Portland State University
Graduate School of Education
Graduate Teacher Education Program
CI 411/511: Classroom Management for Student Success (3 credits)
Winter
Instructor:
Phone:
Email:
Office:
How can teacher candidates make
arrangements to consult with you?
Class Meeting Times:
Room:
If you require accommodations (e.g., special seating, an interpreter or note-taker, etc.),
please inform your instructor immediately. Students with disabilities should register with
the PSU Disability Resource Center (503-725-4150; TTY or Relay 503-725-4178) to
document the need for accommodations and obtain support services. Your instructor will
work with you to arrange the supports you need in this class.
Catalog Course Description:
Theories, principles, and practices of classroom management for middle and high school
teachers. Topics include community, relationships, communication, cultural
responsiveness, organizational procedures, classroom routines, problem-solving,
decision making and responding to disruptions. Course emphasizes creating positive
learning environments for students from diverse backgrounds in multicultural classrooms.
Graduate School of Education Conceptual Framework
Required Texts
1) Emmer, E. T., & Evertson, C. M. (2013). Classroom management for middle and
high school teachers (9th ed.). Upper Saddle River, NJ: Pearson.
Supplemental Resources
2) Kohn, A. (2006). Beyond discipline: From compliance to community (2nd ed.)
Alexandria, VA: Association of Supervision and Curriculum Development.
3) A journal for recording your understandings, questions, and reflections.
4) Other resources such as academic journals are required to complete course
assignments.
Course Objectives, Standards, and Assessments
Course Objectives
Candidates will:
Standards*
Assessments
Consider the connections
among students’ behaviors,
developmental needs, and
cultural backgrounds
CF: 1.1, 1.2,
2.1, 3.1, 4.1
TSPC: 1a, 1b,
1c, 4a, 4b
Dialogue journal entry
Classroom Management Belief
Statement
Pre/Post Assessment
Explore principles of
community building for the
classroom and school
CF: 1.1, 1.2,
2.1, 3.1
TSPC: 1b, 4a,
4b
Classroom Management Reflection
Identify ways to create
positive interactions and
relationships in a diverse
classroom
CF: 1.1, 1.2,
2.1, 2.2, 3.1,
4.1
TSPC: : 1a,
1b, 1c, 4a, 4b
Dialogue Journal
Classroom Management Reflection
Field Notes
Describe instructional and
management practices that
create and sustain a supportive
learning environment for all
learners
CF:1.1, 1.2
2.1, 2.2, 3.1,
4.1
TSPC: 3a, 3b,
3c
Dialogue Journal
Analysis of School Discipline Plan
Classroom Management Reflection
Field Notes
CF: 1.1, 1.2,
Detail methods for responding 2.2, 2.2, 3.1,
effectively to students’
4.1
behavioral choices
TSPC: 1a, 1b,
1c
Classroom Management Reflection
Field Notes
Classroom Management Belief
Statement
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Articulate a belief statement
regarding classroom
management
CF: 1.1, 1.2,
2.2
TSPC: 2a, 4a
Classroom Management Reflection
Field Notes
Classroom Management Belief
Statement
*CF - Conceptual Framework; TSPC – Teachers Standards and
Practices
TSPC Standards Addressed in this Course
(1) The Learner and Learning:
(a) Learner Development: The teacher understands how children learns grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences. [InTASC
Standard #1]
(b) Learning Differences: The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable
each learner to meet high standards. [InTASC Standard #2]
(c) Learning Environments: The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self motivation. [InTASC Standard #3]
(2) Content
(a) Content Knowledge: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners to assure
mastery of the content. [InTASC Standard #4]
(3) Instructional Practice
(a) Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making. [InTASC Standard #6]
(b) Planning for Instruction: The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills and pedagogy, as well as learners and the community
context. [InTASC Standard #7]
(c) Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways. [InTASC
Standard #8]
(4) Professional Responsibility
(a) Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
[InTASC Standard #9]
(b) Leadership and Collaboration: The teacher demonstrates leadership by taking
responsibility for student learning and by collaborating with learners, families,
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3
colleagues, other school professionals, and community members to ensure learner growth
and development, learning, and well-being. [InTASC Standard #10]
Course Schedule
Topics
Assignments
1
Classroom Management
Principles
Course Overview
Building Community
Due: Session 2
Read: Emmer & Evertson, Chaps. 1 & 2
Complete: Dialogue Journal
