be discussed on January 19. Presentations must include some sort of visual representation.


Late Submission of Course Materials:
I do not accept late work. Because of the amount of work required for this class, I highly recommend you tackle each assignment as soon possible, allowing time for any technological “glitches” that might arise. Most assignments will be submitted through E-companion, however exceptions may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me – as long as it is received on time).

* Exception: Final Paper will be accepted late with steep point deductions.

Classroom Rules of Conduct:
Pair and group discussions are a crucial component of our class. In order for these conversations to be as fruitful as possible, you are expected to be respectful of one another, open to your colleagues' ideas and perspectives, and ready to talk about given topics in a professional manner.

Course Topic/Dates/Assignments:

Assignments Due
Warm Up
Developing our Community
MoStep, Portfolios, Foliotek, Goal Setting
Discuss Handbook
Culture, Environment, & Community
Letters: Dear Me…
Readings on Culture & Community
Culture, Environment, & Community
Maslow Revisited: Basic Student Needs & Then Some…
Handbook Belief Statement for Classroom Community
Readings on Student Needs & Maslow
Developing Positive S/T Relationships: What NOT To Do
Due at 5:00: Portfolio Essay #1 (must be uploaded to Foliotek)
Readings on S/T Relationships
Corrections, Critiques, Redirection, & the Art of Being Proactive
Readings on Correcting and Redirecting Behavior
Withitness: The Eyes Behind Our Heads
Handbook Affective Belief Statement for Classroom Community
Readings on Withitness
Motivation: A Refresher & Look at the Research
Readings on Motivation
Reward Systems: Thinking Long Term
Due at 5:00: Portfolio Essay #2 (must be uploaded to Foliotek)
Routines, Rules, & Procedures
Readings on Procedures and Rules
Responding to Resistant & Negative Behavior
Readings on Negative Behavior
The “D Word”: Theories of Discipline
Readings on Theories of Discipline
Due at 5:00: Portfolio Essay #3 (must be uploaded to Foliotek)
Parents & Students’ Responsibility: The Power of the Positive
Readings on Parent Communication
Presentations – Classroom Management Handbooks
Due in class: Classroom Management Handbooks
Spring Break – NO CLASS
Discussion of Units
Discussion of Micro Lesson
Writing Useful Objectives to Ensure Mastery
Due at beginning of class: Objective Writing Assignment
Due at 5:00: Portfolio Essays #4 & #5 (must be uploaded to Foliotek)
The Role of Good Lesson Planning in Classroom Management
Lesson Planning: The Lost Art
Due at beginning of class: Lesson Planning Assignment
Due at beginning of class: Unit Topic & Lesson Outline
Micro Lesson 
Lesson Planning: Using Instructional Time Efficiently & Engaging Students’ Attention
Due at beginning of class: Lesson Planning Assignment
Micro Lesson – Elizabeth
Elizabeth’s Micro-Lesson
Micro Lesson 
Lesson Planning: Using Instructional Time Efficiently & Engaging Students’ Attention
Micro Lesson – Aubrey
Due at 5:00: Portfolio Essay #6 (must be uploaded to Foliotek)
Aubrey’s Micro-Lesson
Micro Lesson 
Getting the Answers: Questioning Without Humiliating
Micro Lesson – Chris
Readings on Levels of Questioning
Chris’s Micro-Lesson
No Class – Kim at NCATE
Micro Lesson 
Best Practices for Teaching Specific Types of Knowledge
Due at 5:00: Portfolio Essay #7 (must be uploaded to Foliotek)
Micro Lesson – Brady
Brady’s Micro-Lesson
Micro Lesson 
Best Practices for Teaching Specific Types of Knowledge
Micro Lesson – Jamie
Jamie’s Micro-Lesson
Micro Lesson 
Teacher Presentations of Instructional Models
Due in class: Handouts on Instructional Models
Micro Lesson - Steven
Steven’s Micro-Lesson
Micro Lesson - Cara
Cara’s Micro-Lesson
Micro Lesson 
Tying It All Together
What the Future Holds
Micro Lesson – Student 7
Kate’s Micro-Lesson
Tying It All Together
What the Future Holds
Due at 5:00: Portfolio Essay #8 & #9 (must be uploaded to Foliotek)
5/6 10:15-12:15pm
Scheduled Final Exam
·        Presentations of Unit
·        Due 5/6 in class: Unit
Course Topics for EDS360A (Practicum) Taken  in conjunction with EDS353



Assignments Due





Discussion Thread #1 Begins





Due: Discussion #1, 2/05 at 5:00

Due: Journal #1 on 2/01



Due: Journal #2 on 2/08



Due: Journal #3on 2/15



Due: Discussion #2, 2/26 at 5:00

Due: Journal #4 on 2/22



Due: Journal #5 on 3/01


Spring Break – No Class



Due: Discussion #3, 3/19 at 5:00

Due: Journal #6 on 3/15



Due: Journal #7 on 3/22



Due: Journal #8 on 3/29



Due: Discussion #4, 4/09 at 5:00

Due: Journal #9 on 4/05



Due: Journal #10 on 4/12



Due: Journal #11 on 4/19



Due: Discussion #5, 4/30 at 5:00

Due: Journal #12, 4/26


Finals Wk

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 2009-2010 Undergraduate Catalog Page 92

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.

  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 "F".
  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 2009-2010 Undergraduate Catalog Page 95
As active participation is a course requirement, attendance is mandatory and worth 30% of your final grade.  You will receive 9 point deductions for each of your first 2 absences and 15 point deductions for each additional absence. As I do not give excused absences, I recommend you save your absences for emergencies!

Late Arrival: Arriving late to class makes it impossible for you to fully participate in the class and benefit from the entire lesson. For this reason, you will lose 4 participation points for arriving to class 10-20 minutes late and an additional 3 points for arriving more than 20 minutes late.

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:1/14/2010 4:47:57 PM