Education 344
Wednesday 7-10 PM
ERWIN 102
Spring 2012
Class Syllabus
I. Course Description:
This course investigates various approaches to classroom organization and instruction; strategies to promote appropriate behavior and to prevent, modify, and extinguish inappropriate or disruptive behavior; strategies for accommodating the diversity among students; and strategies for working with parents.
It is recommended that this course be taken the semester before student teaching.
II. Instructor information:
| A. Instructor(s): | Dr. Bill Bauer |
| B. Telephone: | 376-4768 |
| C. Email | |
| D. Office | Erwin 302. Office hours: posted, but generally teaches graduate courses in the evening |
III. Materials and supplies:
A. Behavior Management: Positive Application for Teachers by Thomas J. Zirpoli (Prentice Hall 6th edition)
B. Classroom Managment for All Teachers by Cipani (Prentice Hall 3rd edition) Not recommended but a great resource.
IV. Goal of the course: The general goal of Education 344/644 is to prepare students for their student teaching experience by assisting them in establishing an effective “teacher persona” that reflects their individual personalities, teaching styles, and classroom management styles as well as the current realities of teaching. Students will develop their own classroom and behavior management program.
V. Course Objectives:
| By the end of the course, the students will be able to: | Conceptual Framework | Praxis Domains | INTASC Principles | Means of Assessment |
| 1. Demonstrate their knowledge of various theories and approaches to classroom and behavior management, and the impact of each one on students and other clients, e.g. parents, colleagues, supervisors | I, II, III, IV | B, D | 1, 2 | Class discussions Case studies Test |
| 2. Demonstrate their knowledge of the physical (including medical), social, emotional, and cognitive needs of students and the effects of these needs on behavior in school | I, II, III | A, B | 2, 3, 8 | Class discussions Case studies Test |
| 3. Construct a student database and a grade book using Microsoft Excel (or similar spreadsheet application), | III, IV, VI | C | 6, 8 | Database/ Grade book |
| 4. Communicate effectively with students and parents to maximize student achievement and minimize inappropriate behavior |
I, III, IV, V |
B, C, D |
6,10 |
Parent survey Case studies |
| 5. View issues of management and discipline from multiple perspectives, e.g. teacher, student, parent, administrator, in order to effectively resolve conflicts | II, III, IV, V | B | 3, 5, 6, 7,10 | Case studies Responses to guest speaker |
| 6. Facilitate student learning and appropriate behavior in the classroom through the use of motivational, instructional, organizational, and procedural techniques | I, II, III, IV | A, B, C | 3, 4, 5, 6, 7, 8, 9 | Class discussions Case studies |
| 7. Synthesize the knowledge and insights gained from the readings, discussions, and class activities into a management / discipline plan that reflects each student’s personality, teaching style, and philosophy | All components | B, C, D | All principles | Management / discipline plan |
VI. Professional Dispositions Addressed in this Course:
A. Withitness
B. Patience, perseverance, and reflection
C. Tactfulness
D. Willingness to provide and accept constructive feedback
E. A sense of efficacy as a change agent in the behavior and achievement of students
VII.
Technology
Components:
A. Video presentations
B. Use of Excel to construct a student database and a grade book
C. Use of email to communicate with the instructor and/or other students
D. On-line response to Portrait of a Teacher Survey
VIII.
Diversity:
A. Deliberate attention in the management / discipline plan to students’ different learning styles, different cognitive, social, and emotional needs, and different backgrounds, as they impact the children’s behavior in the classroom.
B. Dr. Bauer will:
1. Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.
2. Make a special effort to emphasize diverse mentors in the teaching field.
3. Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
4. Use a variety of teaching styles (modes) to address a diverse classroom.
5. Encourage teams or groups within the classroom that foster mutual respect and cooperation.
6. Special attention will be made to Chapter 5 of the text that deals with Multiculturalism in the classroom
7. Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.
IX.
Attendance
Policy:
A. Attendance at all class sessions is expected. Inform the instructor if you know you will be absent. Only absences for documented medical reasons or family emergencies are excused. Four unexcused absences will reduce your final grade by one letter and will result in a Red Flag Warning being placed in your file.
B. Tardiness to class shows a lack of courtesy to the instructor and your classmates. Please be on time to class or advise the instructor in advance if you know you will miss a portion of the class.
