Wayland Baptist University
Virtual Campus
School of Education
University Mission: Wayland Baptist University exists to educate students in an
academically challenging, learning focused and distinctively Christian environment for
professional success and service to God and humankind.
Course Name: EDUC 5306 - VC 01 Classroom Management
Term: Summer 2012
Professor: Jim Todd, Ph.D.
Phone Office: 806- 291-1045
e-mail : toddj@wbu.edu
Phone Home: 806-296-0224
205 Van Howeling Education Building
Plainview, Texas
Class Meeting time and location: Virtual course through Blackboard and publisher’s
website for My Education Lab
Course Description:
Classroom Management – Investigation of the major theories of classroom management
and laws and administrative rules concerning student discipline and development of
proficiency in a model. Field based experience: 8 hours.
Prerequisites: Graduate standing
Course Text:
Textbooks
Charles, C.M., Building Classroom Discipline (2011), Allyn and Bacon, 10th edition,
New York, New York.
Essex, Nathan L. (2011) A Teacher’s Pocket Guide to School Law, Allyn and Bacon,
New York.
My Education Lab maybe purchased with the book or from Pearson Publishing
Course Outcomes
1.
2.
The teacher candidate given a classroom scenario will be able to utilize the
various models to determine the discipline strategy that is appropriate with the
situation and describe the course of action that should be taken.
The candidate will identify the guiding elements and principles of a discipline
management system (physical arrangements, limit setting, motivation system,
3.
4.
encouraging system and backup system) and utilize these elements in an
analysis of classroom discipline situations.
The candidate will understand the rights and responsibilities that he/she will
have as a teacher under the laws of the state and the nation.
The candidate develops his/her classroom management model that is derived
from the best of the models and is aligned with the campuses culture and
personality.
Course Outline and Objectives
Unit 1. Organizing a system of discipline that meets personal needs.
1.
The candidate will identify his/her philosophical position regarding the
teacher’s ideology and belief system pertaining to classroom management and
discipline. (self- profile for classroom management)
2.
The candidate will identify the strategies and techniques to keep discipline
encounters emotionally positive and that are fiscal and emotionally affordable.
3.
The candidate will build a classroom system of discipline utilizing the five
guiding principles.
4.
The candidate understands the various cultural, ethnic and socio-economic
groups and applies this knowledge in building and applying the discipline
management system.
5.
The candidate is aware of the various neurological-based behaviors and has
skills to identify each and knowledge of how to meet these students’ needs.
6.
Bridge builders to the twenty-first century key theorist of Redl and
Wattenberg, B.F.Skinner, William Glasser, Jacob Kounin, Haim Ginott,
Rudolf Dreikurs, Lee and Marlene Canter, Barbara Coloroso, and Alfie Kohn.
Unit 2. Outstanding Approaches to Classroom Discipline
1. Real Discipline describes an organized set of tactics that good teachers have
used to help students become well-mannered and self-directing.
2. The candidate will identify how Wong’s ideas and concepts can enhance the
teacher’s role and impact upon the public school students accepting
responsibility and reducing conflict.
3. Positive Classroom Management is built on theoretical underpinnings of Dr.
Fred Jones.
A. A relationship exists between the physical arrangement of the classroom
and student management.
B. Limit setting and defusing crisis are accomplished through the effective
use of body language.
C. Responsibility training is a process of developing cooperation and
motivation.
D. The backup-system is designed to make misbehavior futile.
4. Dr. William Glasser has identified seven deadly habits and seven connecting
habits of effective discipline.
A. Candidate will identify the basic needs of individuals and relate these to
classroom discipline.
B. Candidates will relate and identify how choice theory impacts classroom
discipline.
5. Dr. Spencer Kagan uses structure and teacher-student same-side collaboration
to establish discipline.
A. Identify the overarching strategies used in Win-Win Discipline that
enables students to work together to find solution to behavior concerns.
B. Discuss the seven student states of mind/body that lead to disruptive
behavior.
C. Discuss plans of action teacher’s use for interacting productively with
misbehaving students.
6. Marvin Marshall model establishes discipline by activating internal motivation
and raising student responsibility.
A. Identify ten practices that damage teaching and how they can be corrected.
B. Compare and contrast theory x and y.
D. Describe hierarchy of social responsibility and how it can be taught.
E. Discuss the 25 tactics teachers can use to stimulate students to behave
responsibly.
