SSLS 745

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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.
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