EDUCATION 487
CLASSROOM MANAGEMENT AND SYSTEM ISSUES
Spring 2008 - Partnership
Instructor : Frank Howe
Telephone : 434-395-2338
FAX: 434-395-2148
EMAIL: howefj@longwood.edu
Office : 218 Hull Building
Office Hours :
MTWR – 1:00 - 3:00
Other Times - By Appointment
I. Course Description: Examination of classroom management techniques and the
development of skills necessary to foster a supportive learning environment as well as
examination of system problems and solutions within traditional education settings N, K12. 3 Credits
Text : Nurturing the Parent Teacher Alliance: A Guide to Forming Facilitative
Relationships
II. Course Objectives: Students successfully completing EDUC 487 will through written
assignments, class discussions, role-play activities, essay examinations, and field-based
activities:
Knowledge
1. Demonstrate an understanding of the teacher's role of classroom leader as the
primary determinant of the classroom environment. *(V1, 5)
2. Evidence a familiarity with current systems of classroom control. *(5)
3. Demonstrate a working knowledge of how to assess behavioral problems and how
to decide upon and implement an intervention strategy. *(5)
4. Demonstrate an understanding of system issues as they impact in the teacher's
classroom functioning. *(7)
5. Demonstrate familiarity with assertive, non-aggressive communication styles to
utilize in the professional setting. *(6, 7)
6. Demonstrate a familiarity with the causes and warning signs of stress and
professional burnout and with useful stress management techniques. *(7)
7. Demonstrate an understanding of the effective use of supervision *(6, 7)
8. Demonstrate a familiarity with a wide variety of "typical" behavior problems in
the classroom. *(5, 9)
9. Demonstrate an understanding of how and when to seek additional professional
advice or assistance with classroom management issues and the ability to
assertively seek professional assistance. *(5, 6, 7,)
10. Demonstrate an understanding of the contextual factors that shape a learning
environment *(V1, 1, 5, 9)
Skills
1. Demonstrate a working knowledge of a variety of classroom management
techniques including listening and attending skills, verbal and non-verbal
communication, individual and group interventions. *(5, 6, 9)
2. Demonstrate a working knowledge of a variety of techniques to provide feedback
to students regarding their behavior. *(5, 6)
3. Demonstrate the skills to intervene successfully with a wide variety of "typical"
behavior problems in the classroom. *(5, 9)
4. Demonstrate the ability to analyze the factors that shape a learning environment
and to plan for instruction and classroom management based on this analysis.
*(V1, 1, 5, 9)
5. Demonstrate the ability to communicate effectively with colleagues, parents, and
students in support of effective classroom management. *(5, 6, 7, 9)
Dispositions
1. Demonstrate an appreciation of the importance of a positive classroom
environment to the learning process. *(1, 5)
2. Demonstrate a commitment to the teacher's role as the primary determinant of the
classroom environment. *(V1, 5, 7)
3. Demonstrate a commitment to appropriate professional behavior when interacting
with colleagues, parents, and students. *(7, 9)
4. Demonstrate a commitment to professional development and self-care. *(V1, 7)
* Conceptual Framework Competencies - (V1) Educators as Reflective Citizen
Leaders, (1) Plan for Instruction, (2) Implementation and Management of Instruction, (3)
Evaluation and Assessment, (4) Knowledge of Subject, (5) Classroom Management, (6)
Communication Skills, (7) Professional Responsibilities, (8) Technology, (9) Diversity
III. Course Outline:
Day/Date
Topics
January 18
Introduction / Management Approaches /Teacher Behavior
Continuum / Class Rules / Consistency
January 25
Contextual Factors, Levels of Intervention
February 1
T. E .T. / Transactional Analysis / Values Clarification
February 8
Social Discipline / Reality Therapy / Paper Due
February 15
Assertive Discipline / Behavioral Modification
February 22
EXAM I
February 29
Focusing Attention / Classroom Design / Crisis in the
Classroom
March 7
Student Games / Teacher Games
March 21
Stress Management / Teacher Burnout
March 28
EXAM II
April 4
Developing the Classroom Management Plan / Assertive
Behavior / Communication w/ Colleagues
April 11
Communication with Parents & Students / Supervision /
System Problems / Paper Due
April 18
Professional Issues on Child Abuse / Imminent Danger
April 25
FINAL EXAM
IV. Course Requirements:
1. Contextual Analysis of a Learning Environment. One short (2 pages) assignment
that analyses the contextual factors that shape a learning environment. (See criteria
below) Due typed February 8
2. Examinations. Two multiple choice / essay tests and one final examination based on
text, class lecture and discussion.