Complete: Field Notes
2
Classroom Management
Experiences
Our stories
Organization
Due: Session 3
Read: Emmer & Evertson, Chap. 3
Complete: Dialogue Journal
Complete: Field Notes
3
Rules and Procedures
School and classroom rules
Classroom procedures
Due: Session 4
Read: Emmer & Evertson, Chap. 5
Complete: Dialogue Journal
Complete: Field Notes
4
Routines
Beginning of the school year
Sustaining routines
Due: Session 5
Read: Emmer & Evertson, Chaps. 6 & 7
Complete: Dialogue Journal
Complete: Field Notes
5
Instruction and Management
Planning instruction
Transitions
Cooperative learning group
Due: Session 6
Read: Emmer & Evertson, Chap. 8
Complete: Analysis of School Discipline
Plan
Complete: Field Notes
6
School and Classroom Discipline
Positive climate
SHARE: Analyses of School
Discipline Plan
Due: Session 7
Read: Emmer & Evertson, Chap. 9
Complete: Dialogue Journal
Complete: Field Notes
7
Communication
Responding to students
Culturally responsive
communication
Connecting with parents
Due: Session 8
Read: Emmer & Evertson, Chap. 10
Complete: Dialogue Journal
Complete: Field Notes
8
Problem Behaviors
Identifying issues
Response strategies
Due: Session 9
Read: Emmer & Evertson, Chap. 11
Complete: Dialogue Journal
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Complete: Field Notes
9
Inclusive Strategies
Heterogeneous classes
Cultural responsiveness
Students with special needs
Due: Session 10
Complete: Classroom Management
Belief Statement
Complete: Field Notes
10
Classroom Management Beliefs
Core values
SHARE: Classroom Management
Belief Statements
Due: Session 11
Complete: Classroom Management
Reflection
Complete: Field Notes
11
Classroom Management in the
Field
Our experiences
Our responses
Course Assignments and Grading
1. Professionalism
.
based on a total 100 points
[10 points]
Your active participation and positive engagement is essential, so you need to
contribute to a productive and supportive learning environment. This includes
completing the assigned readings and participating actively in class activities.
2. Dialogue Journal
[20 points]
While reading the assigned readings (textbook chapters and selected articles), select a
quote that piques your interest. Write your personal response to the quote. During
the class session, a peer will respond to your quote/response. See the Dialogue
Journal Format as a guide.
3. Field Notes
[20 points]
Keep a journal to record field notes—i.e., observations of your field placement.
Observe teacher(s) classroom management techniques. Record your observations in
your journal. Analyze your field notes for evidence of classroom practices that
promote self-discipline. Bring your journal to class. Be prepared to discuss your
notes/analysis in class.
4. Classroom Management Belief Statement
[20 points]
Draft a succinct Classroom Management Belief Statement that represents your own
model for classroom management. Share your belief statement with your peers in
class. Revise and submit a final, polished document to the instructor that is wordprocessed, double-spaced, and error free.
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5. Analysis of School Discipline Plan
[15 points]
Locate a copy of a school discipline plan, preferably one used in your current field
placement. Consider the following questions: (a) What are the strengths and
limitations of the discipline plan? (b) What are teacher and students’ perceptions of
this written discipline policy? (c) How well does the discipline plan align with your
own views of classroom management? (d) Explain how you will support the school’s
discipline plan, while remaining true to your own beliefs about classroom
management. Write a two-page paper that responds to these questions.
6. Classroom Management Reflection
[15 points]
Reflect on the teaching of your work sample lessons. Evaluate your ability to: (a)
plan instruction that engaged students of diverse abilities and backgrounds, and (b)
respond appropriately to students’ behavioral choices. Bring written reflection to
class to share with peers and instructor.
COURSE POLICIES
Classroom Demeanor and Courtesy
Teacher candidates will be challenged to think critically about the impact of cultural
differences, which may include gender, race, socioeconomic status, physical and
cognitive ability, sexuality and other forms of diversity. Candidates are encouraged to
actively participate in these discussions by asking difficult questions and sharing
comments. Because candidates may not share the same opinions on different topics in
this class, it is important that we remember to respect the opinions and ideas of others.
Candidates are expected to show respect and courtesy for all members of this class at all
times. Please use people first language when talking or writing about individuals with
disabilities.
