Course Syllabus
for EDUC 4313
Classroom
Management
Instructor: Dr. James Walker Todd
E-Mail: DrJamesTodd.Todd@gmail.com
Cell Phone: 210.279-5341
Jones, F. (2000). Tools for teaching.
Associates. (Primary Text) (2nd edition)
Wolfgang, Charles H. (2005).
Solving discipline and classroom management problems:
Methods and
models for today’s teachers.
(6th ed.).
Course Description:
Students investigate the major theories of classroom management and develop proficiency in a model. Students investigate state laws and administrative rules pertaining to classroom management and student discipline.
MEANS FOR ASSESSING STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES.
1. Classroom Management/Discipline Model
Presentation
2. Group Activities
3. Field Experience Log
4. Article Summaries
5. Class Participation
6. Midterm Exam
7. Final Exam
Required Field Experience Hours: 8 Hours of Direct Field Experience is required.
Successful completion of field experience is required for course credit.
Course Outline:
I. Tools for Teaching (Fred Jones)
a. Instruction
b. Motivation
c. Discipline
II. Legal Issues for Classroom Teachers
III. Various Classroom Management/Discipline Models
Course Requirements:
A. Field Experience – Further instructions will be given during the first class meeting.
B. Reading Assignments.
C. The Classroom Management/Discipline Model presentation will be a combination oral presentation and a written outline. A minimum of two (2) sources is required. The oral presentation should be no more than 30 minutes. This may be an individual or group project. Groups will be assigned during the first class meeting.
D. Group activities: Most class sessions will conclude with small group discussions based on the weekly readings. Each group will turn in written responses to assigned questions. Students must be present to receive credit.
E. Classroom participation. This may include Discussion Board assignments through email.
F. Completion of two Article Summaries/Reflections – Two article summaries
are required and should be 2 pages in length. Due dates may be found in the Tentative Course Schedule. Each article should be recent (within the last 3 to 5 years) and related to classroom management issues or school-wide discipline or legal issues.
G. Completion of the Midterm and Final.
Student Learning Outcomes: By the conclusion of the
course, successful students will be able to:
1. Articulate a philosophy of positive classroom management that fosters the development of all students.
2. Demonstrate various classroom management techniques that are necessary for running a well-managed elementary/secondary classroom as described in the TExES.
3. Apply principles of teaching and learning from prior education classes to then Elementary/Secondary Pedagogy and Professional Responsibilities portion of the TExES.
4. Demonstrate knowledge of the educational philosophy behind the Elementary/Secondary Professional Responsibilities.
ACADEMIC HONESTY:
Wayland students are expected to conduct themselves according to the highest standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as possession of examinations or examination materials, forgery, or plagiarism. Disciplinary action for academic misconduct is the responsibility of the faculty member assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty and with giving sanctions to any student involved. The faculty member involved will file a record of the offense and the punishment imposed with the dean of the division, campus dean, and the provost/academic vice president. Any student who has been penalized for academic dishonesty has the right to appeal the judgment or the penalty assessed.
Plagiarism
“Plagiarism — The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student.
1. When a student submits oral or written work for credit that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through use of quotation marks as well. By placing one’s name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. A student will avoid being charged with plagiarism if there is an acknowledgement of indebtedness.”
Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
Attendance Policy:
1. Campus Attendance Policy
The University expects students to make class attendance a priority. All absences must be explained to the instructor who will determine whether omitted work may be made up. When a student reaches the number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the dean at the campus where the course is offered. Any student who misses 25% or more of the regularly scheduled class meetings may receive a grade of “F” in the course. Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of the university’s attendance policy. A student may petition the Academic Council for exceptions to the above stated policies by filing a written request for an appeal to the provost/academic vice president.
Grading System:
A 90-100 Cr for Credit
B 80-89 NCR No Credit
C 70-79 I Incomplete*
D 60-69 W for withdrawal
F below 60 WP Withdrawal Passing
WF Withdrawal Failing X No grade given
A grade of “CR” indicates that credit in semester hours was
granted but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.
