Spring Semester
EDCI3110- Classroom Management
January 16 - April 26, 2007
(Finals Week: April 27- May 3)

No children or unauthorized visitors may attend class!

Catalog Description
A course that covers multiple strategies for typical classroom problems as well as general ways to create a motivated and caring community of learners.

Expanded Description: This course is designed to afford students the opportunity to understand and cultivate the skills necessary to create learning communities that foster active problem solving and responsible action. The course will enable students to engage in the exploration of relevant theory and practice in the area of classroom management.

Pre-requisites: Admission to Teacher Education Required.
 You must also have a background check and purchase liability insurance from STEA by Sophomore year.

See Dr. Jackson in the Curriculum Lab in Clay, second floor or join online.

Required Text (s):
     Landau, B. (2004). The art of classroom management: Building equitable learning communities (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

 Click here for University Bookstore.

Field Experience: Students are required to complete a minimum of ten (10) to fifteen (15) activity hours of field experience in a school. Completion of the following is required. All schools will be assigned and students will be notified of beginning dates.
 *You are not able to do a field experience in the same school that your children attend.

  • Activity Log (each visit)
  • Observational Narrative Journal (reflect on each visit)
  • Observational Checklist (one at end of placement)
  • Outline of Classroom Management Strategies (one due at end of placement)

Professional Organization: The Student Tennessee Education Association (STEA) is a pre-approved organization for students who are preparing to be educators in any of the institutions of higher education in the state of Tennessee. STEA exists to help you make a smooth transition from the campus to the classroom. In addition to your education courses, STEA supplements your formal education to help you learn about salaries, contracts, competency testing, evaluations, disciplines, and certification requirements (just to name a few).

Many students join STEA for liability insurance; however there are a great deal of workshops and benefits offered to its members (classroom management, portfolio development, PRAXIS preparation, etc.)

Join STEA Online!

Course Proficiencies (Content Knowledge and Skills)

INTASC Principles:

(#5) The teachers uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

(#6) The teacher uses knowledge of effective verbal, nonverbal, and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge:

-Understanding of effective classroom organization and management 

-Explore problem-solving processes, and understand tools to build individual plans

-Conceptualize the impact schools can have on student behavior.

-Appreciate the relationship between various environmental factors in the classroom and students’ ability and motivation to learn.

-Understand the need for utilizing a variety of behavior change methods for assisting students in taking responsibility for their behavior.

-Understand relevant theory and practice in the area of classroom management.

-Appreciate how students’ cultural background may influence how they respond to teachers’ classroom management approaches.

-Understand the history of classroom management.

-Appreciate the factors that will influence teacher decisions regarding how to manage a classroom.

-Understand the importance of peer relationships in enhancing student motivation, positive behavior and reducing violence in schools.

 

Skills:

The students’ will…

 -be able to create positive interpersonal relationships in the classroom

-examine societal factors influencing students’ learning and behavior.

-develop an understanding of the theoretical perspectives regarding students’ basic psychological needs.

-analyze teacher behaviors and beliefs associated with higher student achievement and more positive, productive student behavior.

-develop the expertise necessary for using problem solving to minimize disruptive behavior.

-demonstrate a variety of behavior change methods for assisting students in taking responsibility for their behavior.

-create a learning community that fosters active problem solving and responsible action.

-exhibit characteristics of motivated problem solvers and active learners.

Notebook:
It is important that you keep course materials organized in a notebooks. Student should be able to retrieve assignments, notes, etc. throughout the semester. In addition, many materials may become artifacts for student portfolio. Thus, all work should be neat and reflect the professional expectations/dispositions of the College of Education.

Course Topics:

  1. Case Studies (10 studies X 25 points)                                                                    250 points

  2. Field Experience (10 activities w/ 1 checklist X 20 points)                                  220 points

  3. Test I                                                                                                                            050 points

  4. Midterm                                                                                                                       100 points

  5. Test II                                                                                                                           040 points

  6. Philosophy of Classroom Management                                                                 100 points

  7. Classroom Handbook                                                                                               140 points

  8. Final Exam                                                                                                                   100 points

 

                                                                                         TOTAL POINTS:                        1000 points

                Grading Scale:

Points
1000-900 -- A
899-800 -- B
799-700 -- C
699-600 -- D
599-below -- F

Portfolio Entries:

  1. Statement of Classroom Management Position

  2. Classroom Management Handbook

  3. Sample journal entries that exhibit candidate's ability to reflect on their students' and their own performance

  4. Documentation of ability to create and maintain positive learning environment.

Makeup Exams: Make-Up exams will be given only if a) the student is out of town on university sanctioned activities (e.g. in the case of student activities) or b) the student provides a valid university approved medical excuse (student should be prepared to show documentation). All makeup exams must take place within 72 hours (3 days) of the missed exam.

