WAYLAND BAPTIST UNIVERSITY
DIVISION OF EDUCATION
Luke Campus
CLASSROOM MANAGEMENT – EDUC 5306/4313
University Mission:
Wayland Baptist University exists to educate students in an academically
challenging, learning-focused and distinctly Christian environment for
professional success, lifelong learning, and service to God and humankind.
Course Number and Title:
EDUC 5306 Classroom Management
Class Time: Nov. 20, 21 and Jan. 29, 30 (Fridays, 5:30-9:40 PM,
Saturdays 8:00 AM to 4:00 PM) at Luke Campus Rm 3149
Blackboard Instruction
Observations in Schools
Term and Date: Winter 2015-16
Catalogue Description:
Students investigate the major theories of classroom management and develop
proficiency in a model. Students investigate laws and administrative rules
pertaining to classroom management and student discipline. A field based
component is an integral part of this course (minimum 8 hours).
Required Resource Materials:
Wolfgang, C. (2009). Solving Discipline and Classroom Management Problems.
San Francisco, CA: Jossey-Bass Publishers (ISBN: 978-0470129104).
Wong, K., & Wong, R. (2001). How to be an Effective Teacher: The First Days of
School. Mountain View, CA: Harry K. Wong Publications, Inc. (ISBN: 9780976423317).
HIGHLY Recommended Resource:
Jones, F. (2007). Tools for Teaching. Santa Cruz, CA: Fredric H. Jones &
Associates, Inc. (order electronically from www.fredjones.com or used
ISBN: 978-0965026321).
Instructor: Dr. Paul Tighe
ptighe@muhs.com, paul.tighe@wayland.wbu.edu
Phone: C: 623-640-1887
W: 928-634-8640
I can most easily be reached at my work email address.
Use the Wayland email address for assignment submission.
EDUC 5306 Syllabus, Winter 2015, p.1
Attendance Policy:
The University expects students to make class attendance a priority. All
absences are to be explained to the instructor who will determine whether
omitted work may be made up. When a student reaches the number of absences
considered by the instructor to be excessive, the instructor will so advise the
student and file an unsatisfactory progress report with the dean at the campus
where the course is offered. Any student who misses 25% or more of the
regularly scheduled class meetings will receive a grade of “F” in the course.
Student appeals may be addressed, in writing, to the campus dean. Three times
arriving late will equal one absence, and three times leaving class early will equal
one absence. (Arrival more than five minutes late or departure more than five
minutes early is deemed a late arrival/early leave.)
Provisions for Special Needs:
It is University policy that no otherwise qualified disabled person be excluded
from participation in, be denied the benefits of, or be subject to discrimination
under any educational program or activity in the University.
Plagiarism Policy:
Intellectual integrity and truthfulness are fundamental to scholarship. Plagiarism
is a form of cheating. Plagiarism occurs when a student fails to give proper credit
when information is either quoted or paraphrased or when a student takes credit
for another person’s work. Plagiarism may result in an “F” in the course or
expulsion from the class or the University.
Course Objectives:
Students will:
1. Compare and contrast current trends of classroom management models
used today in public school settings.
2. Develop his/her own classroom discipline plan based on the best practices
of classroom management and student discipline models.
3. Analyze various case studies and apply behavioral concepts, discipline
techniques and management strategies.
4. Identify underlying theoretical frameworks related to classroom
management from psychological, sociological, and child
development/growth areas.
5. Explain teacher rights and responsibilities under current laws.
6. Identify his/her personal philosophical position regarding ideology and
belief system pertaining to classroom management and discipline.
EDUC 5306 Syllabus, Winter 2015, p.2
Course Requirements:
It is very important for teachers to effectively communicate ideas to colleagues,
parents, and administrators. Writing clear and error free English is a priority at
Wayland’s Division of Education. Therefore, each student’s ability to express
his/her knowledge of educational concepts and theories within the conventions of
academic discourse will be assessed through both oral presentations and written
assignments. Criteria for evaluation will be based on both content and
mechanics. Integration of information from lectures, readings, discussions, and
field experiences will be taken into consideration, as will correct and appropriate
format and organization. Written work in this course must be prepared
according to APA style.
1. The student will attend classes, read all assigned materials, and participate in
class activities/assignments (200 points).
2. Each student will be assigned readings that describe various theoretical
models related to classroom management. Each student will be required to
prepare a 1-2 page summary of his/her assigned readings and post it in the
Blackboard Discussion Board (100 points). The instructor will post a forum for
each student to post his/her summary. Each student will also be expected to
read and post a substantive response to each summary posted by other students
(see #3).
3. Each student will be required to read the summaries posted by other students
(see #2) and post a substantive response to each summary. A substantive
response should be at least 250-300 words and reflect critical thoughts related to
the original summary posted (100 points). Students are encouraged to also
respond to the responses of other students, as an online discussion.
4. The student will observe at least two lessons at a local school and conduct
brief interviews of the cooperating teachers. The field experiences should total a
minimum of 8 hours and must be documented on a University form. A 3-5 page
reflective summary of each observation will be expected (100 points each). The
summary should include a description of the teacher’s classroom management
plan, an overview of the observation, and personal reactions to the interactions
with the teacher, the classroom management plan, and observation itself. The
personal reactions should include a reflection of the things that worked well and
things that could have been done better with respect to classroom management.
5. The student will develop, prepare, and present a classroom management plan,
including the following components (100 points):
 Design a classroom map with a seating arrangement, table arrangement,
bulletin boards, other furniture placement, etc. This should be a sketch or
computer layout.
