KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF SECONDARY EDUCATION
COLLEGE OF EDUCATION
I.
Course Description
Title: SEU 535: Classroom Management for the Inclusive Classroom
3.s.h. 3 c.h.
This course will prepare teachers to be educational leaders who effectively
manage their classrooms. It will focus on taking a pro-active approach to create a
positive learning environment for all students. The course will operate from a
perspective that it is the teacher’s responsibility to bring an enhanced level of
professionalism and strong sense of ethical behavior to the classroom. Special
attention will be given to the recognition that today’s classrooms are inclusive and
contain students with a variety of needs and learning styles that need to be
accommodated. A successful learning environment requires effective lesson plans
and appropriate communication with students, parents, administrative and
community resources.
II.
Rationale
Classroom Management is the number one concern of teachers. This course will
encourage teachers to understand the theoretical framework of discipline to
effectively plan for their own classroom environment.
III.
Course Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Each teaching candidate will identify differences between teacher centered
and students centered discipline.
Each teaching candidate will be familiar with a variety of discipline
theorists.
Each teaching candidate will choose a theorist who fits his/her personality.
Each teaching candidate will work as a member of a team to teach a
classroom management program.
Each teaching candidate will write a philosophy of education.
Each teaching candidate will write a classroom management plan.
Each teaching candidate will demonstrate knowledge of the PDE 430
(Frameworks of Teaching).
Each teaching candidate will demonstrate high expectations with value
placed on the quality of student work.
Each teaching candidate will plan for attention to equitable learning
opportunities for students.
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10.
11.
12.
13.
IV.
Each teaching candidate will promote effective procedures that result in
little or no loss of instructional time.
Each teaching candidate will develop clear standards of conduct and
effective arrangement of student behavior.
Each teaching candidate will give appropriate attention to safety in the
classroom to the extent that it is under the control of the student teacher.
Each teaching candidate will have the ability to establish and maintain
rapport with students.
Assessment
Students will develop a Classroom Management plan, will take quizzes measuring
their understanding of various theories, will write/review their Philosophy of
Education to make sure it is consistent with their management decisions, will
produce artifacts that align with the research on creating an effective classroom
environment, will present a management model that is consistent with their own
belief system.
V.
Course Outline
A.
Overview of management continuum with explanation of terms.
1.
Belief Inventory
2.
Philosophy of Education
3.
Societal influences
B.
Introduction to the humanistic point of view.
1.
Carl Rogers
2.
Thomas Gordon
3.
Locus of Control
C.
Introduction to the non-intervention point of view
1.
Rudolf Dreikurs
2.
William Glasser
3.
Progressive Education
D.
Introduction to the behavioral point of view
1.
B. F. Skinner
2.
Lee and Marlene Canter
3.
Positive and negative reinforcements
E.
The Domains of Teaching and Learning
1.
Planning and Preparation
2.
Environment
3.
Instruction
4.
Professionalism
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F.
The Classroom Environment
1.
High expectations with value placed on the quality of student
work.
2.
Equitable learning opportunities for students.
3.
Effective procedures that result in little or no loss of instructional
time.
4.
Clear standards of conduct and effective arrangement of student
behavior.
5.
Appropriate attention to safety in the classroom to the extent that it
is under the control of the student teacher.
6.
Ability to establish and maintain rapport with students
G.
Classroom Management Tools
1.
The interventionists
2.
The non-interventionists
3.
The interactionalists
H.
Attention to issues of Diversity
1.
Verbal communication
2.
Non-verbal communication
I.
Attention to Issues of Diversity
1.
The inclusive classroom
2.
Adaptations
J.
The Restorative Justice Model
K.
The Jones Model
L.
Designing class-wide procedures and policies
M.
Implementing a class-wide management plan
N.
Communication
1.
Communicating with families
2.
Communication with professionals
3.
Communicating with community members
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VI.
Instructional Resources
Brophy, J. (1988). Research on teaching effects: Uses and abuses. The Elementary School
Journal, 89, 1,3—21.
Canter, L., and Canter, M. (1992). Assertive Discipline: Positive Behavior Management
for Today’s Classroom. Santa Monica, CA: Lee Canter & Associates.
Charles, C.M., (2008). Building Classroom Discipline, 9th edition. Boston: Allyn and
Bacon.
Curwin, R. L., and Mendler, A. N. (1999). Discipline with Dignity. Upper Saddle River,
NJ: Merrill Prentice Hall.
Dreikurs, R. (2004). Discipline without Tears: How to Reduce Conflict and Establish
Cooperation in the Classroom. New York: Wiley and Sons.
Emmer, E. T., Evertson, C. M., and Worsham, M. E. (2006). Classroom Management for
Secondary Teachers, 7th ed. Boston: Allyn and Bacon.
Gathercoal, F (1998). Judicious discipline. In R. E. Butchart and B. McEwan (Eds.),
Classroom Discipline in American Schools: Problems and Possibilities for Democratic
Education (pp. 197-216). Albany, NY: State University of New York Press.
Hardin, C.J. (2012). Effective Classroom Management: models and strategies for today’s
classroom. 3rd edition. Boston: Pearson.
Jones, V. (2011). Practical Classroom Management. Boston: Allyn and Bacon.
Jones, V. F., and Jones, L. S. (2003). Comprehensive Classroom Management: Creating
Communities of Support and Solving Problems, 7th ed. Boston: Allyn and Bacon.
Levin, J. and Nolan, J.F. (2004). Principles of classroom management: A professional
decision-making model. Pearson, Allyn and Bacon: Boston. 5th edition.
Levin, J., and Shanken-Kaye, J. (2002). From Disrupter to Achiever: Creating Successful
Learning Environments for the Self-Control Classroom. Dubuque, IA: KendallMunt.
Gathercoal, F. (1998). Judicious discipline. In R. E. Butchart and B. McEwan (Eds.),
Classroom Discipline in American Schools: Problems and Possibilities for Democratic
Education (pp. 197—216). Albany, NY: State University of New York Press.
Good, T., and Brophy, J. (1997). Looking in Classrooms, 4th ed. New York: Longman.
Kohn, A. (1999). Punished by Rewards. Boston: Houghton Mifflin.
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Savage, T. V., Savage, M. K. (2010). Successful Classroom Management and
Discipline: teaching self-control and responsibility, 3rd edition, Thousand Oaks, CA:
Sage Publications.
Walker, H. M. (1979). The Acting-Out Child: Coping with Classroom Disruption.
Boston: Allyn and Bacon.
Wong, H.K. and Wong, R.T. (2004). How to be an effective teacher: The first days of
school. Harry K. Wong Publications, Inc.: Mountain View, CA.
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