Attendance
Participation is a critical component of this course, and teacher candidates are expected to
attend all classes and fieldwork associated with the course. Candidates are expected make
every attempt to be in class on time and to honor the importance of making good use of
class time. If an absence is unavoidable, it is the candidate's responsibility to contact the
instructor. It is also their responsibility to arrange for any missing work as a result of
unexpected absences. It is recommended that candidates identify other members in the
class that they can use as a resource for class notes and assignments in the event of an
absence.
Grading Scale
A
93-100 points
A91-92 points
B+
89-90 points
B
83-88 point
B80-82 points
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[Less than 80 points is below-graduate standard and indicates unsatisfactory performance
in the course. Courses graded ‘C’ or below may not be used to satisfy Masters degree
requirements.]
C
70-79 points
D
60-69 points
F
<60 points
Late Assignments
All work is due at the start of class on the dates assigned. Please be diligent about turning
work in on time. If you are having difficulties that prevent you from turning something in
on time, it is the candidate’s responsibility to contact the instructor about it prior to
the due date.
Incompletes (per PSU Bulletin, 2012-2013, p.63-64):
A student may be assigned a mark of ‘Incomplete’ by an instructor when all of the
following four criteria apply:
 Quality of work in the course up to that point is C level or above.
 Essential work remains to be done. “Essential” means that a grade for the course
could not be assigned without dropping one or more grade points below the level
achievable upon completion of the work.
 Reasons for assigning an I must be acceptable to the instructor. The student does
not have the right to demand an ‘I’. The circumstances must be unforeseen or be
beyond the control of the student. An instructor is entitled to insist on appropriate
medical or other documentation.
 Consultation must have occurred and a formal agreement must be reached
between instructor and student. A written record of the remaining work and its
completion date should be kept by both instructor and student*. The instructor
may specify the highest grade that may be earned. This should not exceed the
level of achievement displayed during the normal course period.
 The deadline for completion of an Incomplete can be no longer than one year. The
instructor may set a shorter deadline which shall be binding.
*GTEP requires a teacher candidate and instructor to jointly complete and sign a
“Criteria and Guidelines for Assigning an Incomplete Grade” form.
Academic Integrity and Student Conduct
Proscribed Conduct by Portland State University (Per PSU Student Conduct Code #577031-0136). (See http://www.pdx.edu/media/g/s/gse_handbook_student_conduct.pdf for
the Student Conduct Code.)
The following constitutes conduct as proscribed by Portland State University for which a
student or student organization or group is subject to disciplinary action:
(1) Obstruction or disruption of teaching, research, administration, disciplinary
procedures or other University activities, including the University's public service
functions or other authorized activities on University-owned or -controlled property, or
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any other location where teaching, research, administration, disciplinary procedures or
other University activities take place.
(2) All forms of academic dishonesty, cheating, and fraud, including but not limited to:
(a) plagiarism, (b) the buying and selling of course assignments and research papers, (c)
performing academic assignments (including tests and examinations) for other persons,
(d) unauthorized disclosure and receipt of academic information and (e) falsification of
research data.
Weather Conditions
If you are concerned about road conditions, please use your best judgment. Listen to the
radio or check the PSU website (www.pdx.edu) for university closings.
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Academic
integrity
PSU Student Conduct Code # 577-031-0136: Proscribed Conduct by
Portland State University. The following constitutes conduct as
proscribed by Portland State University for which a student or student
organization or group is subject to disciplinary action:
1) Obstruction or disruption of teaching, research, administration,
disciplinary procedures or other University activities, including
the University's public service functions or other authorized
activities on University-owned or -controlled property, or any
other location where teaching, research, administration,
disciplinary procedures or other University activities take place.
2) All forms of academic dishonesty, cheating, and fraud, including
but not limited to: (a) plagiarism, (b) the buying and selling of
course assignments and research papers, (c) performing
academic assignments (including tests and examinations) for
other persons, (d) unauthorized disclosure and receipt of
academic information and (e) falsification of research data.
Returning
student work
Due to FERPA guidelines, student work must be returned directly to
students. In this course, instructors will return student work either in
class or by email.
Bibliography
Albert, L. (1989). A teacher's guide to cooperative discipline: How to manage your
classroom and promote self-esteem. Circle Pines, MN: American Guidance
Service.
Charney, R. S. (2002). Teaching children to care. Classroom management for ethical and
academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Cuban, L. (2001). How can I fix it? Finding solutions and managing dilemmas: An
educator’s road map. New York, NY: Teachers College, Columbia University.