 Design one bulletin board. This should be a sketch or computer drawing.
EDUC 5306 Syllabus, Winter 2015, p.3


In a typed paper, list at least five classroom procedures appropriate for
your grade level or subject area and describe how you would manage
them (i.e.: getting drinks, using the restroom, paper passing, lining up,
arrival/dismissal, etc.).
Design a weekly or monthly newsletter skeleton/template.
6. The student will develop, prepare, and present a classroom discipline plan,
including the following components in a typed paper (100 points):
 Describe how your classroom discipline system will work.
 Include rules, rewards, and consequences. Describe how you did or
would develop them.
 Include supporting statements of why you feel this would be an effective
system. Your statements will be stronger if you cite theories and
researchers from the texts and class resources.
 Create visual aides to represent system components. These can be
sketches or computer graphics on 8.5x11 paper to represent posters and
other visual aides you would use in your classroom.
7. The student will write a final reflection paper, approximately 3-5 pages in
length, reflecting on course activities and learning experiences (100 points). The
reflection paper should include a summary of learning from the course, the most
beneficial course components/activities, and areas you would have liked to
explore further.
All assignments are due, as noted on course outline, unless otherwise
announced in class or on Blackboard.
Assignments not completed on time will reflect a lowered grade of 10%
deduction per day minimum. Late work will not be accepted after
7 days. If a student misses class the day an assignment is due, he or she
must still turn in the assignment no later than the regular class meeting
time to receive possible full credit for the assignment.
University Grading Policy
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
EDUC 5306 Syllabus, Winter 2015, p.4
Course Calendar
Week 1: (11/9/15)
Readings:
Course Syllabus
Due:
Get textbooks
Research potential field experience options/locations
Week 2: (11/16/15) Meeting 11/20 & 11/21 at Luke Campus
Readings:
Wolfgang Chapter 1: Discipline, Management, and Teacher Power
Wolfgang Chapter 11: Designing Your Own Model of Discipline
Scan Wolfgang Chapters 2 – 10
Wong Chapter 1: Why You Need to Succeed on the First Days of School
Wong Chapter 2: What is an Effective Teacher?
Due:
Contact a school/teacher(s) for field experiences
Thanksgiving Break (Nov. 23-28)
Week 3: (11/30/15)
Readings:
Wolfgang Chapter 16: Managing Student Violence
Wolfgang Chapter 17: Classroom Management
Scan Wolfgang Chapters 12 – 15
Wong Chapter 6: Why Positive Expectations Are Important
Wong Chapter 7: How to Help All Students Succeed
Due:
Confirm field experiences placements for observations (email info to Dr. Tighe by
12/2/15)
Week 4: (12/7/15)
Readings:
Individual Assigned Readings
Wong Chapter 11: How to have a Well-Managed Classroom
Wong Chapter 12: How to Have Your Classroom Ready
Due:
Post Assigned Reading Summary in Blackboard (due 12/11/15)
Week 5: (12/14/15)
Readings:
Wong Chapter 13: How to Introduce Yourself to Your Class
Wong Chapter 14: How to Arrange and Assign Seating
Due:
Post Responses to Each Reading Summary (due 12/18/15)
Winter Break (Dec. 21 – Jan. 3)
EDUC 5306 Syllabus, Winter 2015, p.5
Week 6: (1/4/16)
Readings:
Wong Chapter 15: How to Start a Class Effectively
Wong Chapter 16: When and How to Take Roll
Due:
Observation 1 Reflective Summary (due 1/8/16; email as a Word attachment)
Week 7: (1/11/16)
Readings:
Wong Chapter 17: How to Maintain an Effective Grade Record System
Wong Chapter 18: How to Have an Effective Discipline Plan
Due:
Participate in online discussions of readings in Blackboard
Week 8: (1/18/16)
Readings:
Wong Chapter 19: How to Teach Students to Follow Classroom Procedures
Wong Chapter 20: How Procedures Improve the Opportunity to Learn
Due:
Observation 2 Reflective Summary (due 1/22/16; email as a Word attachment)
Week 9: (1/25/16) Meeting 1/29 & 1/30 at Luke Campus
Due:
Classroom Management Plan & Presentation to Class (due 1/29/16)
Classroom Discipline Plan & Presentation to Class (due 1/29/16)
Field Experiences Record (due 1/29/16)
Final Reflection Paper (due 1/30/16)
Summary of Assignments:
Assignment
Due
Class Participation
Assigned Reading Summary
Responses to Reading Summaries
Observation 1 Summary
Observation 2 Summary
Classroom Management Plan
Classroom Discipline Plan
Final Reflection Paper
TOTAL
Each Class
12/11/15
12/18/15
1/8/16
1/22/16
1/29/16
1/29/16
1/30/16
Points
Earned
Points
Possible
200
100
100
100
100
100
100
100
900
EDUC 5306 Syllabus, Winter 2015, p.6
Educ 5306:
Classroom Management
TExES Alignments:
Pedagogy & Professional Responsibilities (PPR)
Note. Bullets under each competency are noted by competency number (e.g.:
bullet number: 1.3 is Competency 001, 3rd bullet. Sometimes a bullet is missing
because that bullet or component of a competency goes with another course.
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 furniture in the classroom, and applies strategies for organizing the
physical environment to ensure physical accessibility and facilitate
learning in various instructional contexts.
5.7
Creates a safe, nurturing, and inclusive classroom environment that
addresses students’ emotional needs and respects students’ rights and
dignity.
EDUC 5306 Syllabus, Winter 2015, p.7
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).
EDUC 5306 Syllabus, Winter 2015, p.8