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 Management for Elementary Teachers
SP 2008 HO
Hennessy, Gail B.
Copley Room 213
M, 9:00-12:00, T, 8:30-10:00, W, 9:30-10:30, Th, 11:45-1:00
11:35 - 12:50 PM
EDU 203 and admission to the School for Education. To be taken simultaneously with Practicum. 3:0:3.
Marzano, R (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
Wong, H. & Wong, R. (2005). The First Days of School. Mountain View: Harry K. Wong Publications.
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 ---- Summation of the Handbook for Classroom Climate and Management. (Hopefully students will download presentation to portfolio. It can then be used for the portfolio and as a possible resource for interviews)
2- Readings from texts and professional journals. Online and in class responses will demonstrate knowledge gained by each individual.
Each individual will be expected to read and reflect on the information presented in the texts and to be on the "lookout" for pertinent articles, etc. about classroom climate/managment.
3. Quality Indicator 1.2.6 along with the performance indicators and artifacts needed. Use the Portfolio Rubric, class discussion, and work to complete this task successfully. Artifacts will come from the handbook, observations, etc.
4. Observations Each student will do 4 classroom observations with detailed suggestions for improvement, etc. Specific criteria will be given for each observation. Students will lead a discussion about the observations, planning questions, getting feedback, and reflecting in writing the ideas, suggestions, etc. gained from the discussion. The writing will include the observation and reflection of discussion.
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 bring copies for each member of the course.
Core Assessment Handbook for Classroom Climate and Management 500 points
Powerpoint Presentation -- Summary of Handbook 100 points
Quality Indicator 1.2.6 with the performance indicators 100 points
Classroom Activities 15 points each
Quotes with citation 5 points each
Late Submission of Course Materials:
Timely completion is built into assignment criteria. Late work of daily assignments (i.e. quality indicators/standards, reflective writing, academic articles, 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 and online written submissions are due the date given. Due dates are on the class syllabus. Late submission of resource notebook, book, book sharing/lesson plan, and final will result in a grade reduction of 25%. 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 Education Department. In short each member of the class should be polite, focused, and a positive participant in the classroom. Everyone should be willing to share ideas and listen to others respectfully.
Course introduction, video
Critical Role of Classroom Management Marzano Ch. 1, Jones & Jones 1 & 2
Assignment: Online response by Jan. 21
Critical Role of Classroom Management, Wong Unit A
Rules/Procedures Ch. 2 Marzano, Ch. 6 Jones & Jones
Assignment: Online response by Jan. 28, Observation due Jan. 29 for in class discussion/written reflection due next class period follow specific guidelines
Teacher-Student Relationships Marzano Ch. 4
Assignment: Handbook Part 1 is due Feb. 5
Cont. discussion Jones & Jones Ch. 3
In-class reflection, Power of Teacher’s Words, Wong Unit B
Assignment: Observation due Feb. 12 for in class discussion/written reflection due next class period
Cont. discussion, Mental Set, Marzano Ch. 5
Assignment: Online response by Jan. 11
Cont. Mental Set, Student Responsibility, Marzano Ch. 6
Student Responsibility, Motivation Jones & Jones Ch. 7, Wong Unit D
Assignment: Handbook Part 2 is due Feb. 26, Observation Due with Discussion Preparation Feb. 28
Cont. discussion Motivation, In-class reflection
Positive Peer Relationships, Jones & Jones Ch. 4 , Classroom Time, Space, & Transitions
Assignment: Online response by Mar. 3, Quotes given and shared with peers & instructor due Mar. 18
Discuss Handbook Progress, Cont. discussion on Classroom Time, Space & Transitions
Wong Unit C, Overview of first 8 weeks
Theories on Discipline, Marzano Ch. 3, Skinner & Canter, Quotes shared and given to peers & instructor
Assignment: Observation due Mar. 20 for in class discussion/written reflection due next class period
Student & Teacher Perspectives on Classroom Management – provided by instructor – discussion online and in class
Theories on Discipline, Jones & Jones Ch. 8, Dreikurs & Edwards
Theories on Discipline, Jones & Jones Ch. 9, Gordon & Glasser
Assignment: Voluntary handbook check Apr. 3
Student & Teacher Perspectives on Classroom Management – provided by instructor
Working with Parents, Jones & Jones, Ch. 5
BIST, Parents, Individual differences
Assignment: 3 activities shared with peers and instructor April 15 with presentation of 1, Voluntary check of Handbook -- Disciplinary Intervention Plan April 15
Emergency situations, Least restrictive, Special Needs
Assignment: Online response by Apr. 1, Observation due with discussion April 17
Share Activities with peers and instructor
Assignment: Online response by Apr. 21.
In-class reflection, Love & Logic
Assignment: Handbook completed and turned in Apr. 29, Powerpoint Presentations May 1, Quality Indicator/Performance Indicators 1.2.6 due day of FINAL
Fair and Equitable, Wrap up
Assignment: Online response by Apr. 28
Handbook Complete and handed in
Powerpoint presentations of summary of handbook
Assignment: Online response before final date
1.2.6 turned in
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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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Foundation for Children, Inc.
Denton, P. (2007). The Power of Our Words. Turner Falls, MA: Northeast
Fay, J. & Funk, D. (1995). Teaching with Love & Logic. Golden: The Love and Logic
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.
Jones, F. (2000). Tools for Teaching. Santa Cruz: Fredric H. Jones & Associates, Inc.
Kohn, A. (2006). Beyond Discipline from Compliance to Community. Alexandria:
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Loomans, D. & Kolberg, K. (1993). The Laughing Classroom. Novato, CA: HJ Kramer
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Mendler. A. (2001). Connecting with Students. Alexandria: Association for Supervision
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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
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Whitaker. T. (2004) What Great Teachers Do Differently. Larchmont: Eye on
Last Updated:1/4/2008 11:51:42 AM