Dreikurs, R., & Cassel, P. (1972). Discipline without tears (2nd ed.). New York:
Hawthorne Books.
Ginott, H. (1972). Teacher and child. New York, NY: Macmillan.
Glasser, W. (1992). The quality school: Managing students without coercion (2nd,
expanded edition) New York, NY: HarperPerennial.
Gordon, T., with Burch, N. (1974). T.E.T. Teacher effectiveness training. New York,
NY: Peter H. Wyden.
Grossman, H. (2004). Classroom behavior management for diverse and inclusive schools
(3rd ed.) Lanham, MD: Rowman & Littlefield.
Koenig, L. (2000). Smart discipline for the classroom: Respect and cooperation restored.
Thousand Oaks, CA: Corwin Press.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA:
Association of Supervision and Curriculum Development.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY:
Holt, Rinehart and Winston.
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9
Marzano, R. J., with Marzano, J. S., & Pickering, D. J. (2003). Classroom management
that works: Research-based strategies for every teacher. Alexandria, VA:
Association for Supervision and Curriculum Development.
Nakamura, R. (2000). Healthy classroom management: Motivation, communication, and
discipline. Stamford, CT: Wadsworth Publishing.
Nelson, J., Lott, L., & Glenn, H. S. (2000). Positive discipline in the classroom:
developing mutual respect, cooperation, and responsibility in your classroom
(Rev. 3rd ed.). Roseville, CA: Prima.
Purkey, W. W., & Strahan, D. B. (2002). Inviting positive classroom discipline (2nd ed.).
Westerville, OH: National Middle School Association.
Thorson, S. A. (2003). Listening to students: Reflections on secondary classroom
management. Boston, MA: Allyn and Bacon.
Wolfgang, C. H., Bennett, B. J., & Irvin, J. L. (1999). Strategies for teaching selfdiscipline in the middle grades. Bosto, MAn: Allyn and Bacon.
Wong, H.. & Wong, R. (2001). The first days of school. Mountain View, CA: Harry
Wong Publishers.
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[Syllabus for the Esixting Course]
Portland State University Graduate School of Education
“Preparing professionals to meet our diverse community's lifelong educational needs”
CI 511: CLASSROOM MANAGEMENT
Instructor:
Email:
Phone:
Office:
COURSE OVERVIEW
The purpose of this course is to provide prospective elementary educators with an
opportunity to understand and apply the principles and practices of classroom
management and discipline. Guided by Culturally Responsive Classroom Management
(See Appendix A), the course will include discourse and activities focused on the
organization and logistics of classroom procedures, communication and classroom
routines, procedures for prevention and resolution of disruptions, problem solving,
decision making, and communication issues involving staff, administrators, and families.
Students needing an accommodation pursuant to federal, state or institutional education regulations should
inform the course instructor. Students with conditions affecting their abilities will be referred to the
Disability Resource Center (503 725-4150, TTY or Relay 503 725-4178) to document their disability.
That office will provide appropriate support and services. Olivia will gladly work with you to arrange the
support you need in this class.
REQUIRED TEXT
Jones, V. (2011). Practical Classroom Management. Boston, MA: Pearson.
WORKING ASSUMPTIONS
We will re-examine our personal and cultural values and their relevance to questions of
classroom management and practice. This process can be controversial and rich with
opportunities to raise opposing points of view and diverse individual perspectives. It is
important that we all respect and learn from each other. Questions are encouraged.
Clarification often leads to deeper understanding. Please read assigned materials prior to
class so that you may contribute to discussion and engage in essential reflective practice.
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COURSE OUTCOMES
Upon successful completion of the course, students will:
 Develop an understanding of classroom management based upon principles of
community building and cultural pluralism
 Gain reflective practices that will help to self-evaluate communication techniques
as well as student engagement
 Explore constructive ways to communicate with colleagues, administrators, and
families
 Define rules, responsibilities, procedures, and routines for the classroom
 Manage instructional transitions decisively and without loss of time
 Encourage appropriate behavior and provide meaningful reinforcement in the
classroom
 Develop strategies for responding to inappropriate student behaviors
These objectives are informed by...
