Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.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.Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.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 FrameworkCourseEDE 355 Classroom Mgmt for Elem TeachersSemesterFA 2011 HOFacultySportsman, Michel A.TitleAssistant ProfessorDegrees/CertificatesBS Ed Education - University of MissouriMA Ed Curriculum and Instruciton - UMKCPh.D. Educational Administration - UMKCOffice Location316 Copley HallOffice HoursM - F 8:00 - 12:00Daytime Phone816.584.6823E-Mailmichel.email@example.comSemester DatesAugust 15, 2011 - November 29, 2011Class Days--T-R--Class Time11:35 - 12:50 PMCredit Hours3Textbook: Jones, V. & Jones, L. (9th ed. 2010) Comprehensive Classroom Management. Boston: Pearson Publ.
Marzano, Robert (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.
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 2011 HO
Sportsman, Michel A.
BS Ed Education - University of MissouriMA Ed Curriculum and Instruciton - UMKCPh.D. Educational Administration - UMKC
316 Copley Hall
M - F 8:00 - 12:00
August 15, 2011 - November 29, 2011
11:35 - 12:50 PM
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 that you complete this final step!
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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/.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
1- Core Assessment: Handbook for Classroom Climate and Management:
Each student will develop and apply personal handbook that will be built around the beliefs and theories studied for this class and 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. (Tt is an expectation that students will upload their presentation to portfolio so that it can then be used 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, 188.8.131.52, 184.108.40.206) Portfolio writing, due at final time
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 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 10 points each
Classroom Activities with citation 10 points each
Portfolio writing for 1.2.6 (1.2.6, 220.127.116.11, 18.104.22.168) 50 points
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 (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”. Work habits that do not demonstrate a high level of professional behavior may be noted in the Dispositions document.
Classroom Rules of Conduct:
Classroom Rules of Conduct:
The policy on apprporiate conduct as outlined in the student handbook, student teaching handbook, and the University protocols and policies will be observed and administered. Students who choose to use computers in class are responsible for their appropriate use while in class and when using them to complete assignments for the class. Students are expected to bring suitable note-taking and writing materials with them to class as part of reasonable preparation.
In addition and specifically, all students in this course will be expected to:
1. ... attend all class sessions.
2. ... arrive on time and prepared for class sessions.
3. ... participate in the discussions and class projects/activities.
4. ... complete weekly reflection assignmemts.
5. ... use appropriate professional vocabulary, language, and conduct during class.
6. ... demonstrate positive and enthusisastic dispositions.
7. ... monitor their completion of required assignments so that they are finished on time with a high level of professionalism.
Week 1 – 8.16 Course Introduction
8.18 Perspective on Classroom Management
Week 2 – 8.23 What is the Classroom Community?
8.25 What are Students’ Basic Needs?
Week 3 – 8.30 Motivation Theory and Practice
9.1 Motivation Theory and Practice
Week 4 – 9.6 Creating Climate and Culture
9.8 The Cooperative Classroom
Week 5 – 9.13 Discipline Theories
9.15 Discipline Theories
Week 6 – 9.13 Creating Positive Relationships with Students
9.15 Identifying and Analyzing Behavior Issues
Week 7 – 9.13 Setting Standards for Classroom Behavior and Conduct
Week 8 – 9.20 Mid Term Review
9.22 Mid Term Exam
Week 9 – 10.4 Using Cooperative Learning and Peer Support
10.6 Strategies for Creating Communities of Support and Problem Solving
Week 10 – 10.11 Talking with Students / Responding to Students’ Behaviors and Words
10.13 The Power of Teachers’ Words / Problem Solving
Week 11 – 10.18 Dealing With Bully Behavior
10.20 Working with Parents
Week 12 – 10.25 All School Management Systems
10.27 Collaborating with Other Professionals
Week 13 – 11.1Developing Behavior Interventions Plans (BIP)
11.3 Effects of Diversity in the Classroom
Week 14 – 11.8Presentations
Week 15 – 11.15 Bringing It All Together – Applying the Plan
11.17 The Power of the Teacher in the Classroom
Week 16 – 11.29 Final Exam Review
12.1 Final Exam
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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 .
Last Updated:8/13/2011 3:55:01 PM