DEPARTMENT OF SPECIAL SERVICES AND LEADERSHIP STUDIES COLLEGE OF EDUCATION PITTSBURG STATE UNIVERSITY Fall 2008 Classroom Management Techniques Course Number: SSLS 745 Credit Hours: 3 Instructor: Anna Friend, Ph.D. Course Time Schedule: 5:30 – 7:30 p.m., Wednesday KC Metro Center, Kong Room Office: KC Metro Center Office Hours: M, TH 10:00 - 12:00 Tuesday 12:30 – 2:30 Wednesday 1:30 – 5:30 p.m. or by appointment E-mail: [email protected] Office Phone: (913) 529-4487 Course Description SSLS 745 Classroom Management Techniques is a graduate course specifically designed to study classroom management strategies. Course content includes preventative techniques, description and rationale of several currently used management models, basics of behavior modification, group management planning, and individual interventions. Projects to implement various techniques are required. Purpose of the Course This course is required to fulfill the requirements for a Master’s of Science Degree in special education teaching. The course is also appropriate and applicable to any area of study in special education or general education that relies on knowledge of classroom management and student motivation. Program Objectives SSLS 745 focuses primarily on KSDE Standards #3, 5, 6. KSDE SPECIAL EDUCATION STANDARDS 1. The teacher of students with adaptive learning needs demonstrates an understanding of philosophical, historical, and legal foundations of education and special education. 2. The teacher of students with adaptive learning needs demonstrates an understanding of learners’ diversity and provides support for students’ cognitive, physical, social, emotional and career development. 3. The teacher of students with adaptive special education needs demonstrates assessment, diagnosis, and evaluation knowledge and skills. 4. The teacher of students with adaptive learning needs demonstrates knowledge and skill in planning and implementing effective instruction based upon knowledge of the subject matter, student, community, and curriculum goals. 5. The teacher of students with adaptive learning needs promotes learning by providing planned, orderly, supportive environments that encourage participation of individuals with adaptive learning needs. 6. The teacher of students with adaptive learning needs demonstrates knowledge and skill in managing behavior, facilitating problem solving, developing social skills, and promotion self-advocacy of students with adaptive/functional learning needs. 7. The teacher of students with adaptive learning needs demonstrates effective communication and collaboration skills and knowledge related to individuals with adaptive learning needs. 8. The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and skills related to students with adaptive/functional learning needs. Course Objectives Upon successful completion of this course, the student will be able to: 1. Demonstrate knowledge of many aspects of classroom functioning that impacts classroom behavior management. 2. Demonstrate knowledge of various preventative techniques/measures in classroom behavior management. 3. Demonstrate knowledge of the fundamentals of applied behavior modification in regard to assessing behaviors, reinforcing and maintaining behaviors, extinction of behaviors, and designing interventions for management/behavioral change. 4. Explain how pupil failure and inappropriate behavior are related to academic progress. 5. Acquire the ability to design and implement a behavior management plan that meets specific needs. 6. Demonstrate knowledge of issues in multicultural education which impact classroom management. Instructional Resources Required Textbook: Cipani, Ennio (2008). Classroom Management for All Teachers: Plans for Evidencebased Practice. New Jersey: Pearson Education, Inc. ISBN-13: 978-0-13-199164-4 Recommended text: Algozzine, B., Ysseldyke, J., & Elliott, J. (2000). Strategies and Tactics for Effective Instruction. Longmont, Colorado: Sopris West. ISBN#: 1-57035-119-8 Marzano, R.J. (2003). Classroom Management that Works: Research-based Strategies for Every Teacher. Alexandria, Virginia: ASCD. ISBN: 0-87120-793-1 Kansas Special Education Process Handbook http://www.kansped.org/ksde/ph01/process01.html Missouri Special Education Handbook: http://dese.mo.gov/divspeced/compliance/index.html Handouts distributed during class as well as other resources provided by the instructor. Class will use Angel as a tool to augment class sessions. Students need an active e-mail address that is capable of uploading and downloading files. Teaching Strategies The instructional format of this course will be a combination of group sessions, guest speakers, student presentations, role-plays, and readings. A portion of the student contact time will be online, utilizing Angel. Written Communication Skills All written assignments are to be prepared on a computer or typewriter. Typos, misspellings, and grammar errors will result in a lower grade. APA (5th ed.) format is to be