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 2011 HO
Hennessy, Gail B.
Assistant Professor of Education, Program Chair Elementary Education
January 11 - May 5
11:35 - 12:50 PM
Admission to the School for Education. To be taken simultaneously with EDE360A
Jones, V. & Jones, L. (9th ed. 2010) Comprehensive Classroom Management Creating Communities of Support and Solving Problems. Boston: Pearson.
Wong, H. & Wong, R. (2009). The First Days of School. Mountain View: Harry K. Wong Publications.
Suggested: 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 (firstname.lastname@example.org) 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 (email@example.com), 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 firstname.lastname@example.org 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). There is also a self assessment rubric that each student will submit.
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 given and graded in class.
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/group 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. 1.2.6 (1.2.6, 184.108.40.206, 220.127.116.11) Portfolio writing (submitted during semester – final submission in 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, and the remaining 350 pts will be earned for the final submission of the handbook). Each student will do a self-evaluation of the handbook which will be turned in with the final submission.
Powerpoint Presentation -- Professional presentation to showcase a student’s 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 10 points each
Classroom Activities with citation 10 points each
Portfolio writing for 1.2.6 (1.2.6, with performance indicators) 50 points
Late Submission of Course Materials: Due dates are on the class syllabus. Late work of daily assignments (i.e. observation/scenario, activities, etc.) will be accepted up to one week late, but the grade will be reduced an additional 15 percent of earned grade (i.e. if earned an 85% grade will be recorded as 70%). 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 be completed as late work (see above). 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 (or late if arrangements are made by student). Late submission of classroom climate and handbook checks (2) 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 “Stage 1 Fantasy”, p. 7 Wong). 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 is a trait each should think about and strive to develop.
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, Wong pgs 10-14, 27-37
Basic Psychological Needs, supports 18.104.22.168, Handbook discussion
Readings: Jones Ch. 2
In Class --- Quiz Ch. 2
Assignment: 1st handbook check 2/08 (Belief Statement w/quote, Affective Statement, Motivation), Research quote(s) for future Belief statement bring to class to share 1/25
Motivation: Individual/Group (teacher and class/student), Your Role in Developing Classroom Climate (factors)
Assignment: Do Self Study (ie: IPIP, Learning Style, M.I.s, etc) written reflection 2/01, Review/research information ALREADY learned/studied about motivation (connection!)---Bring in information 1/25 to share
Share knowledge about motivation with peers. Motivation: Individual/Group (teacher and class/student), Your Role in Developing Classroom Climate (factors)
Readings: Jones Ch. 7
Quiz: Ch. 7
Establishing Positive Teacher-Student Relationships
Power of Teacher’s Words, Discussion of IPIP Readings: Jones Ch. 3, Unit B. Wong
In Class ---- Quiz Jones Ch. 3
Assignment: Observation due 2/10
Cont. Power of Teacher’s Words
Assignment: 3 activities (one presented with peer participation) Sign up for activity presentation begins 3/15 (download the 3activities into Doc Sharing by 3/15)
Discuss Handbook insights, Withitness
Readings: Wong Unit D 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
Assignment: Performance Indicators due 3/03
Standards for Classroom Behavior/ Rules/Procedures
Readings: Jones Ch. 6, Wong Unit C
In Class: Quiz Ch. 6
Assignment: Observation due 3/22, 2nd Handbook submission due 3/17 (belief statement w/quote, rules, procedures, transistions, safe environment)
Standards for Classroom Behavior/ Rules/Procedures
Assignment: Performance indicators due 4/05, Observation due 4/14, Final Handbook submission due 4/21
Readings: Jones Ch. 9
Discuss Handbook insights, Diversity, Feather and Fools
Assignments: Final Information!!! Final Handbook 4/21 ( re-do all parts from check 1 and 2 plus Discipline Intervention, Diversity, Safe Environment, etc.) Hand in Rubric self check completed , PowerPoint during Final Time (PowerPoint presentation submitted to instructor in Doc Sharing by 5/03, 1.2.6 plus performance indicators downloaded to Foliotek by 5/03)
Feathers and Fools, Diversity
Reframing, Remember diversity is that each is an individual RESPECT is key
Assignment: Scenario 11/19 – handout reading
Reframing, Remember diversity is that each is an individual RESPECT is key, Fair and Equitable
Readings: Wong Unit C Ch 14
Readings: Jones Ch. 5
Quiz: Ch. 5
Power of A Teacher’s Words, Withitness!!! --- AGAIN!!! Why? Meaning should be clearer and understanding of the importance should STAND OUT!
Meaning of Classroom Management!?!
PowerPoint presentations shared with class
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Bibliography: 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.
Edwards, J. (2010). Inviting Students to Learn. Alexandra: Association for Supervision and Curriculum Development.
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.
Gurian, M., Stevens, K. & King, K. (2008). Strategies for Teaching Boys & Girls Elemenatary Level. San Francisco: Jossey-Bass.
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.
Lemov. D. (2010). Teach Like a Champion. San Francisco: Jossey-Bass.
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 fo rClassroom 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 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 Supervision and Curriculum Development.
Sullo, B. (2009). The Motivated Student. Alexandria: Association for Supervision and Curriculum Development.
Whitaker. T. (2004) What Great Teachers Do Differently. Larchmont: Eye on Education
Williams, K.C. (2009). Elementary Classroom Management. Los Angeles: Sage Publications, Inc.
Last Updated:1/5/2011 9:45:06 AM