San Diego State University
College of Education
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TE 902 - Seminar in Creating Caring and
Democratic Learning Communities
Chula Vista Block
Mrs. Charlie Littrell Fall 2014
Office: EBM 209A
Phone:(619)871-6543(C)
Email: haney@mail.sdsu.edu
Office Hours: TBA
Required Text: The Teacher’s Guide to Success:
Teaching Effectively in Today’s Classrooms. 2nd Edition
By Ellen L. Kronowitz, Pearson, 2012
Course Description: This course is designed to prepare educators to create
classrooms that are characteristic of caring communities and build upon
democratic values such as liberty, freedom, equality, responsibility,
honesty and respect. The ideas of management and discipline will be
placed under the microscope. Ultimately, students will be asked to
develop their own philosophy and plan for establishing and maintaining
productive and caring communities in their classrooms; classrooms in
which students learn the skills of self-responsibility and management, and
civic responsibility in a democratic and diverse society.
CCTC Teaching Performance Expectations
TPE 5: Student Engagement:
If students are struggling and off-task, candidates examine why and use
strategies to re-engage them.
Learning Activity(s): Chapter Presentations/Classroom Scenarios for analysis
and problem solving; classroom observations
Assessment Evidence: Group discussion & reflections
TPE 6 A & B: Developmentally Appropriate Teaching Practices
A: Candidates teach and model norms of social interactions (e.g., consideration,
cooperation, responsibility, empathy)… They know how to make special plans for
students who require extra help in exercising self-control among their peers or
who have exceptional needs or abilities.
B: Candidates assist students, as needed, in developing and practicing strategies
for managing time and completing assignments; develop students’ skills for
working in groups; build on peer relationships and support students in trying new
roles and responsibilities in the classroom. They support students’ taking of
intellectual risks such as, sharing ideas that may include errors. Candidates
distinguish between misbehavior and over-enthusiasm, and they respond
appropriately to students who are testing limits and students who alternatively
assume and reject responsibility.
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Learning Activity(s): Analysis of qualities needed for productive
participation in a democratic and diverse society; characteristics of effective and
caring communities for learners; Chapter Presentations, behavior plans;
classroom observations/field experiences.
Assessment Evidence: Creating parent’s newsletter/introduction letter
describing one’s philosophy (i. e., behavioral goals and expectations) and system
for managing student behavior (e.g., a behavior plan
TPE 8: Learning About Students:
Candidates understand how multiple factors, including culture, gender and
general health, can influence students’ behavior.
Learning Activity(s): Maslow’s hierarchy of needs; discussions & field
observation
Assessment Evidence: Scenarios and case studies- problem solving.
TPE 10: Instructional Time:
Candidates establish procedures for routine tasks and manage transitions
to maximize instructional time.
Learning Activity(s): textbook and DVD’s related to effective management
strategies
Assessment Evidence: Develop a lesson plan of desired procedures and
routines –specially for first week of school.
TPE 11 Social Environment:
Candidates develop and maintain clear expectations for academic and
social behavior; promote student effort and engagement, and create a positive
climate for learning. They know how to write and implement a discipline plan.
They know how to establish rapport with all students and their families for
supporting academic and personal success through caring, respect and fairness.
Candidates respond appropriately to sensitive issues and classroom discussions.
They help students learn to work responsibly with others and independently.
Based on observations of students and consultation with other teachers, the
candidate recognizes how well the social environment maximizes achievement
for all students and makes necessary changes.
Learning Activity(s): Chapter Presentations related to effective management
strategies; readings and research
Assessment Evidence: Power Point Presentation for “Back to School Night”
TPE 12: Professional, Legal and Ethical Obligations:
Candidates are aware of their own personal values and biases and
recognize ways in which these values and biases affect teaching and learning of
students. They resist [diffuse and confront] racism and acts of intolerance.
They maintain a non-hostile environment…they can identify suspected cases of
child abuse, neglect, or sexual harassment…carry out laws and district
guidelines for reporting such cases. They understand and implement school
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and district policies and state and federal law in responding to inappropriate or
violent student behavior.
Learning Activity(s): Textbook and websites related to law & professional,
legal and ethical obligations.
Assessment Evidence: Parent’s Presentation.
Special Note: The instructor acknowledges that while she can gather some
evidence of understanding within the context of this course, the most valid
and reliable evidence of a student’s deep understandings and skills in
relation to the above TPE’s will be demonstrated during the student
teaching assignment (in an authentic teaching experience).
Overarching Understanding/Big Ideas for this Course:
An effective classroom management and discipline system:
 Ensures that teaching and learning can occur;
 Is built upon, and reflective of, our nation’s shared democratic values; and
 Nurtures in students the qualities needed for effective and productive
participation in society (e.g., respect, personal and civic responsibility,
self-discipline, empathy, cooperation, care and concern for others,
effective communication and conflict resolution skills)
Course Evaluation
Participation & Professionalism (timeliness, attitude,
quality of work, in-class participation, cooperation/
collaboration) 3pts per class = 15 pts
Course Reader and textbook to each class session
(discussion, notetaking, and activities)
2 pts per class = 10 pts
Welcome/Introduction Letter 15 pts
Classroom Behavior Plan
20 pts
Lesson Plan for Teaching Behavior/First Day of School
10 pts
Power Point Presentation for Back to School Night
(Print Hard Copy)
15 pts
The Teacher’s Guide to Success –
Group Chapter Presentation 15 pts
Total Points = 100
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College of Education
Bonus Pts – One page Reflection on the Essential Questions on
or before each class session–1pt each (6 pts possible)
Class #1 Essential Questions:
What is the purpose of schooling in the United States?
What should the goal(s) of a discipline/management
system be, regardless of age group?
Upon what does a democracy depend?
What are our nation’s shared values?
What are the qualities needed for effective and
productive participation a diverse and democratic society?
Class #2 Essential Questions:
As a teacher, what are my professional, legal and ethical
obligations?
What do I need to understand about the law?
What is the relationship between law and my classroom
discipline policy?.
What should the goal(s) of a discipline/management system be, regardless of
age group?
Why do we need to worry about the emotional climate on our campuses?
Class #3 Essential Questions:
Do teachers really need classroom rules?
What are some guidelines for establishing classroom rules?
Discuss health and safety –need for rules (duty and standard of care)
Procedures and Rules – The basis for an effective and
efficient
classroom.
Review Field Observation of 1st Days of School –brainstorm
procedures and rules, distinguishing between the two.
Class Meetings: A democratic process for establishing and
revisiting rules
Class #4
Essential Questions:
Why do students misbehave and how can I prevent such
behaviors from occurring on a regular basis?
How can I teach students to settle their differences peacefully?
Conflict Resolution Skills – Diffusing Power Struggles
The fine art of Backing Off
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San Diego State University
College of Education
E. Essential Questions:
Do all students need to be treated the same in order
for a classroom to be equitable/fair?
How do you best teach young people to be responsible
for their words and actions?
What are appropriate consequences for misbehavior or
poor student decisions. Is misbehavior always a choice?
Due Process Rights, Teachable Moments, and When to Ignore
Behavior Contracts, Rewards & Incentives
Grading Scale:
95 -100 A
84 – 86 B
90 - 94 A80 – 83 B 87 - 89 B +
77 – 79 C +
74 – 76 C
70 – 73 C -