Kennesaw State University
Bagwell College of Education
Department of Secondary and Middle Grades Education
EDMG 4407: Methods and Management in the Middle Grades
Urban Emphasis Section (held on Smitha MS campus)
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Instructors
Dr. Bryan Gillis
Email:
Office:
Phone:
Office Hours:
Dr. Joy Bell
Email:
Office:
Phone:
Office Hours:
Smitha Faculty ????
Email:
Phone:
Required Texts
Boynton, M. & Boynton, C. (2005) The Educator’s Guide to Preventing and Solving Discipline Problems.
Alexandria, Virginia: ASCD.
Jones, F. Tools for Teaching (2007). Santa Cruz, California: Frederick H. Jones and Associates.
Kauffman, J.M., Mostert, M.P. , Trent, S.C. & Pullen, P.L. (2006). Managing Classroom Behavior: A Reflective
Case-Based Approach. Boston, MA: Pearson Education.
ADDITIONAL TEXTS OR READINGS??
Course Description
This course focuses on preparing prospective middle grade teacher candidates to create and manage a positive,
productive urban, inclusive classroom environment. This is accomplished through both the development of a
comprehensive understanding of the learning and behavior principles that underlie effective classroom management and
acquisition of the strategies and skills needed to implement an effective classroom management program. Prerequisites:
EDMG 3300 and 3350. Co requisites: EDMG 4406 and two of EDMG 4401, 4402, 4403, and/or 4404.
Purpose and Rationale
The purpose of this course is to prepare middle grade general education candidates to utilize effective, research-based
strategies in order to create and manage positive, productive learning environments. The primary focus of this course is
for candidates to develop a comprehensive understanding of the learning and behavior principles that underlie effective
classroom management and implement them in their classrooms. This includes: (1) the principles of applied behavior
analysis (ABA); (2) Issues relating to social-emotional development and adolescent behavioral characteristics; (3)
understanding the links between curriculum/instruction and behavior/management; (3) the ability to develop problem
solving strategies; (4) the ability to plan, implement, and evaluate behavior change strategies based on student
outcomes; and (5) a coherent theoretical understanding of behavior and behavior interventions based on the research
literature.
COURSE GOALS AND OBJECTIVES
The goal of this course is to help the candidate begin to apply his or her knowledge of disciplines and the principles of
pedagogy to construct, implement, and evaluate educational programs that will facilitate the success of all middle
grades learners. Upon completion of these courses the candidate will be able to:
Course Goals:
Outcomes and Standards
National Middle School Association
Knowledge/Dispositions/Performance
NMSA Standard 1. Young Adolescent Development
Middle level teacher candidates:
Middle level teacher candidates understand the major
concepts, principles, theories, and research related to 2. • Understand the range of individual differences of all
young adolescent development, and they provide
young adolescents and the implications of these
opportunities that support student development and
differences for teaching and learning.
learning.
• Hold high, realistic expectations for the learning
and behavior of all young adolescents.
Assignments &
Activities
Behavior Application
Project
Classroom Management
Folder
Collaborative Case Studies
Reflection Journals
• Believe that diversity among all young adolescents is
an asset.
• Establish close, mutually respectful relationships
with all young adolescents that support their
intellectual, ethical, and social growth.
• Create positive, productive learning
environments where developmental differences
are respected and supported, and individual
potential is encouraged.
NMSA Standard 2. Middle Level Philosophy and
School Organization
Middle level teacher candidates understand the major
concepts, principles, theories, and research underlying
the philosophical foundations of developmentally
responsive middle level programs and schools, and they
work successfully within these organizational
components.
Middle level teacher candidates:
• Are supportive of organizational components
that maximize student learning.
• Are committed to developmentally responsive and
socially equitable teaching, learning, and schooling
in a variety of organizational settings.
Behavior Application
Project
Classroom Management
Folder
Role Playing
Collaborative Case Studies
• Work successfully within developmentally
responsive structures to maximize student learning.
NMSA Standard 5. Middle Level Instruction and
Assessment
Middle level teacher candidates understand and use the
major concepts, principles, theories, and research
related to effective instruction and assessment, and they
employ a variety of strategies for a developmentally
appropriate climate to meet the varying abilities and
learning styles of all young adolescents.
• Implement developmentally responsive practices and
components that reflect the philosophical
foundations of middle level education.
Middle level teacher candidates:
• Know effective, developmentally responsive
classroom management techniques.
• Value the need for providing and maintaining
environments that maximize student learning.
• Establish equitable, caring, and productive learning
environments for all young adolescents.
NMSA Standard 6. Family and Community
Involvement
Middle level teacher candidates understand the major
concepts, principles, theories, and research related to
working collaboratively with family and community
members, and they use that knowledge to maximize the
learning of all young adolescents.
