SYLLABUS for EDU 460
Managing Secondary Classrooms
Professor: Dr. Britt Dickens
Semester: Spring 2015
Credit Hours: 3 semester hours
I.
II.
Course Title: EDU 460 Managing the Secondary Classroom (3 semester hours)
Prerequisites: Admission to Teacher Education Program
III.
Course Description: An intensive study of techniques to be used in creating an organized,
orderly environment in the complex secondary classroom. A pragmatic, student-oriented
approach to implementing research-based management principles will be emphasized.
Strategies for creating effective individual/group interaction and utilizing current multimedia technology will also be studied.
IV.
Rationale: This course prepares students to be an effective leader and manger in secondary
classrooms. Students can learn more when they are in classrooms that are well managed and
lead by a teacher that creates a culture where all students believe they can be successful.
Within this course will learn of research-based methods for leading and managing classes.
V.
Department of Teacher Education and Leadership Mission Statement: The mission of
the School of Education is to produce teachers that are caring, competent reflective
practitioners whose dispositions have been influenced by Christian principles. Mississippi
College values the integration of faith and learning. All learning activities are designed with
this mission and values in mind.
The mission of the Department of Teacher Education and Leadership at Mississippi College
is to provide collaborative, integrated professional educator preparation which is fieldconnected and focused on teaching and learning: based on best practice which is driven and
assessed by high national, state and local standards which will develop reflective
practitioners with the appropriate knowledge, dispositions and skills to lead the 21st Century
educational enterprise in America. (Conceptual Framework page 2 paragraph C.)
VI.
Desired Results:
Students will research and to answer these essential questions:
A. What guidance does God provide for His people? How can I use God’s guidance for
leading in my classroom and working with others in my school?
B. How can a teacher create a positive learning environment that will encourage all students
to do their best? (INTASC 2, 3, 4, 7)
C. What factors most influence well managed classrooms? (INTASC 5, 6)
D. What type of teacher do I want to be? (INTASC 2, 3, 4, 5, 6, 7)
E. How does classroom management affect teaching and learning? (INTASC 5, 6)
F. What structures should be part of the classroom for it to run efficiently and effectively?
(INTASC 5, 6)
G. What will I do when my students misbehave? (INTASC 5, 6)
Students will understand:
A. God provides a framework for living our lives including leading others and managing
resources. Staying grounded in His teaching enables one to maintain an appropriate
mental set. The effect of a teacher’s mental set, or frame of mind, affects the type of
classroom management they will have.
B. Teachers should be leading students to learn and managing resources. Effective teachers
are those that ensure all students are learning at high levels. More teaching and learning
occurs in classrooms that are properly managed. Teachers and students flourish in a
properly managed classroom. The need for behavior management is reduced when
teaching is engaging and meaningful to the learners. Students learn more in classrooms
when they are engaged in productive learning strategies.
C. Teachers communicate high expectations for their students when they act as if all
students are expected to learn and help students to learn to self-manage. Purposeful
planning is needed to ensure that high expectations are included.
D. Teachers begin on the first day of school setting the atmosphere for learning, mutual
respect, high expectations, and for a smooth functioning classroom. They establish rules
and procedures early in the school year and apply them consistently throughout the year.
E. Rules and procedures, disciplinary interventions, appropriate strong teacher-student
relationships and an appropriate mental set have the most influence on well-managed
classrooms. Rules and procedures have to be in place within a classroom to provide more
instructional time for learning to occur and to have a pleasant learning environment.
Which rules and procedures a teacher chooses, will depend on upon the school-wide
discipline plan, layout of the building and classroom and teaching preferences. Rules and
procedures must be taught, modeled, practiced and reinforced daily for them to be
effective. As the leader of the classroom, the teachers have many options for handling
student misbehavior but the goal should be to quickly lead students back to the learning.
Effective teacher-student relationships are viewed as the keystone to classroom
management.
Students will be able to answer:
1. What can I learn from the first days in this class that I can use when planning for the
first days of school in my classroom?
2. What does it mean to be an effective teacher? What do they do? What functions do
they perform? What do they not do?
