Department of Curriculum and Instruction
College of Education
Pittsburg State University
Preparing Competent, Committed, Caring Professionals
SPRING 2010
Course Number: CURIN 368-02
Title: Effective Classroom Management
Credit Hour: 2
Course Time: 1:00-2:50 Thursday
Instructor: Dr. Trinity M. Davis
Office Phone: 235-4502
Office: 112K Hughes Hall
Office Hours: 9-10 MWF/9-4 Tuesday
e-mail: tdavis@pittstate.edu
______________________________________________________________________________
I.
COURSE DESCRIPTION
Proactive classroom management concepts, strategies, and skills with management
plan developed. Focus on handling problems when they occur and on strategies
to decrease likelihood of repetition of classroom problems. Skills reviewed and
applied in whole class settings during professional semester.
II.
PREREQUISITES FOR THE COURSE
Admission to Teacher Education
CURIN 366 Primary Reading and Language Arts with Practicum with grade of
"C" or higher.
III.
PURPOSE OF THE COURSE
Successful completion of this course is required for the Professional Semester.
Students will develop the knowledge, skills, and dispositions necessary to
confidently and effectively plan, implement and evaluate effective classroom
management strategies that can be applied during their student teaching experience.
By exploring different models and strategies of classroom management, we can
create a personalized plan that addresses the needs of all learners. Students will be
expected to compare, summarize and defend the theories and principles that guide
the appropriate approaches to support teaching and learning, and evaluate and
debate the issues surrounding classroom management.
IV.
COURSE OBJECTIVES
1. Believe in and communicate a well-defined classroom management system.(53)
Classroom rules, procedures and routines.
2. Organize and maintain the physical environment of the classroom in a functional,
pleasant, and orderly manner conductive to student learning and safety.(54)
Classroom structure
3. Establish, teach and reinforce classroom expectations, rules, routines, and
procedures fairly and with an awareness of cultural attitudes (54) Respect for all
students.
4. Monitor and keep track of all students’ behavior and activities in the classroom at all
times. (55) Classroom structure, working the crowd, mean what you say and say
what you mean, just don't say it in a mean way.
5. Display a consistency in dealing with behavior in the lease disruptive manner,
utilizing appropriate positive and negative consequences.(56) The use of small
unemotional interaction with students. Mean what you say, and say what you mean.
6. Handle multiple tasks, intrusions, and distractions while maintaining momentum and
smoothness in the lesson.(57) Seat work, transitions, routines so that students know
what is expected when these situations arise.
7. Understand how to handle unexpected classroom incidents and emergencies
appropriately.(58) Routines and procedures.
Kansas Standards for Professional Education
Standard#2: The educator demonstrates an understanding of how individuals learn and
develop intellectually, socially and personally and provides learning opportunities that
support this development.
Standard #3: The educator demonstrates the ability to provide different approaches to
leaning and creates instructional opportunities that are equitable, that are based on
developmental levels, and that are adapted to diverse learners, including those with
exceptionalities.
Standard #4: The educator understands and uses a variety of appropriate instructional
strategies to develop various kinds of student learning including critical thinking,
problem solving and reading.
Standard #5: The educator uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
Standard #6: The educator uses a variety of effective verbal and non-verbal
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Standard #8 The educator understands and uses formal and informal assessment
strategies to evaluate and ensure the continual intellectual, social and other personal
developmental aspects for all learners.
Standard #9: The educator is reflective practitioner who continually evaluates the effects
of his or her choices and actions on others (students, parents, and other professionals
in the learning community), actively seeks out opportunities to group professionally,
and participates in school improvement process( Kansas Quality Performance
Accreditation).
Standard #10; The educator fosters collegial relationships with school personal,
parents, and agencies in the larger community to support all students' learning and wellbeing.
PSU Teacher Education Effectiveness Knowledge Base
PROFESSIONAL CHARACTERISTICS
#1
Is dependable and punctual.
#2
Maintains a consistently pleasant, positive, and professional demeanor.
#3
Believes that all students can learn and that, as a teacher, he/she can make a
significant contribution to their learning.
#4
Understands and respects a diverse student/parent population and has a goal to
help all children learn respect for the traditions and cultures of others.
#5
Promotes a classroom environment which is characterized as caring, responsive,
and supportive to all students.
#7
Knows and complies with school policies and shares in the general
responsibilities and duties associated with teaching(e.g attendance, discipline,
hall duty)
#10 Knows how to establish ongoing two-way communication with parents to support
student progress and conduct effective parent-teacher conferences.
#11 Communicates fluently using appropriate and grammatically correct oral and
written language.
#12 Sets goals and directions, which demonstrate the desire for life long learning
(e.g. in service, peer collaboration, professional readings.)
RELATIONSHIPS WITH STUDENTS
#16 Conveys high expectations that all students will succeed and learn.
#20 Seeks to stimulate positive work ethics, self-efficacy, and cooperation in all
students through daily interactions.