Expectation:

 Reading and writing assignments and group interaction as well as individual contributions are required. If you are absent for a “group” project, you will negatively affect the learning process for the other students.

In a college environment, students should expect to spend one to three hours out of class for every hour they are in class. Some students will need to spend many more hours than others searching, reading and evaluating books and other reading activities as well as all writing all the assignments.

Students must print and keep copies of all assignments they submit. They should never give me their only copies. Turning an assignment in on time does not mean coming to class with the unprinted version on a diskette. Students should save all graded/commented on work they receive back from me. I do make efforts to keep accurate records of assignments turned in and grades received, but mistakes can happen.

The students and the instructor will treat all individuals with respect. Disruptive, rude, or hostile behavior undermines the class experience for everyone in the class and will be grounds for failure. Each student has expectations for his or her own learning and success in the course. No one should be confronted with unacceptable classroom demeanor. Please consult the RRCC Handbook and Calendar for FERPA, Student Code of Conduct, and Student Rights and Responsibilities.

Participation:
Being prepared for and attending scheduled class meetings is the responsibility of each student. There are also legal ramifications regarding attendance for students who are receiving financial aid. Any student who does not have an excused absence will have a reduction in grade according to the following scale:

     1st unexcused absence- minus 10 points
     2nd unexcused absence- minus an additional 10 points
     3rd unexcused absence- minus an additional 30 points (total possible points lost- 50 points)

*Students who arrive to class 10 minutes late (or later) will be deducted three points. Total tardy deductions will occur at the end of the semester.

Feedback:
Student input is always welcome. New ideas that are relevant to the course should be presented to the professor. If you know of others who might be able to come and share some insights with the class please contact the professor. Questions are welcomed and encouraged. Don't wait to the end of class or semester to let the instructor know of a problem or issue you are having. Feedback given during the class will in no way affect a student's grade.

Students with Disabilities: The Teaching and Learning Department, in conjunction with the Office of Disabled Student Services, make reasonable accommodation for qualified students medically documented disabilities. If you need an accommodation, please contact Dan Steely of TSU's Disabled Student Services Office at 963-7400 (phone) or 963-5051 (fax), preferably by the second week of the semester.

Plagiarism

All writing you submit in this course must be your own original work. If you borrow ideas from books, journals, magazines, or newspapers, you must give credit to the original source. Please ask me how to document our two textbooks using the MLA format correctly. Plagiarism could result in an F in the Course.

Suggested Readings:

Arnold, H. (2000). Succeeding in the secondary classroom: Strategies for middle and high school teachers. Thousand Oaks, CA: Corwin Press.

Boucher, C. R. (1999). Students in discord: Adolescents with emotional and behavioral disorders. CT: Greenwood Press.

Burden, P. R. (2000). Powerful classroom management strategies: Motivating students to learn. Thousand Oaks, CA: Corwin Press.

Charles, C. M. (2001).  Building classroom discipline. New York, NY: Longman.

Danforth, S. & Boyle, J. R. (2000). Cases in behavior management. Upper Saddle River, NJ: Prentice-Hall.

Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management: For elementary teachers (6th ed.). Boston, MA: Allyn and Bacon

Fine, E., Lacey, A. & Baer, J. (1995). Children as peacemakers. Portsmouth, NH: Heinemann.

Gootman, M. E. (2000). The caring teacher’s guide to discipline: Helping young students learn self-control, responsibility, and respect (2nd ed.).
             Thousand Oaks, CA: Corwin Press.

Johns, B. & Carr, V. (1995). Techniques for managing verbally and physically aggressive students. Denver, CO: Love.

Jones, V. F. & Jones, L. S. (2001).  Comprehensive classroom management: Creating communities of support and solving problems. (6th ed.). Boston, MA:
            Allyn and Bacon

Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and
           Curriculum Development.

Noddings, N. (1992). The Challenge to care in schools. New York, NY: Teacher College Press.

Tharp, R. G., Estrada, P., Dalton, S. S. & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO:
            Westview Press.

Wong, H.K. & Wong, R.T. (1998). How to be an effective teachers: The first days of school. Harry K. Wong Publications, Inc.