X. Special requirements and procedures:
A. All students should participate in class discussions and activities.
B. All assignments should be handed in on time.
C.
All written work must be typed (APA format) and
free of errors in mechanics, usage, grammar, and spelling (MUGS). Points will be deducted for such errors, so
proofread you work carefully before you turn it in. APA assistance is offered at the
D. If students miss a quiz or test, they will not be able to make it up other than for reasons stated in Section IX above.
XI.
Special
Needs/Accommodations Policy: Any student
needing accommodations due to a documented disability should notify the instructor
AND the
XII.
Academic
Integrity Policy: Any form of academic
dishonesty, including cheating and plagiarism, will be recorded on the student’s
permanent file. Breaches of academic integrity will be dealt with severely; at
the least you will fail the assignment and could even fail the course. Refer to
the
| In-class activities / assignments/participation | 75 points |
| Tests | Mid-term 100 Final 200 (Quizzes to be determined on the number of questions asked) |
| Analyses of case studies | 20 a piece/use case study rubric |
| Functional Behavior Assessment/Behavior Intervention Plan | 75 points |
| Individual Classroom Management / Discipline plan | 75 points |
Classroom/Behavior management Portfolio |
100 points |
XIV. Grading Scale: The grades in this class are based on percentages. In this way, students will know how close they are to moving up a grade or slipping down a grade. Percentage points are absolute and non-negotiable.
| 97 – 100 = A+ | 87 – 89 = B+ | 77 – 79 = C+ | 67 – 69 = D+ |
| 93 – 96 = A | 83 – 86 = B | 73 – 76 = C | 63 – 66 = D |
| 90 – 92 = A- | 80 – 82 + B- | 70 – 72 = C- | 60 – 62 = D- |
| | | | Below 60 = F |
Analysis of Written Case Studies
The
objective of this assignment is for students to take a critical look at various
teaching situations, as presented in a written case study, and assess the effectiveness
of the teacher’s response to the situation according to certain criteria.
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1.
You will read the following
scenario of a teacher who is experiencing some difficulty in classroom management.
As you read, highlight pertinent details of the case study and write comment. Pay attention to what the teacher and students do
and say.
2.
Interpret the data so that
you fully understand the classroom management “issue” presented in the case study.
The instructor may ask you to interpret the data from different perspectives.
3.
Analyze the teacher’s classroom
management skills according to certain criteria, e.g. theoretical bases or use
of room arrangement to foster learning.
4.
Explain how and why you would
respond to the situation or deal with the issue.
The
objective of this assignment is for students to recognize and appreciate parents’
perspective of children’s discipline problems in and out of school.
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Students in Education 240 will participate in a symposium on discipline.
The panel will consist of parents of a) students who are academically and socially
successful in school, b) students who have been unsuccessful in school, c) students
who have exhibited discipline problems in the past but have learned to modify
their behavior, and d) students who continue to have discipline problems inside
and outside of school. The parents will discuss their ways of dealing with the
behavior problem at home and their interaction with school personnel.
Prepare for the symposium by creating 2 or 3 thoughtful,
respectful questions that will stimulate discussion and further your understanding
of the complexity of discipline issues in school. You may work individually or
with a partner in the same grade level (
Submit
the questions to the instructor via email or place a copy in the instructor’s
mailbox the day before the symposium. The instructor will eliminate repetitious
questions and collate them into a manageable list for the panel to respond to.
Participate in the symposium by listening attentively,
responding to comments from the panel, and asking relevant questions. What you
learn from these parents will help you to establish a positive working relationship
with parents of your own students
The
objective of this activity is to provide students the opportunity to view classroom
management from the principal’s perspective.
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During
a class time, students will be grouped according to the level they intend to teach
(Early Childhood, Middle School, and High School). In a separate meeting place,
each group will meet with one or more principals at the corresponding level. You may use any principal in the Washington County area.
Principal(s) should discuss what management skills they look for in a teacher and how new teachers
can develop or enhance those skills. Students will prepare questions in advance
and participate in the discussion with the principals and other students.
Following
the dialogue session, students will write a 1-2 page paper in which they react
to the principals’ visit and reflect on ideas and information from the meeting
that have particular significance for them as future teachers. Guidelines for
the reaction paper will be provided.
The
objective of this activity is to help students develop a discipline plan that
they would feel comfortable with and competent enforcing during student teaching
and as a new teacher.