3. Classroom Management Plan. Each student will develop a classroom management
plan designed to facilitate a safe supportive learning environment (See criteria below)
Due typed April 11
V. Grading:
Assignment
Point Value
Contextual Analysis
15 pts
Classroom Management Plan
20 pts
Examinations I
20 pts
Examinations II
20 pts
Final Examination
25 pts
Total
100 pts
Grade
A
B
C
D
F
Scale
90 - 100
80 – 89
70 – 79
60 – 69
Below 60
VI. Attendance
Attendance at all classes is expected. Excessive absences (25% or above) will result in a
failing grade.
VII. Honor Code
Students are expected to follow the Longwood College Honor Code as described in the
current Longwood Catalog and Student Handbook.
VII. Learning Accommodations
Any student who feels s/he may need an accommodation based on the impact of a
physical, psychological, medical, or learning disability should contact me privately. If
you have not already done so, please contact the Office for Disability Services (103
Graham Building, 395-2391) to register for services.
IX. Assignment Criteria
Contextual Analysis of a Learning Environment
Prepare a paper that analyses the contextual factors that shape a learning environment.
Identify a particular learning environment and examine the following elements:
1. Community, District, School, and Classroom factors. Address geographic
location, community and school population, socio-economic profile and
race/ethnicity. You might also address such things as stability of community,
political climate, community support for education, and other environmental
factors. Address physical features, availability of technology equipment and
resources and the extent of parental involvement. You might also discuss other
relevant factors such as classroom rules and routines, grouping patterns,
scheduling and classroom arrangement. (3 points)
2. Students' Characteristics. Address student characteristics you must consider
as you design instruction and assess learning. Include factors such as age, gender,
race/ethnicity, special needs, achievement/developmental levels, culture,
language. (3 points)
3. Students’ Varied Approaches to Learning Address students' interests, learning
styles/modalities, and students’ skill levels. (3 points)
4. Students' Prior Learning. Address students’ prior knowledge and skills that will
influence the development of your learning goals, instruction and assessment. (3
points)
5. Instructional Implications. Address how contextual characteristics of the
community, classroom and students have implications for materials selection,
review of prior learning, instructional modalities, homework & extended learning
opportunities, and assessment decisions. Include specific instructional
implications for at least two student characteristics and any other factors that will
influence how you plan and implement your unit. (3 points)
N.B. - Your paper must contain and address the five headings
listed above
Classroom Management Plan
Develop a comprehensive classroom management plan for a specific learning
environment.
1. Learning Environment - Identify a specific school and classroom setting (e.g.
Elementary School , Regular 3rd Grade Class) (-1 point if missing)
2. Rules, Consequences, and Procedures - Develop a set of rules and appropriate
consequence for this class. Describe your procedures for performing non-instructional
tasks, handling materials and supplies, managing transitions, and organizing and
managing small group work to insure there is minimal loss of instructional time. (5
points)
3. Classroom Design - Sketch and describe the physical layout of the room, including
overall room dimensions. Explain how this layout supports the learning environment
(4 points)
4. Model for Intervention - Select and explain a specific model of classroom
management. Using a hypothetical case, describe how you would use this model to
help a student who is experiencing behavior problems in your room. (5 points)
5. Support Required - Discuss whose support you need to successfully implement your
classroom management plan, why and what sort of support you need from each
individual, and how you would seek and insure that support. Specifically discuss the
importance of establishing and maintaining a positive collaborative relationship with
families to promote academic, social and emotional growth in children. Include in this
section the letter you would send home to parents at the beginning of the school year.
(6 points)
N.B. - Your paper must contain and address the five headings
listed above
X. Selected Bibliography:
Arends, Richard I. 1997. Classroom Instruction and Management. New York: McGrawHill.
Aronson, Elliot, and Patnoe, Shelly.1997. The Jigsaw Classroom: Building Cooperation
in the Classroom. Addison-Wesley Educational Publishers Inc.
Blanchard, K. and S. Johnson. 1982. The One Minute Manager. New York : Berkley
Books.
Blanchard, K. and S. Johnson. 1984. Putting the One Minute Manager to Work : How to
Turn Three Secrets Into Skills. New York : William Morrow and Company, Inc.
Blumberg, A. and W. Greenfield. 1986. The Effective Principal : Perspectives on School
Leadership. Boston, MA.: Allyn and Bacon.
Brunsson, N. 1985. The Irrational Organization : Irrationality as a Basis for
Organizational Action and Change. New York : John Wiley and Sons.