• Employ fair, effective, developmentally responsive
classroom management techniques.
Middle level teacher candidates
• Value and appreciate all young adolescents
regardless of family circumstances, community
environment, health, and/or economic conditions.
• Understand how prior learning, differing
experiences, and family and cultural backgrounds
influence young adolescent learning.
Behavior Application
Project
Classroom Management
Folder
Role Playing
Collaborative Case Studies
Behavior Application
Project
Classroom Management
Folder
Collaborative Case Studies
Reflection Journals
• Accept the responsibility of working with family
and community members to increase student
welfare and learning.
• Understand the challenges that families may
encounter in contemporary society and are
knowledgeable about support services and other
resources that are available to assist them.
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NMSA Standard 6. Family and Community
Involvement (cont.)
Middle level teacher candidates understand the major
concepts, principles, theories, and research related to
working collaboratively with family and community
members, and they use that knowledge to maximize the
learning of all young adolescents.
• Establish respectful and productive relationships
with family and community members that
maximize student learning and well being.
• Realize the importance of privacy and
confidentiality of information when working with
family members.
• Realize and value the importance of communicating
effectively with family and community members.
Behavior Application
Project
Classroom Management
Folder
Collaborative Case Studies
Reflection Journals
• Demonstrate the ability to participate in parent
conferences.
CEC Standards
Assignments/Assessments
Standard 1: Foundations
E-Discussions
Standard 2: Development and Characteristics of Learners
Collaborative Case Studies
E-Discussions
Standard 3: Individual Learning Differences
Collaborative Case Studies
Behavior Application Project
Classroom Management Folder
Standard 4 Instructional Strategies
Collaborative Case Studies
Behavior Application Project
Standard 5: Learning Environments and Social Interactions
Classroom Management Folder
Behavior Application Project
Classroom Management Folder
Standard 7: Instructional Planning
Collaborative Case Studies
Behavior Application Project
Standard 8: Assessment
E-Discussions
Behavior Application Project
Standard 9: Professional and Ethical Practice
E-Discussions
Behavior Application Project
E-Discussions
Collaborative Case Studies
Reflection Journals
Standard 10: Collaboration
Collaborative Case Studies
E-Discussions
Role playing
Course Expectations
Professionalism: A professionalism component is included in the evaluation of TOSS and the Urban Education Field
Experience. It is expected that future teachers will conduct themselves with the professionalism required of practicing
teachers. Please note that meeting expectations for teachers is usually what others consider to be exceeding
expectations. TOSS and Urban Education teacher candidates are entering a profession of extremely high standards and
they are expected to live up to that standard daily. Keep in mind that the way that you interact with peers, faculty, the
TOSS Team, and the collaborating teacher has proved to be indicative of how you will interact with your future
students, colleagues, and administrators.
Professional behavior will be monitored in this course. Your collaborating teacher will submit a Professionalism Form
at the mid-term and at the end of your field experience. At the end of the field experience, you, your collaborating
teacher, and your KSU supervisor will evaluate your professionalism on the CPI. Should concerns arise regarding an
individual teacher candidate, the instructors of this course will communicate these concerns to the teacher candidate and
to the middle grades education program coordinator with the purpose of drawing attention to deficiencies so that they
may be remedied before further field placements.
IF, AT ANY TIME, A TOSS OR URBAN EDUCATION INSTRUCTOR, SUPERVISOR, COLLABORATING
TEACHER, OR SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S PROFESSIONAL
CONDUCT, APPROPRIATE ACTION WILL BE TAKEN. SUCH ACTION MAY INCLUDE THE
DEVELOPMENT OF A PLAN FOR THE TEACHER CANDIDATE TO COMPLETE BY THE END OF THE
SEMESTER OR THE REMOVAL OF THE TEACHER CANDIDATE FROM THE TOSS FIELD
EXPERIENCE. A TEACHER CANDIDATE MUST DEMONSTRATE ACCEPTABLE PROFESSIONAL
BEHAVIOR AND HAVE A SUCCESSFUL FIELD EXPERIENCE TO RECEIVE A PASSING GRADE IN
TOSS.
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Course Requirements and Assignments: Announcements, important dates and assignments will be available
electronically on Georgia View. It is the candidate’s responsibility to check Georgia View daily.
Academic Honesty: Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs http://www.kennesaw.edu/judiciary/code.conduct.shtml. Section
II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension
requirement.
Attendance: In a performance-based course such as EDMG 4407, your participation is critical to your learning.