F. Describe how Marshall would intervene when students misbehave.
Unit 3 Additional strategies that might be used to enhance my personal system of
discipline.
1. Techniques used by top teachers to establish personal influence with students
who are difficult to manage.
2. Civility in the classroom and the role of restitution, moral intelligence in building
responsible behavior.
3. Strategies for increasing the levels of student involvement and energy through
activities that emphasize camaraderie and sense of purpose.
Unit 4. Designing one’s own model of discipline.
1. Personal system of discipline based on rubric.
2. Designing one’s own discipline model.
Unit 5. Understanding school law regarding the rights and responsibilities of teacher in
the management of students
A. The candidate will explain the legislation and laws impacting instruction and
curriculum standards.
B. The candidate will describe impact of laws on religion and the public schools.
C. The candidate will identify the impact of the law on the public school in regard to
freedom of expression, dress and appearance, corporal punishment and search and
seizure.
D. The candidate is able to explain the due processes in which students are entitled
and student safety.
E. The candidate is able to explain the laws regarding teacher liability and student
safety.
F. The candidate understands the implications of the laws regarding individuals with
disabilities.
Grading:
Tests (2)
Classroom Discipline Plan
BLOGS
Discussion Board
My Education Lab activities, simulations
and case studies
Field Experience journal
50%
20%
10%
15%
5%
You are to build a classroom discipline plan that corresponds to the rubric in chapter 1
and is elaborated on in chapter 16. The plan is to have at least five sections that
correspond to the rubric in the book. In building the model, it must match your
personality. You are to give credit to the theorist that you used in developing the
components of the model. A good classroom discipline plan will take from several of the
theorists. You are to fashion a plan that will meet your school culture as well as your
personality.
Law Review – You are to critique the key points of the chapter in your own words and
discuss what are the implications of the law.
My Education Lab - Applying the knowledge is critical. In My Education Lab you are
to do six activities, simulations or case studies. The syllabus identifies activities you are
to do. It is imperative that you use knowledge gained during the course in your response.
Field Experience -A minimum of 8 hours of field observations is required. Up to four
hours of time can be based on video observations through the publisher’s web site and/or
movies dealing with discipline and discipline management. A written critique is to be
turned in based on the video/s. An additional four hours is to be spent watching and
critiquing management of youth. This setting may be classroom observation, day care,
youth sports or church groups. The four hours needs to be with the same organization or
group. You are to relate your observation to the theories that have been studied during
the course.
Tentative Class Schedule:
Week 1 May 21 – 27, 2012
Overview of course syllabi
Discussion board #1 posting of who you are, what is your current responsibility in
education? What is your goal after obtaining this degree?
Reading: What is Discipline and how do I encourage productive efforts in my
classroom? (Chapter 1)
Take Classroom Discipline Inventory and analyze as to primary management style.
BLOG#1 as to your result and does it reflect your discipline personality and traits.
Discussion Board #1A Week 1 – Identify what you consider to be the big 5 of the 20
topics presented on pages18-20. Answer the questions in each of the 5 points you
selected and defend why these are the most significant 5 for you.
Guide for discussion board:
 You are expected to have one original post and to respond to at least 3 of
your peers. Your evaluation is to be substantive and show insight.
 Simply agreeing or disagreeing without supporting argument is
unacceptable.
ASSIGNMENTS DUE May 28 AT 10 AM
Week 2 May 28-June 3, 2012
Simulations topic 5 – Creating Positive Student Teacher Relationships
“Developing Positive Teacher-Student Relationships.
Iris Center Topic 13 Managing Special Groups ‘Cultural and Linguistic
Differences: What Teachers Should Know
Select one of the topics from the box and BLOG #2 about the viewing - due June 4, 2012
by 10 A.M.
Read:
 Potential Influences of Cultural and economic Backgrounds on Student Behavior
(Chapter 2)
 The special Challenges of Neurological-Based behavior (Chapter 3)
BLOG #2A Chapter 2 School Law critique due June 4 by 10:am
Discussion Board #2
Select one of the behaviors described in chapter 3. How will you modify your curriculum
and instruction to meet needs of students who are diagnosed or show the characteristics
of the behavior? You are to respond to three of your peers modifications.
