Marietta College Education Department - Educators as Leaders for 21st Century Schools

 

 

Classroom Management Strategies for Mild/ Moderate

Education 644

 

Instructor: Dr. William M. Bauer, CRC  (or adjunct)     Contact Information: 376-4768

 

Course Description: Focuses on positive behavioral supports, practices, and strategies for children, youth and young adults with mild/moderate disabilities. Included in this course are effective practices for monitoring, assessing, evaluating, managing, structuring, and promoting appropriate social interactions of learners with high incidence disabilities.

 

Required Texts/Readings:

Managing Disruptive Behaviors in the Schools: A School-wide, Classroom, and Individualized Social Learning Approach

View Larger Cover Image

Ronald C. Martella, Eastern Washington University
J. Ron Nelson, University of Nebraska Lincoln
Nancy E. Marchand-Martella, Eastern Washington University

ALlyn and Bacon 2004

May be Purchased from the Marietta College Bookstore

 

 

 

 

 

 

 

Course Objectives

 

Evidence of Documentation

Teacher as Leader

Framework

Component

 

Praxis III Domains  

CEC/ NCATE

 

Identify and summarize a variety of philosophies and approaches to classroom management for students with mild/moderate disabilities.

Examinations

Research Paper Rubric

I,II

A

1,2

Articulate a personal philosophy of classroom management and describe the implications of that philosophy on classroom practice for students with mild/moderate disabilities.

Reflection and Philosophy Statement

I,III

A,B

1

Enumerate various techniques, practices and routines for minimizing problematic behavior and maximizing pro-social behavior in the classroom for students with mild/moderate disabilities.

Positive Behavior Management Plan

I,III,IV

C

2,4,5

Describe effective forms of conflict resolution when dealing with students with mild/moderate disabilities.

Case Study Rubric

IV

C

5

Identify community and national resources available to teachers for promoting pro-social behavior across settings for students with mild/moderate disabilities.

Case Study Rubric

Examinations

V

D

10

 

 

 

 

 

 

Marietta College Education Program Dispositions Addressed in this Course

 

The student will:

  1. Demonstrate responsible and ethical professional behavior.
  2. Respect cultural diversity.
  3. Appreciate diversity in student backgrounds, experiences, and abilities.
  4. Exhibit a belief that students can learn and perform in the world of work.
  5. Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.
  6. Appreciate the role of families in facilitating student learning.
  7. Exhibit a willingness to try new methods and technologies to enhance student learning.
  8. Exhibit a positive attitude toward learning as an ongoing life-enriching process.
  9. Demonstrate a willingness to assume leadership roles in the college and P-12 classroom.

 

 

 

Technology Components:

1. Perform a PowerPoint presentation on an individual project

2.  Identify technologies and assistive technologies and lack of technologies used        in mild/moderate educational settings.

3.  Use World Wide Web in identifying resources utilized mild/moderate educational issues.

 

 

 

 

 

 

Diversity/Multiculturalism: 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.

  1. Make a special effort to invite diverse mentors in the teaching field.
  2. Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
  3. Use a variety of teaching styles (modes) to address a diverse classroom.
  4. Encourage teams or groups within the classroom that foster mutual respect and cooperation.
  5. Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.

7  .Experience post positivist primary theoretical orientation: humanistic/existential      

    theorist focusing on affective rather than cognitive or behavioral domains with an

          emphasis on the subjective and personal aspects of humankind

8. Will invite teachers of children with specific behavioral issues to lecture to the class.

9. Will invite a Behavioral Specialist to the class to talk about difference in behavioral “norms” of people with disabilities and cultures.

 

 

 

Attendance Policy:

As a Master’s level course, you will be asked to actively participate in class discussions, offer insight and reflect.  Master’s students will also be asked to compare and contrast different theories and or techniques.  10 points will be deducted from this section for every missed class.  For example, 10 x 15 (weeks) = 150 points.  Also, students must attend focus groups while studying abroad those dates will be announced at the trip pre-meeting.

 

 

 

 

 

 

 

 

 

Special Needs/Accommodation Policy:

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the

ARC staff to verify your eligibility for any accommodation and for academic assistance

 

 

Policy on Cheating and Plagiarism:

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College"  Academic dishonesty in a Master’s degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Graduate Programs, 2003-2004 Catalog,   p. 34).

 

 

Grading:

Grades will be based on mastery of the course objectives as demonstrated by the completion of all course requirements/assignments. Late assignments will not be accepted.

 

 

Grading:

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+         83% - 86% B               70% - 72% C-

93% - 96%    A           80% - 82% B-             67% - 69% D+

90% - 92%    A-          77% - 79% C+                        63% - 66% D

87% - 89%    B+         73% - 76% C              60% - 62% D-

                                                                        Below 60% F

 

 

 

Class Schedule: To be Announced

 

Date

           Topic to be Addressed          

         Readings         

       Assignments Due