used when preparing and citing materials. Avoid language that is sexist, culturally biased, reinforcing of stereotypes, or offensive to persons with disabilities. Person-first language should always be used. Course Content SSLS 745 will focus on the following topics: Preventative management techniques Major classroom management models Knowledge and application of the basics of behavior modification Functional analysis of behavior Positive behavioral supports Individual interventions All topics will address concerns at early childhood, elementary and secondary levels. Course Requirements A. Reading and Research: The student is to be prepared each day of class by utilizing the assigned readings or completing research tasks. Each student will also be required to complete individual and group assignments as outlined in the schedule of class topics. B. Personal Reflections: During the course of the semester, students will write personal reflections about specific classroom experiences that relate to class discussions and topics. C. Intervention Presentation: Working with a partner, students will create a presentation about an assigned classroom management intervention and present it to the class. D. Behavior Intervention Support Project: Students will complete a 5 part Behavior Intervention Support Project that incorporates course objectives and requires the student to apply management knowledge to current classroom situations. E. Discussion Board Assignments: Discussion questions and or case studies related to course subjects will be posted on ANGEL Communication Forums. Students will be required to participate in written discussions and collaborate through use of this system. Course Evaluation Final grade for SSLS 745 will be based on the following criteria: Assignment Personal Reflections Discussion Board Assignments Intervention Presentation Behavior Intervention Project Part 1 Behavior Intervention Project Part 2 Behavior Intervention Project Part 3 Behavior Intervention Project Part 4 Behavior Intervention Project Part 5 Final Exam Total Points Grade A B C Points 450-500 449-400 399-350 Due Date Points 50 points 50 points 50 points 50 points 50 points 50 points 100 points 50 points 50 points 500 points Percentage of Points 90-100 80-89 70-79 Grading Assignments are to be submitted through ANGEL; feedback and grades are also posted using the ANGEL system. Students may have an opportunity to re-work and re-submit an assignment one time without grade penalty, however there must be an established time-line for completion. This is to give the student an opportunity to demonstrate mastery at a level acceptable for course completion. Maximum points to be earned on an assignment will be reduced by 10% for each calendar day the assignment is late. If a student must be absent from class on the day that an assignment is due, it is the student’s obligation to make certain the assignment is submitted through ANGEL on the due date. Similarly, if a student must be absent from class on the day of an assessment, it is imperative that the student make arrangements to take the assessment before the established date. Incompletes are discouraged. Students who do request an Incomplete cannot be eligible for an A as a final grade. Taking an Incomplete will also require the student to submit a plan of completion. Attendance This class will be a combination of on-line and on-site sessions. When class meetings are on-site, attendance is mandatory since the majority of information will be presented through lectures, class discussions, and class activities. Therefore, for each unexcused absence, habitual late arrival or failure to remain for the entire course will result in a 5% deduction in your grade. Excessive absences will negatively impact the student’s grade, and may result in the student being dropped from the class. (See 2005-07 University Catalog, pg. 41) Inclement Weather On rare occasions due to inclement weather, class may be cancelled. The KC Metro Center (913-529-4487) will make every effort to contact you to let you know that your class has been canceled. You should also check the announcement section on the Angel site. Academic Dishonesty Students are reminded to be familiar with the “Dishonesty in Academic Work” policy in the 2005-07 University Catalog. Students are expected to demonstrate academic integrity at all times. Violations will be handled as indicated in the written policy. Respect for the Academic Process The rights and responsibilities that accompany academic freedom are at the heart of the intellectual purposes of the university. Our conduct as community members should protect and promote the university’s pursuit of its academic mission. We are all, therefore, expected to conduct ourselves with integrity in our learning, teaching and research, and in ways in which we support those endeavors. Please refer to the catalog for the university policy on academic dishonesty. You are expected to do and submit your work and not that of others.