BLOG AND DISCUSSION BOARD DUE June 4 at 10:00 a.m.
Week 3 June 4-10, 2012
Read - Chapter 4 What are the foundations that underlie today’s best systems of
discipline?
Iris Center Topic 13 Managing Special Groups: “What do you see? Perceptions
of disability
Iris Center topic 11: Communication Skills Effective School Practices:
“Promoting Collaboration and Monitoring Students Academic Achievement.”
Simulations Topic 9: Enhancing Student Motivation “Helping all Students
Believe they can achieve”
Select one of the topics from the box and BLOG #3 about the viewing - due June 11 ,
2012 by 10 A.M.
Discussion Board #3 – Scenario: - Many teachers, when re-introduced to behavior
modification, say, “Oh, there is nothing new there; I always do that anyway.” Yet their
students may be behaving poorly or not learning as quickly as desired, and when their
classes are observed it is discovered that the teachers are not using behavior modification
as intended. What mistakes in applications are the teachers most likely to be making?
BLOG and DISCUSSION Board due June 11 at 10:00 a.m.
Week 4 June 11 -17, 2012
Chapter 7 Fred Jones establish classroom Discipline
Topic 13 Managing Special Groups; Simulation “Developing Behavior Change Plans for
Student Who Demonstrate Serious and /or Persistent Disruptive Behavior
Iris Center Resources: Topic 4 Establishing Classroom Norms and Expectations : Case
Study; Fostering Student Accountability for Classroom Work
Teaching Skills and Dispositions Topic: Creating Positive Student Teacher Relationships
“Establishing Caring and Respectful Relationships.”
Building Teacher Skills and Dispositions Topic: Establishing Classroom Norms and
Expectations “Establishing Rules and Routines”
Blog #4 about select one of the above topics.
Discussion Board #4 select one of case from 2,3,or 4 and discuss the suggestions that
you think Dr. Fred Jones would make.
BLOG and DISCUSSION BOARD DUE June 18
Week 5 June 18-24, 2012
BLOG #5 - Law review Chapter 4 Students, the Law and the Public schools
Test over chapters 1,2,3, 4 and 7 Test will be available June 21-24, 2012.
Week 6 June 25-July 1, 2012
BLOG#6 Law Review Chapter 5: Due Process and Student Safety
Chapter 6 - Purposeful Teacher Guidance to Establish Class Discipline
View Video in Models of Classroom Management – Ronald Morrish – Real
Discipline – BLOG 6A about the video and his model. In your blog discuss strengths and
weaknesses in the model
Managing Special Groups Simulation – Developing Behavior Change Plans for Students
Who Demonstrate Serious and/or Persistent Disruptive Behaviors
Discussion Board #5 – Morrish says that most of today’s discipline systems are
consequence/punishment based, and that is expected that students will act worse as they
get older. If this is true, how should effective teachers manage and respond to student
misbehavior in elementary school? Middle school? High school?
BLOG and Discussion Board are due July 2, 2012
Week 7 July 2 – 8, 2012
Chapter 6 - How do Harry and Rosemary Wong use responsibilities and procedures to
establish classroom discipline?
View video clips from IRIS Center Building Teaching Skills and Dispositions Topic 4:
Establishing Classroom Norms and Expectations page 103 – Select one of clips. BLOG
7 write answers to the questions that accompanies My Education Lab. Discuss the
strategies that were used in My Education Lab.
Discussion Board #6 –
How can you organize the ideas of Harry Wong and Fred Jones into one system that
would be an improvement over each individually? Post your integration of the two
systems. You are to respond to at least three of your classmates integration.
BLOG 7A – Law critique chapter 7 Individuals with disabilities. This is one of the areas
in which much litigation occurs, you are to identify key factors to avoid litigation.
BLOGS and Discussion Boards are due on Monday July 9, 2012 at 10:00 a.m.
Week 8 July 8-15, 2012
Chapter 8 How does William Glasser Use Choice Theory and Quality Education to
Establish Class Discipline?
Discussion Board #7
Page 153-4 You are the teacher in one of the cases 2,3,4 and in accord with Glasser’s
suggestions, what would you conclude or do with regard to the following?
