FLORIDA STATE COLLEGE AT JACKSONVILLE
COLLEGE CREDIT COURSE OUTLINE
COURSE NUMBER:
EDG 4410
COURSE TITLE:
Classroom Management/Child Guidance
PREREQUISITE(S):
EEC 1200 and EEC 1202
COREQUISITE(S):
None
STUDENT ADVISING NOTES:
Junior Level Status
CREDIT HOURS:
3
CONTACT HOURS/WEEK:
3
CONTACT HOUR BREAKDOWN:
Lecture/Discussion:
3
Laboratory:
Other/Field:
FACULTY WORKLOAD POINTS:
3
STANDARDIZED CLASS SIZE
ALLOCATION:
35
CATALOG COURSE DESCRIPTION:
Students develop skills and competencies needed for classroom management and guidance of young children,
the ability to communicate expectations for behaviors to children, parents, and others in the school community.
This course addresses methods and strategies to assist young children in developing pro-social skills in a
developmentally appropriate program that create a positive and caring environment for young children. Field
experience required (minimum of 6 20 contact hours).
SUGGESTED TEXT(S): (Continued)
Fields, M., Perry, N., & Fields, D. (2010) Constructive
Guidance and Discipline (5th ed.), Boston, MA: Pearson.
Merrill.
Wood, C. (2007). Yardsticks: Children in the Classroom
Ages 4-14. Turners Falls, MA: NEFC.
IMPLEMENTATION DATE:
Fall Term 2009 (20101)
REVIEW OR MODIFICATION DATE:
Spring Term 2013 (20132) – Proposal 2012-103
Fall Term 2015 (20161) – Outline Review 14-15
1
COURSE TOPICS
I.
Theories Related to Child Guidance
A.
B.
C.
D.
E.
II.
9
Guidance techniques to use with different age children based
on developmental needs and abilities
Positive interactions and supportive relationships with children
at different stages of development
Positive and negative forms of guidance
Reporting suspected abuse and neglect
Summarizing children’s social development
Appropriate Guidance
A.
B.
C.
D.
E.
F.
III.
CONTACT HOURS
PER TOPIC
12
Development of self-concept and self-esteem
Process of emerging self-discipline
Positive social behaviors that should be encouraged
How positive guidance promotes growth and development
Development of moral competence in children
Indirect guidance techniques in classroom management
Importance of Families and Culture
12
A. Anti-bias curriculum goals
B. How cultural differences affect guidance
C. Role of culture in children’s interactions and responses to conflict
D. Importance of working with parents to solve guidance issues
E. Family issues that influence children’s behaviors (coping with stressful situations)
IV.
Principals of Elementary Classroom Management
12
A. Classroom organization: Planning and conducting instruction
B. Teacher’s guidelines and learning principles
C. Issues of time management
D. Characteristics of the classroom: Developing classroom rules
E. Communicating goals and creating behavioral objectives
F. Reducing inappropriate behavior: Increasing appropriate behavior
2
Florida State College at Jacksonville
Course Learning Outcomes and Assessment
SECTION 1
Semester Credit Hours (Credit):
Contact Hours (Workforce)
Classroom Management/Child Guidance
Course Prefix and Number:
EDG 4410
Course Title:
3
SECTION 2a (To be completed for General Education courses only.)
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
General Education Core (If selected, core discipline area will be identified in Section 4.)
General Education (If selected, you must also complete Section 4, Section 5, and Section 8)
SECTION 2b
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
A.A. Elective
A.S. Required Course
A.S. Professional Elective
A.A.S. Required Course
A.A.S. Professional Elective
Technical Certificate
PSAV/Clock Hour/Workforce
Development Education
Apprenticeship
X
Upper Division/Bachelors
Other:
If selected, use this space to title “other” option.
SECTION 3
INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)
X
Reading
X
Speaking
X
Critical Analysis
X
Writing
X
Listening
X
Information
Literacy
Qualitative Skills
X
Ethical Judgement
X
Scientific Method of
Inquiry
Working
Collaboratively
SECTION 4 (To be completed for General Education courses only.)
GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)
Communications
Humanities
Mathematics
Social and Behavioral Sciences
Natural Sciences
SECTION 5 (To be completed for General Education courses only.)
GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
Communication
Critical Thinking
Information Literacy
Scientific and Quantitative Reasoning
Global Sociocultural Responsibility
SECTION 6
LEARNING OUTCOMES
Develops learning experiences that require
students to demonstrate a variety of applicable
skills and competencies. (Florida Educator
Accomplished Practices – a. 1. F.)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
SECTION 6 (Continued)
3
LEARNING OUTCOMES
Organizes, allocates, and manages the
resources of time, space, and attention (Florida
Educator Accomplished Practices – a. 2. a.)
Manages individual and class behaviors through
a well-planned management system (Florida
Educator Accomplished Practices – a. 2. b)
Conveys high expectations to all students
(Florida Educator Accomplished Practices – a.
2. c)
Models clear, acceptable oral and written
communication skills (Florida Educator
Accomplished Practices – a. 2. e.)
Relate and integrate the subject matter with
other disciplines and life experiences
(Florida Educator Accomplished Practices – a.
3. e.)
Employ higher-order questioning techniques
(Florida Educator Accomplished Practices – a.
3. f)
Apply varied instructional strategies and
resources, including appropriate technology, to
provide comprehensible instruction, and to
teach for student understanding (Florida
Educator Accomplished Practices – a. 3. g.)
Designs purposeful professional goals to
strengthen the effectiveness of instruction
based on students’ needs (Florida Educator
Accomplished Practices – b.1.a.)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
Course
Course
Course
Course
Course
Course
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
SECTION 6 (Continued)
4
LEARNING OUTCOMES
Examines and uses data-informed research to
improve instruction and student achievement
(Florida Educator Accomplished Practices –
b.1.b)
Uses a variety of data, independently, and in
collaboration with colleagues, to evaluate
learning outcomes, adjust planning and
continuously improve the effectiveness of the
lessons (Florida Educator Accomplished
Practices – b.1.c.)
Collaborates with the home, school and larger
communities to foster communication and to
support student learning and continuous
improvement (Florida Educator Accomplished
Practices – b.1.d.)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
Course
Course
Engages in targeted professional growth
opportunities and reflective practices (Florida
Educator Accomplished Practices – b.1.e.)
Course
Implements knowledge and skills learned in
professional development in the teaching and
learning process. (Florida Educator
Accomplished Practices – b.1.f)
Course
Understanding that educators are held to a high
moral standard in a community, the effective
educator adheres to the Code of Ethics and the
Principles of Professional Conduct of the
Education Profession of Florida, pursuant to
Rules 6B-1.001 and 6B-1.006, F.A.C., and
fulfills the expected obligations to students, the
public and the education profession. (Florida
Educator Accomplished Practices – b. 2.)
Identify theorists, theories, and benchmarks in
the fields of early childhood education and their
implications for the classroom teacher of young
children. (Florida Pre-K/Primary Subject Area
Competencies and Skills – 2.1)
Demonstrate knowledge of current issues,
trends, and educational innovations and
legislation relating to the field of early childhood
education. (Florida Pre-K/Primary Subject Area
Competencies and Skills – 3.3)
Apply developmentally appropriate positive
strategies for guiding children's behavior and
responding to challenging behaviors. (Florida
Pre-K/Primary Subject Area Competencies and
Skills – 9.2)
Course
Course
Course
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
5
SECTION 6 (Continued)
LEARNING OUTCOMES
Identify learning opportunities for promoting
children's positive self- concept, self-esteem,
and prosocial and social-emotional
development through interaction with peers and
familiar adults. (Florida Pre-K/Primary Subject
Area Competencies and Skills – 9.3)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
Identify developmentally appropriate conflict
resolution strategies and guidelines for
implementation. (Florida Pre-K/Primary Subject
Area Competencies and Skills – 9.4)
Course
Identify appropriate strategies for teaching
character development to young children.
(Florida Pre-K/Primary Subject Area
Competencies and Skills – 9.5)
Course
Identify the roles of early childhood
professionals in collaboration with other
professionals in helping children and their
families cope with stressors. . (Florida PreK/Primary Subject Area Competencies and
Skills – 9.6)
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
SECTION 7
Faculty name(s):
Kathlene Holmes
Date:
4/23/12
CS20150615
6