Burden, Paul R. 1995. Classroom Management and Discipline. White Plains, NY:
Longman Publishing Group.
Carey, W.C. 1983. Tactful Teacher Evaluations. Salem, Oregon : Options Press.
Cangelosi, James S. 1997. Classroom Management Strategies: Gaining and Maintaining
Student’s Cooperation. Whitle Plains, NY: Longman Publishing.
Cedoline, A.J. 1982. Job Burnout in Public Education : Symptoms, Causes and Survival
Skills. New York : Teachers College Press.
Charles, C. M. 1996. Building Classroom Discipline. White Plains, NY: Longman
Publishing.
Clements, Barbara S., Emmer, Edmond T., Evertson, Carolyn M., and Worsham, Murray
E. 1994. Classroom Management for Elementary Teachers. Needham Heights, MA:
Allyn & Bacon.
Collins, C. 1987. Time Management for Teachers : Practical Techniques and Skills That
Give You More Time To Teach. West Nyack, New York : Parker Publishing Company.
Drury, S.S. 1984. Assertive Supervision : Building Involved Teamwork. Champaign, Il. :
Research Press. Dyer, W. 1977. Pulling Your Own Strings. New York : Avon Books.
Edwards, Clifford H. 1997. Classroom Discipline & Management. Upper Saddle River,
New Jersey: Prentice-Hall.
Emmer, Edmond T., Evertson, Carolyn M., Clements, Barbara S., and Worsham, Murry
E. 1997. Classroom Management for Secondary Teachers. Needham Heights, MA: A
Viacom Company.
Evertson, Carolyn M., Emmer, Edmond T., Clemets, Barbara S., Worsham, Murray E.
1997. Classroom Management For Elementary Teachers. Needham Heights, MA: Allyn
& Bacon.
Farber, B.A. (ed). 1983. Stress and Burnout in the Human Service Professions. New York
: Pergamon Press.
Froyen, Len A. 1993. Classroom Management: The Reflective Teacher-Leader. New
York, New York: Macmillan Publishing Company.
Greenberg, J.S. 1987. Comprehensive Stress Management. Dubuque, Iowa : W.C. Brown
Hyman, Irwin A. 1997. School Discipline and School Violence: The Teacher Variance
Approach. Needham Heights, MA: A Viacom Company.
Kerr, Mary Margaret, and Nelson, Michael C. 1998. Strategies for Managing Behavior
Problems in the Classroom. Upper Saddle River, New Jersey: Prentice-Hall.
Kozoll, C.E. 1982. Time Management for Educators.Bloomington, IND. : Phi Delta
Kappa Educational Foundation.
Levin, James, and Nolan, James F. 1996. Principles of Classroom Management: A
Professional Decision-Making Model. Needham Heights, MA: Allyn & Bacon.
Marzano, Robert J. 1992. A Different Kind of Classroom: Teaching with Dimensions of
Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Meese, Ruth Lyn. 1996. Strategies for Teaching Students with Emotional and Behavioral
Disorders. Pacific Grove, CA: Brooks/Cole Publishing Company.
Mignanao, Andrew J., Jr. and Weinstein, Carol Simon. 1997. Elementary Classroom
Management: Lessons from Research and Practice. New York: McGraw-Hill.
Queen, Allen J., Blackwelder, Beth B., and Mallen, Leon P. 1997. Responsible
Classroom Management for Teachers and Students. Upper Saddle River, New Jersey:
Prentice-Hall Inc.
Rinne, C. H. 1984. Attention : The Fundamentals of Classroom Control. Columbus, OH. :
Merrill
Rinne, Carl H. 1997. Excellent Classroom Management. Belmont, CA: Wadsworth
Publishing Company.
Russel, M.L. (ed). 1988. Stress Management for Chronic Disease. New York : Pergamon
Press Schumacher, E.F. 1977. A Guide for the Perplexed. New York : Harper and Row.
Ryan, Kevin and Wynne, Edward A.1993. New York, New York: Macmillan Publishing
Company.
Seldin, P. (ed). 1987. Coping With Faculty Stress. San Francisco : Jossey-Bass.
Weinstein, Carol Simon. 1996. Secondary Classroom Management: Lessons from
Research and Practice. New York: McGraw-Hill.
Zabel, Robert H., and Zabel, Mary Kay. 1996. Classroom Management in Context:
Orchestrating Positive Learning Environments. Boston, MA: Houghton Mifflin
Company.
Zirpoli, Thomas J., and Melloy, Kristine J. 1997. Behavior Management: Applications
for Teachers and Parents. Upper Saddle River, New Jersey: Prentice-Hall Inc.