ECED 3271
CLASSROOM MANAGEMENT
3 Semester Hours
Semester/Year: Fall, 2002
Instructor: Dr. Maxine C. Newsome
Office
Location: 238 Education Annex
Office Hours: Mondays,
3:30-5:30; Wednesdays 1:30-3:30; others by appointment
Telephone: (770) 838-3114
E-mail: mnewsome@westga.edu
Fax: (770) 836-4612
COURSE
DESCRIPTION
Prerequisite: Admission to Teacher Education. Must be taken
concurrently with CEPD 4101, Math 3703, PHED 4650, READ 3251, READ 3262.
Students will examine and observe theoretical constructs of
classroom management for children in PreK through fifth grade. Students will also develop practice skills
during a field based experience to manage children, resources, instruction, curriculum,
and facilities so to provide effective and meaningful learning.
The
conceptual framework of the College of Education at UWG forms the basis on
which programs, courses, experiences, and outcomes are created. By incorporating the theme ”Developing
Educators for School Improvement”, the College assumes responsibility for
preparing educators who can positively influence school improvement through
altering classrooms, schools, and school systems (transformational systemic
change). Ten descriptors (decision
makers, leaders, lifelong learners, adaptive, collaborative, culturally
sensitive, empathetic, knowledgeable, proactive, and reflective) are integral
components of the conceptual framework and provide the basis for developing
educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions
(NBPTS), and standards (Learned Societies) also are incorporated as criteria
against which candidates are measured.
The
mission of the College of Education is to develop educators who are prepared to
function effectively in diverse educational settings with competencies that are
instrumental to planning, implementing, assessing, and re-evaluating existing
or proposed practices. This course’s
objectives are related directly to the conceptual framework and appropriate
descriptors, principles, or propositions, and Learned Society standards are
identified for each objective. Class
activities and assessments that align with course objectives, course content,
and the conceptual framework are identified in a separate section of the course
syllabus.
COURSE OBJECTIVES
Students will:
1. describe and define the role of classroom teacher as decision maker and reflective thinker to facilitate learning in the classroom (Froyen & Iverson, 1999)
(D3
Lifelong Learners, D8 Knowledgeable, D9 Proactive, D10 Reflective; INTASC 4,
9; NBPTS 1, 2,3,4,5);
2 demonstrate
the ability to set criteria that will meet the needs of children in a
pluralistic classroom (Jones & Jones, 1998; Schwartz & Pollishuke,
1991)
(D4
Adaptive, D7 Empathetic; INTASC 3; NBPTS 1,2);
3 define and develop steps in how to manage curriculum, instruction, facilities, resources and children (Zabel & Zabel, 1996; Cipani, 1998)
(D2
Leaders, D5 Collaborative, D6 Culturally Sensitive, D8 Knowledgeable, D9
Proactive; INTASC 5; NBPTS 1,2,3,4,5);
4 analyze and
prescribe classroom management strategies to solve problems embedded in case
studies (Silverman, Welty, & Lyons, 1996)
(D7
Empathetic, D8 Knowledgeable, INTASC 1;
NBPTS 1,2,3,4)
5 implement
classroom management techniques in a field-based setting. Refer to the Block I Field Experience
Packet.
(D2
Leaders, D3 Lifelong Learners, D5 Collaborative, D6 Culturally Sensitive, D9
Proactive; INTASC 10; NBPTS 1,2,3,4,5)
TEXTS, READINGS,
AND INSTRUCTIONAL RESOURCES
Required text: Evertson, C.M., Emmer, E.T.,
Clements, B.S., & Worsham, M.E.
(1997). Classroom management
for elementary teachers (4th ed.). Boston: Allyn &
Bacon.
Optional text: Wong,
H.K. & Wong, R.T. (1998). The first
days of school: How to be an
effective teacher (2nd
ed.). Sunnyvale, CA: Wong Publications.
References:
Cipani,
E. (1998). Classroom management for all teachers. New Jersey:
Prentice-Hall, Inc.
Coloroso,
B. (1994). Kids are worth it!
Toronto: Somerville House Publishing.
Cooper,
J.M. (ed.).Leighton, M.S., Martorella, P.H., Morine-Dershimer, G.G., Sadker,
D., Sadker, M., Shostak, R., TenBrink, T.D., & Weber, W.A. (1999). Classroom teaching skills (6th ed.). Boston:
Houghton Miffflin Company.
Cunningham,
P.M., & Allington, R.L. (1994). Classrooms that work: They can all read and
write. New York: Harper Collins College Publishers.