CLASSROOM MANAGEMENT
#53 Believes in and communicates a well-defined classroom management system.
#54 Organizes and maintains the physical environment of classroom in a functional,
pleasant, and orderly manner conducive to student learning and safety.
#55 Establishes, teaches, and reinforces classroom expectations, rules, routines, and
procedures fairly and with an awareness of cultural attitudes and mores.
#56
Monitors and keeps track of all student behavior and activities in the classroom
at all times.
#57 Displays consistency in dealing with behavior in the least disruptive manner,
utilizing appropriate positive and negative consequences.
#58 Handles multiple tasks, intrusions, and distractions, while maintaining
momentum and smoothness in the lesson.
#59 Understands how to handle unexpected classroom incidents and emergencies
appropriately.
#60 Analyzes classroom problems and resourcefully seeks strategies to help develop
a learning environment which encourages self-management, social interaction,
high time-on-task, and active engagement.
V. REQUIRED TEXT AND MATERIALS
 Tools for Teaching, Fred Jones
 Teacher Education Handbook
VI. INSTRUCTIONAL RESOURCES
Various text/materials in the Instructional Resource Center, Axe Library, and
instructor's office; newspapers, professional publications, and appropriate web
site; class handouts and visuals.
 Teaching With Love & Logic, Jim Fay & David Funk
 Classroom Management, Paul Burden
 Cases in Behavior Management, Scot Danforth & Joseph Boyle
 First Days of School, Harry Wong
VII. TEACHING STRATEGIES
Lecture and demonstrations
Discussions
Oral Reading
Audio/video materials
Student presentations
Peer evaluation
e-mail and internet
Student conferences
Independent reading from professional sources
Individual, partner, small group, and large group activities
VIII. COURSE REQUIREMENTS
Assessment will be determined both through a point system. Each course
requirement will have attached to it a predetermined point value. Each student's
final grade will be determined by the point total of the following:
 Student Interactive Notebook
Classroom Management Plan
Welcome Letter
Routines and Procedure
Homework Policy
Chapter & Class Notes
Assignments
100 points
 Online Personality Test
15 points
http://www.humanmetrics.com/cgi-win/JTypes1.htm
 Daily assignments and activities
various
Attendance, Punctuality, Participation
Participation in classroom activities is a vital part of the learning process. Varying
amounts of points will be earned through in-class activities. These activities will include
reflective writings on topics of importance. (Standard I, Knowledge 9) (PSU Indicators
#3, #4) These points may be earned only when in attendance.
NOTE WELL: Attendance is vital! Student interaction and participation are
important to each class session. EXCESSIVE ABSENCES (MORE THAN 1) WILL
RESULT IN A "DROP" FROM THE CLASS!
NOTE: Two tardies are counted as one absence. (PSU Indicator #1)
GRADING SCALE:
90-100% A
80-89% B
70-79% C
60-69% D
Below 60% F
Assignments turned in late will be docked one letter grade.
EXPECTATIONS OF PROFESSIONALISM: All assignments should be completed on
time with high quality content and, when appropriate, student ready format. (StudentReady means the paper or project could be offered to intermediate students as a model
or assignment.) Please type/word process unless otherwise noted. Obvious exceptions
to this are in-class activities and the professional reading side notes.
Students are expected to maintain a professional attitude at all times. Examples of
professionalism are: Showing respect by listening to the instructor and others when they
are speaking to the class; taking notes when appropriate; not working on other class
assignments or reading the newspaper; participating in class discussion; refraining
from talking in class while the instructor or your peers present.
ACADEMIC HONESTY
Teacher candidates are expected to follow the PSU Academic Honesty Policy,
which speaks to unethical acts associated with coursework or grades. This policy
can be found in the Pittsburg State University catalog.
IX.
COURSE CONTENT/SCHEDULE
January 14=
Syllabus/Ch.1/Personality Quiz
January 21=
Ch.2/Personality Quiz
January 28=
Ch.3/4
February 4=
Ch.5/6
February 11=
Ch.7/8
February 18=
Ch.9/10
February 25=
Ch.11/12
March 4=
Ch.13/14
March 11=
Ch.15/16
March 25=
Ch.17/18
April 1=
Ch.19/20
April 8=
Ch.21/22
April 15=
Ch.23/24
April 22=
Ch.25
April 29=
Notebooks Due/Discussion
May 6=
Final
STUDENT INTERACTIVE NOTEBOOK
100 Points
OBJECTIVES:
Students will
 Demonstrate an awareness of the value of reflection
 Condense or summarize ideas
 Distinguish between relevant and irrelevant information
 Compare/contrast information
 Make text-to-text, text-to self, and/or text-world connections
 Reflect daily about field experiences
Unsatisfactory
0-3 points
Overall Organization
& Neatness
Mechanics and
Spelling
Table of Contents
Chapter Notes
Class Notes
Assignments
Welcome Letter
Classroom
Management Plan
Routines and
Procedures
Homework Policy
Satisfactory
4-8
Proficient
8-10
SCORE