 Preventing the problems from occurring in the first place
 Putting an immediate end to the misbehavior
 Involving other or all students in addressing the situation
 Maintaining student dignity and good personal relations
 Using the situation to help the students develop a sense of greater responsibility
BLOG#8 – Law Critique Chapter 8 The teacher and school liability
What advice would you give a student teacher regarding Liability?
BLOGS and Discussion Boards are due on Monday July 16, 2012 at 10:00 a.m.
Week 9 July 16-22, 2012
Chapter 10 – How does Marvin Marshall Establish Discipline by activating internal
motivation and raising student responsibility?
View Models of Classroom Management Clip 7 Marvin Marshall
Discussion Board #8 –
Select one of the topics below to write and react to on the discussion board.
 What does Marshall mean when he says: “Not losing is more important than
winning. Don’t let the youngster lose.”
How will the teacher accomplish this?

Marshall suggests 25 tactics to assist internal motivation of students. Why do
agree or disagree with his suggestions?
BLOG #9 Law - Chapter 10 Discuss the freedoms that have been afforded to teachers.
Week 10 July 23 – 29, 2012
Chapter 12 - How do top teachers establish personal influence with students who are
difficult to manage?
View Classroom Management Models
Jane Nelsen and Lynn Lott
Richard Curwin and Allen Mendler.
Discussion Board #9
 Nelsen and Lott identify eight steps to successful classroom meetings. Describe
how you would teach your students each of the steps. How would your approach
be different for elementary school? Middle school? High School?
 Curwin and Mendler encourage teachers to avoid power struggles. How do their
suggestions align with Jones limit setting?
Read: Chapter 13 How do leading experts engender respect and civility in the
Classroom?
BLOG #10 Explain why social contracts are essential for a successful restitution
program.
Discussion Board and Blog are due July 30 at 10 A.M.
Week 11 July 30 –August 4, 2012
August 1, 2012 Classroom Management Model due
August 2-4, 2012 Test 2 Available
Classroom Management
TExES Alignments:
Pedagogy & Professional Responsibilities (PPR)
Domain II: Creating a positive, productive classroom environment
The beginning teacher:
Competency 005: The teacher knows how to establish a classroom climate that
fosters learning, equity, and excellence and uses this knowledge to create a
physical and emotional environment that is safe and productive.
5.1
Uses knowledge of the unique characteristics and needs of middle-level
students to establish a positive, productive classroom environment (e.g.,
provides opportunities to collaborate with peers, promotes students’
awareness of how their actions and attitudes affect others, includes
kinesthetic experiences and active learning within a planned, structured
environment).
5.2
Establishes a classroom climate that emphasizes collaboration and
supportive interactions, respect for diversity and individual differences,
and active engagement in learning by all students.
5.3
Analyzes ways in which teacher-student interactions and interactions
among
students impact classroom climate and student learning and development.
5.4 Presents instruction in ways that communicate the teacher’s enthusiasm
for
learning.
5.5
Uses a variety of means to convey high expectations for all students.
5.6
Knows characteristics of physical spaces that are safe and productive for
learning, recognizes the benefits and limitations of various arrangements
of
5.7
furniture in the classroom, and applies strategies for organizing the
physical environment to ensure physical accessibility and facilitate
learning in various instructional contexts.
Creates a safe, nurturing, and inclusive classroom environment that
addresses students’ emotional needs and respects students’ rights and
dignity.
Competency 006: The teacher understands strategies for creating an organized
and productive learning environment and for managing student behavior.
6.1
Analyzes the effects of classroom routines and procedures on student
learning,
and knows how to establish and implement routines and procedures to
promote an organized and productive learning environment.
6.4
Schedules activities and manages time in ways that maximize student
learning, including using effective procedures to manage transition; to
manage materials, supplies and technology; and to coordinate the
performance of non-instructional duties (e.g., taking attendance) with
instructional activities.
6.7
Applies theories and techniques related to managing and monitoring
student
behavior.
6.8
Demonstrates awareness of appropriate behavior standards and
expectations for
students at various developmental levels.
6.9
Applies effective procedures for managing student behavior and for
promoting
appropriate behavior and ethical work habits (e.g., academic integrity) in
the classroom (e.g., communicating high and realistic behavior
expectations, involving students in developing rules and procedures,
establishing clear consequences for inappropriate behavior, enforcing
behavior standards consistently, encouraging students to monitor their
own behavior and to use conflict resolution skills, responding appropriately
to various types of behavior).