Dobson,
J. (1993). Classroom management:
The new dare to discipline.
Learning 21, 19.
Froyen,
L.A., & Iverson, A.M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd
ed.). New Jersey: Prentice-Hall, Inc.
Grant,
J. & Richardson, I. (eds.).
(1997). Teachers make the
difference (10th ed.).
Peterborough, NH: The Society
for Developmental Education.
Jones,
V.F., & Jones, L.S. (1998). Comprehensive classroom management: Creating communities of support and solving
problems (5th ed.).
Boston: Allyn and Bacon.
Kauffman,
J.M., Mostert, M.P., Trent, S.C., & Hallahan, D.P. (1998).
Managing classroom behavior:
A reflective case-based approach (2nd ed.). Boston:
Allyn & Bacon.
Orlich,
D.C., Harder, R.J., Callahan, R.C., & Gibson, H.W. (1998).
Teaching strategies: A guide
to better instruction (5th ed.). Boston: Houghton Mifflin
Company.
Rodd,
J. (1996). Understanding young children’s behavior: A guide for early childhood professionals. New York:
Teachers College Press.
Schwartz,
S., & Pollishuke, M. (1991). Creating the child-centered classroom. Katonah, New York: Richard C. Owen Publishers, Inc.
Silverman,
R., Welty, W.M., & Lyon, S. (1996). Case studies for teacher problem solving
(2nd ed.). New York: The McGraw-Hill Companies, Inc.
Wolfgang,
C.H. (1999). Solving discipline problems:
Methods and models for today’s teachers (4th ed.). Boston:
Allyn & Bacon.
Zabel,
R.H., & Zabel, M.K. (1996). Classroom management in context: Orchestrating positive learning
environments. Boston: Houghton Mifflin Company.
ASSIGNMENTS,
EVALUATION PROCEDURES, AND GRADING POLICY
Assignments:
Students are expected to:
Attend
all class sessions, be prepared, and participate actively in discussions and
class activities.. (Objective #4; knowledge, weekly quiz)
Compose a two-page paper that defines their personal
philosophy of classroom management.
(Objective #1; disposition; rubric)
Complete a performance project, which incorporates facts,
concepts, and applications from course readings and field experiences.
(Objective #4 and 5; knowledge, skills; checklist)
Develop a classroom management plan, which describes their
personal approach to applying the principles and concepts of the course in
their individual classrooms. (Objectives #2 and #3; knowledge, skills,
disposition; rubric)
Participate
in an assigned field experience placement.
Successful
completion of field experience is a minimum requirement for passing all methods
courses. If a student receives an
unsatisfactory in the field experience portion of the course, this will result
in an F grade for the entire methods course.
Evaluation
Procedures:
Each
requirement is assessed with 100 points.
Philosophy Paper 10%
Performance Project 15%
Participation/quizzes
15%
Management Plan 30%
Field Experience 30%
100-90 = A
89-80 = B
79-70 = C
69-65 = D
64-0
= F
Submission of Assignments:
All submitted assignments are to
be typed with double-spaced lines and in 10 or 12 point font. Specific criteria for each assignment are
described in separate handouts.
Professional
Behavior:
Throughout
the professional literature, it is documented that effective teachers are
knowledgeable, responsible, enthusiastic, energetic, interactive, cooperative,
attentive, participatory, and have a sense of efficacy. These same professional behaviors will be
expected of students enrolled in this course.
Week 1 Course Expectations, Overview of Content and Texts
Week 2 Teacher Effectiveness: The Research
Week
3 Developing
Rules, Procedures, and Routines
Week 4 Orchestrating an Organized,
Effective, Positive Learning Environment
Week 5 Teacher Expectations and Five Planning Formats
Week 6 Structuring and Implementing Effective Lessons
Week 7 Clarity, Timing, and Activity
Management
Week 8 Student
Attention and Interaction
Week 9 Mid-Course Summary, Review, and
Assessment
Week 10 Accommodating
Student Diversity
Week 11 Learning Arrangements and Resources
Week 12 Some Routine Practices to Aid
Student Learning
Week 13 Assuring Quality in Student Work
Week 14 Building Parent Understanding and
Support
Week 15 Student Behavior, Discipline, and
Punishment
Week 16
Final Course Summary, Review, and Assessment
Students are expected
to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or
purchases ghost-written papers or materials.
It occurs when a student utilizes the ideas of or information obtained
from another person without giving credit to that person. If plagiarism or another act of academic
dishonesty occurs, it will be dealt with in accordance with the academic
misconduct policy as stated in the Uncatalog, Undergraduate Catalog.