The Graduate School of Education’s Conceptual Framework
Prepare our candidates to provide leadership in:
Diversity & Inclusiveness
• to work in diverse settings
• to promote inclusive and therapeutic environments
Research-Based Practices & Professional Standards
• to critically analyze and implement research-based practices
• to demonstrate appropriate professional knowledge, skills,
and dispositions
Impact on Learning and Development
• to ensure all learners and clients succeed
• to use technology to enhance learning
• to influence policy and provide leadership for organizations
Evidence-Informed Decision Making
• to use evidence to solve problems of practice and make educational and therapeutic
decisions
The course objectives are also informed by...
Teacher Standards & Practices Commission’s (TSPC)
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TSPC’s teaching standards are used throughout this teacher preparation program to
monitor and evaluate teacher candidate performance. These teaching standards can be
found in your handbook. (1) Candidates plan instruction that supports student progress in
learning and is appropriate for the
developmental level.
(2) Candidates establish a classroom climate conducive to learning.
(3) Candidates engage students in planned learning activities.
(4) Candidates evaluate, act upon, and report student progress in learning.
(5) Candidates exhibit professional behaviors, ethics, and values.
STUDENT RESPONSIBILITIES
Class Attendance and Participation: Students are expected to complete assigned weekly
readings and fully participate during all class sessions. The limited number of classes
makes an absence (i.e. 4 hours of content discussion/activities) difficult to make up. If an
absence is unavoidable, it is the student’s responsibility to contact Olivia in advance.
Please note that attendance and participation account for 14 points (7 classes at 2 points
each), or 6% of your overall course grade.
Assignments: Students are expected to turn in assignments on the day the assignment is
due. Late assignments will not be accepted unless arrangements with the instructor are
made prior to the due date. Late assignments will not receive full credit. Submission of
assignments in hard/paper copy format is preferred.
Classroom Courtesy: For the learning and comfort of all, please turn off/mute cell phones
during class.
Grading Scale
A=91% or above; B=81- 90%; C =71-80%; +/- will be given at the discretion of the
instructor
Work Quality
Assignments are expected to be of graduate level quality. All work must be presented
in a neat and organized manner. Assignments, unless otherwise noted, should be
typewritten, double-spaced, stapled together and include page numbers and your
name. All written work is expected to be professional in nature, use Standard English,
and be free of grammatical and spelling errors.
University Policy Regarding Incompletes:
A student may be assigned an “I” grade only when the following four criteria apply:
1. The quality of work up to that point is C level or above.
2. Essential work remains to be done (work that would affect the grade).
3. Reasons must be acceptable to the instructor. The student does not have the right to
demand an “I”. The circumstances must be foreseen or beyond the control of the
student.
4. A written agreement is made and signed by both the student and instructor.
The written agreement must be discussed and signed prior to the day that grades
are due for the term.
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COURSE ASSIGNMENTS & EVALUATION
REQUIRED ASSIGNMENT DESCRIPTION
Class Attendance & Participation
Grades will be based on a combination of active class participation,
completion of all assignments and readings on time, demonstration of
honest engagement, and professional demeanor.
3 Action Plans (Due 4/12, 4/19 & 5/3)
Upon completion of your weekly Jones reading for weeks 2, 3, & 5,
reflect on your learning and experience by completing the “action plan”
located at the back of the chapter. Record responses directly into your
textbook or on another piece of paper. Bring your reflections to class on
4/12, 4/19, and 5/3 so that I may review them during our scheduled
dinner break.
Critical Incident (Due 4/26)
Independently observe a classroom management situation in your school
setting and create a one-page, double-spaced description of the situation
(your write up may read similar to a case study). On a second page,
describe what “solution” was presented at the school to resolve the
classroom management situation. On a third page, critique the solution
(described on the second page) and present a “better” solution based on
course discussions and readings. The observation should be written in a
confidential manner with little details to identify the individuals involved.
See Appendix B for more information and grading rubric.
Video Clip (Due 5/10) & Reflection (Due 5/17)
Video record approximately 20 minutes of a lesson in which you teach
and reflect on classroom management. Identify 5 minutes of this video
(clip) to present to your peers in a small group, in-class activity. Be
prepared to share why this lesson demonstrated (or did not) successful
classroom management. Submit a reflective essay no longer than three
pages. See Appendix C for more information and grading rubric.