Course grading criteria:
(The grading criteria provided are a suggestion. Your own format may be utilized, but you MUST provide the criteria within the syllabus.)
|
|
Point value |
Points Earned |
|
Classroom Management/Discipline Model Presentation |
20 |
|
|
Field Experience Log |
10 |
|
|
Article Summaries/Reflections |
10 |
|
|
Class Participation |
10 |
|
|
Group Assignments |
10 |
|
|
Midterm |
20 |
|
|
Final |
20 |
|
|
Total Points
Possible for Course |
100 |
|
It is University policy that no otherwise qualified
person with disabilities be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or
activity in the University. Students
should inform the instructor of existing disabilities the first class meet
COURSE SCHEDULE:
|
Date |
Topics/ Activities/Assignments |
|
WEEK 1 |
Review Course Requirements; Section 1-Fred Jones; Educator Code of Conduct/Teachers Rights and Responsibilities; Presentation/Group Selections |
|
WEEK 2 |
Section 2-Fred Jones; Records and Parent Rights |
|
WEEK 3 |
Section 3-Fred Jones; Student Rights: Students Rights of Expression |
|
WEEK 4 |
Section 4-Fred Jones; Student Rights: School Prayer/Wearing of Religious Symbols/Equal Access/Religious Clubs; Article Summary/Reflection #1 Due |
|
WEEK 5 |
Student Presentations; Section 5-Fred Jones; Student Discipline: Due Process for Disciplinary Action and Special Education |
|
WEEK 6 |
Midterm Exam; Student Presentations |
|
WEEK 7 April 14, 15, 18 |
Student Presentations; Section 6-Fred Jones; Student Discipline: Student Removal from Class (by the teacher) , Placement Review Committee, and Suspension by Principal and Grounds for Expulsion |
|
WEEK 8 |
Field Experience Day |
|
WEEK 9 |
Student Presentations; Section 7-Fred Jones; Student Discipline: Student Search and Seizures; Field Experience Log Due; Article Summary/Reflection #2 Due |
|
WEEK 10 |
Student Presentations; Section 8-Fred Jones; Compulsory Attendance Requirements |
|
WEEK 11 |
Final Exam |
Class Policies:
All class meetings will contain lectures and class discussions. Student discussions and presentations are encouraged throughout the course. Academic honesty and integrity, both within the classroom and in the performance of assignments are assumed.
At a minimum, students will read assigned chapter(s) before class and be prepared to discuss their content with the class. Unexcused/uncoordinated late assignments will result in a loss of points.
Two examinations, group activities, and one presentation will be used to evaluate student progress. Missed examinations can be made up within one week of the scheduled date. However, the make-up exams will be more complex and in-depth.
Students are expected to attend all scheduled classes. If circumstances beyond the student’s control results in an absence, the matter should be discussed with the instructor beforehand. Students are encouraged to assist each other with access to class notes for missed classes.
Any student with a disabling condition who may require some special arrangement in order to meet course requirements should contact the instructor on the first day of class to make the necessary accommodations.
Classroom Management
Domain II: Creating a
positive, productive classroom environment
The
beginning teacher:
Competency
005: The teacher knows how to establish
a classroom climate that fosters learning, equity, and excellence and uses this
knowledge to create a physical and emotional environment that is safe and
productive.
5.1 Uses
knowledge of the unique characteristics and needs of middle-level students to
establish a positive, productive classroom environment (e.g., provides
opportunities to collaborate with peers, promotes students’ awareness of how
their actions and attitudes affect others, includes
kinesthetic experiences and active learning within a planned, structured
environment).
5.2 Establishes
a classroom climate that emphasizes collaboration and supportive interactions,
respect for diversity and individual differences, and active engagement in
learning by all students.
5.3 Analyzes
ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and
development.
5.4 Presents
instruction in ways that communicate the teacher’s enthusiasm for learning.
5.5 Uses a variety of means to convey high
expectations for all students.
5.6 Knows
characteristics of physical spaces that are safe and productive for
learning, recognizes the benefits and
limitations of various arrangements of furniture in the classroom, and applies strategies
for organizing the physical environment to ensure physical accessibility and
facilitate learning in various instructional contexts.
5.7 Creates
a safe, nurturing, and inclusive classroom environment that addresses students’
emotional needs and respects students’ rights and dignity.
Competency
006: The teacher understands strategies
for creating an organized and productive learning environment and for managing
student behavior.
6.1 Analyzes
the effects of classroom routines and procedures on student learning,
and knows how to establish and
implement routines and procedures to promote an organized and productive
learning environment.
6.4 Schedules
activities and manages time in ways that maximize student learning, including
using effective procedures to manage transition; to manage materials, supplies
and technology; and to coordinate the performance of non-instructional duties
(e.g., taking attendance) with instructional activities.
6.7 Applies
theories and techniques related to managing and monitoring student behavior.
6.8 Demonstrates
awareness of appropriate behavior standards and expectations for students at
various developmental levels.
6.9 Applies
effective procedures for managing student behavior and for promoting
appropriate behavior and ethical work habits
(e.g., academic integrity) in the classroom (e.g., communicating high and
realistic behavior expectations.