Therefore, attendance is of vital importance. You are expected to attend every class. Upon your second absence, you
can expect to receive no better than a "C” for the class. A third absence may result in an "F". If you miss a class, or
more than 30 minutes of a class, due to a late arrival or an early departure, points will be deducted from your
participation grade. Since this course focuses on classrooms and how they function, it should be apparent that your
voice and what you have to say will be a valuable component of the course. Your absence means lost insight for you
and others; it also means that your grade will be adversely affected because you cannot make up what you have missed.
Classroom Protocol: Class participation in group discussions and individual/group reading and writing presentations is
expected. Both constitute a large portion of your grade and cannot be made up. You must be present on these days to
receive credit.
Cell phone use of any kind is unacceptable during class time. This includes texting as well as carrying on an actual
conversation in class. If you have a situation that necessitates you being accessible by phone during class time, please
set your phone to vibrate and leave the room to text or make your call, even if it is during a break.
Late work: All late work will be assessed a one (1) letter grade deduction for each day late. For example, if an
assignment due on Thursday would have received an "A" and it is turned in on Friday, it would receive a "B". The same
assignment turned in on Saturday would receive a "C".
Laptop Policy: The use of laptops and/or PDA's in class for note-taking and other class activities is allowed and
welcomed. However, when using such devices, students must be doing the work of the class, and nothing else. If a
student is found to be using a laptop or PDA for purposes other than class work, he or she will no longer be allowed to
use either device in the class. This policy will be strictly enforced.
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning: The Kennesaw State University teacher
education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students.
Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation
requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding
that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and
renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their
professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the
concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media,
especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities,
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local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and use
presentation software.
Diversity Statement: A variety of material and instructional strategies will be employed to meet the needs of different
learning styles of diverse learners in class. Students will gain knowledge, skills, and understanding to provide effective
instruction in multicultural classrooms. Kennesaw State University provides program accessibility and
accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans
with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work.
In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required.
Assignments:
Behavior Application Paper
This is an action research project in which individual components combine to create a final paper. Each candidate will
select student(s) who are demonstrating behavior(s) that impede proper classroom functioning. The student(s) and their
behavior will be the focus for the action research components and the application paper. The components of the paper
will vary depending upon the type of student(s), the settings, and the specific behavior issues. Candidates will develop
these plans through group work during class.
Candidates will complete the five components on the targeted student(s) during the first 12 weeks of the class. The five
components are:
(1) functional assessment
(2) classroom ecology plan
(3) data collection
(4) intervention program
(5) a maintenance and generalization plan, including self-monitoring strategies
The application paper will be written as an Action Research paper in APA format. The application paper will
be graded based on a rubric by the instructors. The paper will include six sections:
(1) Abstract
(2) Introduction
(3) Methods
(4) Results & Discussion
(5) Graphs & Tables
(6) References
the applied research presentation is a technology-based presentation on the applied research project. All six
sections are to be addressed clearly and concisely.
E-Discussions
Online discussions with classmates that focus on research-based readings and strategies.
Weekly Online Observation and Reflection Journals
Reflections on observed classroom management structures, strategies, issues, etc.
Classroom Management Folder
Each student will prepare a portfolio containing:
• a list and description (rationalization) of classroom rules, rewards, and consequences
• a list and description (rationalization) of classroom procedures
• a parent communication form (record keeping matrix, etc. for contacts)
• a parent letter that introduces you, outlines your program of study and outlines your management system
• two classroom maps (desired classroom setup w/rationale)
• a letter to your principal that describes the rationale for the rules, rewards and consequences and specific
strategies/activities that you will use to establish and maintain positive relationships with parents and students.
Role Playing Presentations
In pairs, students will alternate playing the roles of teacher/parent and teacher/student in mini scenarios that they
script. The script should be based on actual observed classroom behavior.
Collaborative Case-Studies
Candidates will work in cooperative groups to produce content based on assigned readings.
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Course Content (possible suggested sequence)
Weeks 1 - 4
Classroom Management: Basic Components
1. Clearly Defined Parameters of Acceptable Student Behaviors
2. Strong Content Instruction
3. Management Plans- Rules and Procedures
4. Rewards and Consequences
5. Monitoring Skills
6. Extreme Case Scenarios
7. Buildingwide Management Strategies
Weeks 5-9
Community and Culture
1. Positive Student-Teacher Relations
2. Family and Community Awareness and Involvement
3. Cultural Responsiveness
4. Laws and Ethics
Weeks 10-12
Learning Styles
1. Differentiation
2. Exceptional Students
a. Disabilities
b. ESOL
c. Gifted
Weeks 13-15
Assessment
1. Data Collection and Analysis- Functional Behavioral Assessments
2. Self Management and Advocacy Strategies
3. Behavior Contracts
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