TOTAL:
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SCORING
14 points
7 classes @ 2
points each
15 points
3 Actions Plans
@ 5 points each
25 points
30 points
84 points
14
TENTATIVE COURSE OUTLINE AND SCHEDULE
DATE
April 5
April 12
April 19
April 26
May 3
May 10
May 17
CLASS TOPICS &
IN-CLASS ACTIVITIES
READING/
ASSIGNMENTS DUE




Welcome & Introductions
Review Syllabus
Initial Brainstorm
Pieces of the Puzzle: Instruction, Motivation,
Discipline
 Reasons for Student Misbehavior
 Finding Your Own, Unique Approach to Management
 Culturally Responsive Classroom Management




Creating & Maintaining Positive Relationships
Working and Communicating with Parents/Families
Recruiting & Organizing Classroom Volunteers
Instructional Strategies that Minimize Management
Issues
 Discuss Critical Incidents
 Classroom Expectations & Procedures
 Managing Transitions
Readings:
Chapter 1 & Weinstein et
al.*
Assignment:
Action Plan – Ch. 1
Readings:
Chapters 2 & 3
Assignment:
Action Plan – Ch. 2 or 3
Reading:
Chapter 4
Assignment:
Critical Incident
Reading:
Chapter 5
Action Plan – Ch. 5
 Increasing Students’ Motivation to Learn
 Class/Morning Meetings
 School-Wide Positive Behavior (& Intervention)
Support
Readings:
 Share & Discuss Video Clips
 Interrupting Hateful Language and Behavior (Bullying Chapters 6 & 7
& Discrimination)
 Defiant Behavior and Functional Behavior Assessments Assignment:
Video Clip
Assignment:
 Putting It All Together
Video Reflection
*Article available on course website
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APPENDIX A
Culturally Responsive Classroom Management (CRCM)
Culturally Responsive Classroom Management refers to an approach to managing
classrooms in a culturally responsive way. More than a set of strategies or practices,
CRCM is a pedagogical approach that guides the management decisions that teachers
make. It uses students’ backgrounds, rendering of social experiences, prior knowledge,
and learning styles in daily lessons. Teachers, as culturally responsive classroom
managers, recognize their biases and values and reflect on how these influence their
expectations for behavior and their interactions with students as well as what learning
looks like. They recognize that the goal of classroom management is not to achieve
compliance or control but to provide all students with equitable opportunities for learning
and they understand that CRCM is classroom management in the service of social justice.
Below are some suggestions and strategies for developing the Culturally Responsive
Classroom Manager in you.
1. Recognition of One’s Own Cultural Lens and Biases
 Read and discuss Peggy McIntosh’s (1988) work on white privilege and male privilege
 Write a personal “identity story” to explore how their identities have been socially
constructed and how they fit into a multicultural world
2. Knowledge of Students’ Cultural Backgrounds
 Form study groups to read culturally responsive literature that reflects the identities of the
students in their classrooms
 Work with students to develop family history projects in which students explore their
cultural backgrounds and share them with the class
 Conduct home visits and consult with parents and community members to gain insight.
Some areas teachers can explore include: Family background and structure, education,
interpersonal relationship styles, discipline, time and space, religion, food, health and
hygiene, history, traditions and holidays
3. Awareness of the Broader, Social, Economic and Political Context
 Form a study circle to examine structures and policies and whether they are fair to
everyone. They can look at what they see as inappropriate student behavior and discuss if
they actually are incidents of student resistance to what they see as an unfair system
 Create a “critical/social justice classroom” grounded in the lives of children that involves
dialogue, questioning/problem-posing, critiquing bias and attitudes and teaching activism
for social justice
4. Ability and Willingness to Use Culturally Appropriate Management Strategies
 World maps that highlight students’ countries of origin
 Signs or banners can welcome students in the different languages they speak
 Posters can depict people of various cultural groups (although avoid stereotypical
representations)
 Display books that promote themes of diversity, tolerance and community
 Desks arranged in clusters allow students to work together, share materials, discuss
 Set up a kindness/appreciation box where students can drop brief notes about acts of
kindness
5. Commitment to Building Caring Classroom Communities
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


Respect the perspectives of students. At the end of each class ask students to critique
teaching by providing a guiding question, such as “How did I do as a teacher today?”
Spend the first few weeks of school engaging students in social games and establishing
school-to-home relationships
Set the tone by greeting students at the door with a smile and a welcoming comment;
expressing admiration for a student’s bilingual ability and commenting enthusiastically
about the number of different languages represented in class and beginning each day with
a morning meeting where students greet one another by name and discuss upcoming
lessons
08/06/09:OAA/swh
17
APPENDIX B
Critical Incident
Due 4/26
Worth 25 of 84 Total Class Points
Step 1: Independently observe a classroom management situation (e.g., class disruption,
transition or interruption of routine, implementation of rule or procedure, etc.) in your
school setting and create a one-page (double-spaced, typed) description of the situation
(similar to a case study). Use pseudonyms for the school and individuals involved, but
make sure to provide all the necessary background/contextual information.