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As
part of your overall classroom management plan, you must include a discipline
plan that addresses the variety of inappropriate or unacceptable student behaviors
and methods of responding to such behaviors, both prevention and intervention.
This assignment will be the first step in creating such a discipline plan.
First,
study the chart of discipline models and highlight those features that are consistent
with your personality, teaching style, and current philosophy of education.
Second, read the information regarding the Jones model (choice theory)
and discuss with your classmates any other discipline model you may be familiar
with through your various field experiences, e.g. the Baldridge
Plan. Third, research other discipline models in professional journals and on
the Internet. (The instructor will suggest some websites to get you started.)
Note the features from these models that are also consistent with your personality,
teaching style, and current philosophy of education.
Be sure to cite any sources you used in your research.
Formulate
an individual discipline plan that includes 1) types of discipline problems you
anticipate at your level of teaching, 2) student behaviors that will be of particular
concern to you, and 3) methods you will use to deal with the discipline problems.
Assess
each other’s discipline plan using the rubric provided by the instructor.
Based on your partner’s feedback, revise your discipline plan, if
you feel it is prudent to do so. The revised version will become part of your
final Classroom Management Plan.
The
objective of this assignment is to create a classroom management plan that incorporates
important features of organization and discipline and that is compatible with
the teacher’s personality, teaching style, and philosophy of education.
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The Classroom Management Plan is the culmination of this course and should reflect your individual personality, teaching style, and philosophy of education. All the components of the Management Plan have been addressed throughout the course; now it is time to synthesize the knowledge and insights gained from the readings, discussions, and class activities into a workable plan, to refine your goals and expectations as a new teacher; and to assess your current and potential skills as a classroom manager.
The
Classroom Management Plan will consist of the following sections:
I.
Analysis of personality traits, attitudes, experiences, and biases that
helped shape your philosophy of education and your teaching style.
II.
Classroom Preparation:
A. A description of and rationale for the climate
you intend to create and nurture in your classroom
B. A description of and rationale
for the logistics of the classroom - seating arrangement, furniture arrangement,
storage of materials, use of wall space, control of environmental factors, etc.
III.
Classroom Rules and Procedures
A. Rules as they would be written
on a poster board and displayed in the classroom
B. Procedures as they would be
explained to and practiced by the students
IV.
Discipline Plan
A. Prevention strategies:
1.
Communication strategies to
maximize learning and minimize student misbehavior
2.
Motivational strategies to
maximize learning and minimize student misbehavior
3.
Instructional strategies to
maximize learning and minimize student misbehavior
B. Intervention strategies
1.
Modifying mild or moderate
misbehaviors
2.
Interfering with disruptive
behaviors
3.
Intervening with more severe
discipline problems
V.
Individual conference with the instructor
| Date | Topic to be Addressed |
| Assignments Due |
Powerpoints/Quizzes |
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The First Day of Teaching.... The Rest of the Year.... Student Role play.. and Forms introduction.... Board Game/Rubrics | | |
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1. http://www.teach-nology.com/web_tools/rubrics/behavior/ 2.http://www.myteacherpages.com/webpages/MEmery/index.cfm?subpage=371145 3.http://rubistar.4teachers.org/index.php 4. http://landmark-project.com/rubric_builder/index.php?mode=signout (make your own rubric) (MAKING YOUR OWN BEHAVIOR RUBRIC)
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Bring your laptop tonight PowerPoint |
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PowerPoint |
| March 21 | Functional and Curriculum Based assessments |
Chapter 9 | Case Study 3 due | PowerPoint |
| March 28 | Positive Behavioral Supports: Reinforcement Strategies | Chapter 10 | PowerPoint | |
| April 4 | Cognitive Behavior Modification |
Chapter 11 | PowerPoint | |
| April 11 | Schoolwide Strategies for Positive Behvioral Supports | Chapter 12 | PowerPoint |
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| April 18 | Individual Strategies for Positive Behavior Supports April 18th Presentations- April 25th Presentations- |
Chapter 13 | Case Study 4 due Portfolio Due on APRIL 18th |
PowerPoint |
| April 25th | Strategies for Special Behavior Challenges
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Chapter 14 | PowerPoint | |
| Demonstration Classroom Behavioral Plan- and Portfolio | ||||
| April 30-May 4 | Finals Week (May 2nd at 7 p.m. | Final Exam |