3. Why is classroom management important?
4. What is effective classroom management? What is it not?
5. What expectations do I have for student behavior? Student learning?
6. What expectations do I have for myself for leading students to learning and managing
the classroom?
7. How will I communicate my high expectations for student behavior? Student
learning?
8. Compare and contrast aggressive, assertive and passive teaching behavior. Which
behavior will I use in my classroom?
9. What is the difference between a leader and a manger? In my classroom which do I
want to be? How will I achieve this goal?
10. What are literature circles? How can I use them in my classroom to enhance student
learning?
11. What is cooperative learning? How can I use cooperative learning in my classroom to
enhance student learning?
12. What are some ways to establish effective teacher-student relationships?
13. What are key categories of high-need students and some strategies for dealing with
these students?
14. Compare and contrast rules and procedures.
15. What are some reasons for setting classroom rules and procedures?
16. What are some ways effective teachers involve students in the process of establishing
rules, procedures, and related disciplinary actions?
17. What rules and procedures will I need?
18. What is problem behavior?
19. Why do students misbehave?
20. How can the teacher contribute to student misbehavior?
21. What are the goals for handling student misbehavior?
22. What are my options for responding to student misbehavior?
23. How does my thinking (mental set) affect my ability to lead the class and manage
resources?
24. How can I have a productive mental set?
25. How do I arrange my room for effective learning?
26. What are some keys to room arrangement?
27. What are 7 things students want to know on the first day of school?
28. How do other teachers prepare for the first days of school?
29. Should I teach students to self-manage and be responsible? How can I do so?
30. Name some classroom procedures that enhance student responsibility for selfmanagement.
31. How do I include parents in families in my classes? Describe the role of home and
school relations to classroom management.
Students will be able to:
 Relate Biblical scripture to classroom leadership and management.
 Plan for the first week of school.
 Develop a classroom management plan.
 Select research based best practices for leadership and management for creating a
positive learning environment that will encourage all students to learn.
 Reflect on individual actions as it relates to leading and managing a classroom.
 Use cooperative learning groups as a learning strategy.
 Integrate literacy and reading in specific content areas.
 Utilize technology to research, plan, and incorporate within their classroom practice.
VII.
Learning Plan: This course models teaching strategies using technology, differentiating
instruction, incorporating literacy skills, researching best practices, observing practicing
teachers, personal reflecting, and seeking Biblical guidance.
A. Literature circles are used as a learning tactic because of its effectiveness for discussing
topics, developing reading comprehension, and illustrating cooperative learning.
Students can choose either Fires in the Middle School Bathroom: Advice to Teachers
from Middle Schoolers or Fires in the Bathroom: Advice for Teachers from High School
Students to read. These books were chosen to provide future teachers with an
opportunity to hear what students think about their teachers and learning in the
classroom. A folder for literature circle roles, members, and guidelines can be accessed
at Moodle.
B. Scripture reflections are assigned for each topic studied and for major assignments to
develop and strengthen Christian principles and dispositions needed for leading and
managing a classroom. A folder with the scripture reflection rubric, guidelines, and
sample scripture reflections can be accessed at Moodle.
C. School observations are required for pre-service teachers for models of how veteran
teachers are accomplishing tasks studied during the course. Each student will be
assigned a teacher to observe one class period for 8-10 weeks in local schools. During
the observations students will be given directions including interview questions, location
of items within the school, and specific categories of students. A folder with directions
for observations, rubric for observations, and letters to teachers can be accessed at
Moodle.
D. EDU 460 includes an information literacy emphasis as part of U Research, Mississippi
College’s Quality Enhancement Plan (QEP). This assignment is the High Needs
Research Paper.