Step 2: On a second page, describe what “solution” was presented at the school to solve
the classroom management situation. What did the teacher do? How/Why? How did
students respond? Why? Was this an effective way of managing the situation? Why or
why not?
Step 3: On a third page, critique the solution (described on second page) and present a
“better” solution based on classroom discussions and course readings. Below are some
probing questions to guide your thinking:
• What would it look like if…?
• What do you think would happen if…?
• What sort of an impact do you think…?
• What do you fear about...?
GRADING RUBRIC
Boo
[0-2]
Meh
[3-5]
Step
1
Description of incident and/or
context is omitted and/or
incomprehensible
Description and context can
be understood; some aspects
not well developed
Step
2
No “solution” is stated;
outcome is stated in a way
that is difficult to understand
Step
3
Does not integrate content
from class discussions and
course readings
“Solution” is briefly
described without much
reasoning; teacher or student
actions are explained, but not
both
Integrates content from class
discussions and course
readings
Final 3-page paper is not
turned in on time and
instructor was not contacted
Final 3-page paper is turned
in late with instructor’s
approval
11/2000:OAA/ld
Wahoo
[6-8]
Description is clear and easy
to grasp; rich context is
provided to deepen
understanding
“Solution” is described in
detail and author briefly
describes both teacher and
students actions/responses
Thorough integration of
content; uses varied examples
and activities
Final 3-page paper is turned
in early or on time
18
Final paper has spelling and
grammatical errors; poor
format/structure impedes
meaning
08/06/09:OAA/swh
Final paper is mostly free of
spelling and grammatical
errors; presented in
professional format
Final paper contains no
spelling or grammatical errors
and is presented in a
professional format
19
APPENDIX C
Video & Reflection
Due 5/10 & 5/17
Worth 30 of 84 Total Class Points
Videotape a lesson taught by you in your current field placement. The video should be at
least 20 minutes in length and will ideally include whole-class instruction.
In small discussion groups, you will share a NO MORE THAN 5-MINUTE segment
from this video with classmates on 5/10. You will have a chance to respond to, and pose,
questions. Be prepared to share why this lesson demonstrated (or did not) successful
classroom management.
After viewing and discussing your video, write a reflection (due 5/17), which is no
longer than three pages, that includes the following:
a. Video context: What was the context for the videotape? Where in your classroom
and during which activity was the videotape made?
b. Are you satisfied with how you interacted with children and how you responded
to the unfolding situation on the videotape? Give specific examples, and consider
successes, problems, and missed opportunities.
c. How might you conduct this learning experience differently if you were to do it
again?
d. What questions or issues does this videotape raise about your
teaching/management or the children in your classroom?
e. What will you think about or try to do more of as a result of observing your own
teaching on the videotape?
GRADING RUBRIC
Boo
[0-1]
Video
Self-Assessment
Discussion
Olivia’s
Assessment
11/2000:OAA/ld
Wahoo
[5-6]
Did not record video; video
does not capture evidence
of teaching and/or
classroom management
Video shows classroom context,
but with little teacher-student
engagement
Video presents evidence of
teaching and classroom
management
No clip(s) prepared;
Edited clips loosely relate to
classroom management
Evidence of a lack of selfreflection obstructs
discussion
Self-reflection and discussion is
present, but perceived as
inauthentic and/or feels
unproductive
Carefully edited clips prepared and
shown to highlight classroom
management
Self-reflection is evident through
facilitation of short discussion and
members perceive discussion as
productive/insightful
Paper is not turned in or
fails to address any of the
guiding questions
Paper is off topic; doesn’t
relate to management
Paper addresses some of the
guiding questions
Paper addresses most of the
guiding questions
Paper focuses on classroom
management
Paper integrates class discussions,
readings, and ideas
Peer/Group
Assessment
Reflection
Meh
[2-4]
20
Paper demonstrates little to
no personal growth or
reflection
08/06/09:OAA/swh
Paper demonstrates student’s
ability to reflect in a meaningful
way
Paper thoughtfully demonstrates
student growth through deep
reflection and humility
21