 Students will identify and develop a topic into a manageable focus. (SLO 1a)
 Students will identify a variety of types and formats of potential sources of
information. (SLO 1b)
 Students will construct and implement effectively designed research strategies using
appropriate methods or information retrieval systems. (SLO 2a)
 Students will retrieve information using a variety of methods and systematically
manage the information and its source. (SLO 2b)
 Students will evaluate information and its sources using appropriate criteria. (SLO 3a)
 Students will identify main ideas and their potential relevance, summarizing and
synthesizing key ideas. (SLO 3b)
 Students will apply new information and prior information to the planning and
creation of a product or performance. (SLO 4a)
 Students will communicate the product or performance effectively and clearly to
others. (SLO 4b)
 Students will acknowledge sources and use information following the conventions of
a particular discipline. (SLO 5a)
 Students demonstrate an understanding of university policies regarding plagiarism,
academic integrity and use of campus networks and information resources. (SLO 5b)
E. Moodle is used to post all learning goals, assignments, feedback, scores, and
attendance. The schedule of activities and assignments at the Moodle web site will
provide dates and serve as the definitive timeline for assignments. Moodle needs to
be checked regularly to stay-up-to-date.
F. Reflection is taught and practiced in this course to ensure that students can evaluate their
practice and respond to the changing environment in their careers because of research on
teaching.
G. Participation in all class discussions and activities is required to provide diversity in
experiences and thoughts, and to assess understanding of topics. Students should be
prepared to ask and answer questions based on assignments using their personal copies
of assignments for reference.
VIII.
Evaluation/Assessment: Grading System (See 2014-2015 undergraduate catalog)
A is reserved for work which is definitely superior in quality. (95-100 pts)
B is given for work which is consistently good and which manifest sufficient interest, effort,
or originality to lift it above average work. (85-94)
C is given for average work and shows that basic requirements in class assignments have
been met. It is the minimum requirement for graduation. (75-84)
D is 70-74.
F is for work below 69 and below.
Assessment Evidence:
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IX.
Develop a Personal Classroom Discipline Plan (20 %)
Beginning School Packet (20 %)
Working with High Needs Students Strategy Paper and continued research (15 %)
School Observations and Reflections (20%)
General Assignments: These assignments are a combination of formative assessments
and learning experiences to be successful with larger assessments. They include scripture
reflections, reading preparation exercises literature circle preparation and participation,
reflection of past experience, current understanding, and goals for future practice, and
attendance to classroom meetings. (25%)
All assignments must be submitted as scheduled. Assignments submitted late will result
in lowering of points/grade. Assignments submitted after 30 days will only receive 50%
credit.
All assignments must be written in Standard English, with proper punctuation and correct
spelling, typed, stapled in the left corner. When submitting assignments, in the top right
hand corner of the assignment type your name and date. In the center of the paper, place
the title of the assignment.
Grades will be posted in Moodle and students have access to them. Students should
regularly check the Moodle grade book to ensure your assignments have been received
and scored.
Attendance and Participation: The Mississippi College Undergraduate Catalog states,
“Class attendance/participation is an essential part of graduate education, and students are
expected to attend/participate regularly and punctually all classes and laboratories for which
they are registered. Cumulative absences/non participation may result in a lowered grade or
loss of credit for the course. Tardiness is also subject to penalty. Although some specific
requirements may vary according to the nature and structure of the course, the following
guidelines summarize institutional policy: Class attendance/participation is required, and
accurate records are kept. . . A student receives a grade of F in any course immediately
upon accumulating the following number of absences in that class: 12 in semester
classes meeting 3 times per week. ” (see 2014-2015 MC Undergraduate Catalog)
Attendance in this class is part of general assignments grades. Tardies and early class
departures count toward the number of absences so students should plan to arrive on time and
remain until the end of the class period. If a student does arrive late, it is his/her
responsibility to inform the instructor at the conclusion of the class period to be sure records
are changed. Two (2) tardies will be counted as one unexcused absence. All attendance will
be recorded to Moodle and later to Banner Web. Failure to observe at schools count as an
absence and results in a zero for school observation grades.
X.
Academic Integrity: Mississippi College students are to be scrupulously honest and should
display academic integrity in all situations. Dishonesty, such as cheating or plagiarism, or
furnishing false information, including forgery, alteration or misuse of University documents,
records or identification, will be regarded as a serious offense subject to severe penalty,
including, but not limited to, loss of credit and possible dismissal. See the Mississippi
College Student Handbook. Policy 2.19 for specific information regarding penalties
associated with dishonest behavior at Mississippi College.
All work submitted for this course must be your own work, must have been developed
specifically for this course, and may not have been submitted for evaluation or assessment in
any other course.
XI.
Student Assistance
A. Early Alert System: Mississippi College has adopted the practice of finding students early
in the semester that may be exhibiting behaviors that could ultimately have a negative impact
on their academic progress. These behaviors are often called “red flag” behaviors and
include, but are not limited to, excessive absences, poor test grades, and lack of class
participation or evidence of non-engagement. Identifying these behaviors early gives the
instructor the opportunity to raise the “red flag” on behalf of a particular student so that the
student can take the appropriate action to redirect his/her progress. The system alerts the
student, the student’s advisor, and the Office of Student Success.
These messages are intended to help a student recognize an area of concern and to encourage
him/her to make some choices to improve the situation. When a student receives an Early
Alert message, the student should quickly make an appointment to talk with his/her professor
about the situation. Also, students can make full use of the Office of Student Success to set
academic goals and connect to campus resources,
B. Students with Disabilities In order for a student to receive disability accommodations under
Section 504 of the Americans with Disabilities Act, he or she must schedule an individual
meeting with the Director of Student Counseling Services immediately upon recognition of
their disability (if their disability is known they must come in before the semester begins or
make an appointment immediately upon receipt of their syllabi for the new semester). The
student must bring with them written documentation from a medical physician and/or
licensed clinician that verifies their disability. If the student has received prior
accommodations, they must bring written documentation of those accommodations (example
Individualized Education Plan from the school system). Documentation must be current
(within 3 years).
The student must meet with SCS face-to face and also attend two (2) additional follow up
meetings (one mid semester before or after midterm examinations and the last one at the end
of the semester). Please note that the student may also schedule additional meetings as
needed for support through SCS as they work with their professor throughout the semester.
Note: Students must come in each semester to complete their Individualized
Accommodation Plan (example: MC student completes fall semester IAP plan and even if
student is a continuing student for the spring semester they must come in again to complete
their spring semester IAP plan).
Student Counseling Services is located on the 4th floor of Alumni Hall) or they may be
contacted via email at mbryant@mc.edu . You may also reach them by phone at 601-9257790. Dr. Morgan Bryant is director of MC Student Counseling Services.
C. Tutoring: If you need assistance and/or tutoring, please contact the instructor through email,
phone, or text to set up a schedule.
XII.
Speed Library Hours
Mon – Thurs: 7:30 am – 1:00 am
Friday – 7:30 am – midnight
Saturday – noon – midnight
Sunday – 2:00 pm until 1:00 am
If you want, here is the link to current hours http://library.mc.edu/about/hours/
XIII.
Class Communications:
Dr. Britt Dickens
Office: Room 405, Lowrey Hall
Office Hours: Monday-Wednesday-Friday (9:00-10:00; 11:00-12:00; 1:00 – 2:00), TuesdayThursday (10:00-12:00 & 1:00 – 2:00)
Appointments and tutoring can be arranged for other days and times.
Office Telephone: (601) 925 -3845
Cell Phone: (662) 801-7858 (call or text, preferred method of contact)
E-mail: bidickens@mc.edu
XIV.
Instructional Materials:
A. Required Textbooks:
Marzano, R., Marzano, J., and Pickering, D. (2003). Classroom management that
works: Research strategies for every teacher. Alexandria, VA: Association for
Supervision and Curriculum Development.
B. Supplemental Texts: (You will need just one of these and your choice.)
Cushman, K. (2003) Fires in the bathroom: Advice for teachers from high school
students. New York: The New Press.
Cushman, K. and Rogers, R. (2008). Fires in the middle school bathroom: Advice for
teachers from middle schoolers. New York: The New Press
C. Additional Resources (These are used as references within the course and have
proven to be useful resources for teachers. Additional references are available under
the Resources Label for each lesson.)
Wong, H. K. and Wong, R. T. (2009). The First Days of School, 4th edition.
Mountain View, CA: Harry K. Wong Publications.
Jones, F. (2007). Tools for teaching: Discipline, motivation, and instruction. Santa
Cruz, CA: Fedric H. Jones & Associates.