ucation is life, not the preparation for life. (Accordingly, education is a continuous, personal life-long investment,
which includes dedication and sacrifices!) -- John Dewey, My Pedagogical Creed
To educate is to guide students on an inner journey toward more truthful ways of seeing and being in the world. -Parker J. Palmer, The Courage to Teach (1998)
UNIVERSITY OF BELIZE
FACULTY OF EDUCATION & ARTS
TOLEDO CAMPUS
SEMESTER 1: AUG – DEC, 2008
COURSE OUTLINE
Course #:
EDUC 312
Course Title: Managing the Regular and Multi-grade Classroom
Credits:
3
Facilitator: Mathias R. Vairez Jr.
Schedule:
T/Th 4:45PM – 6:15PM
Location:
RM 7
Consultation: T/Th 3:00PM – 4:00PM or by appointments
E-mail:
mvairez@ub.edu.bz
Mobile:
(501) 667-9477
Resources: e-mail: www.yahoo.com -- User Name: ubtol08 -- Password: pg2008
A. Textbook and references materials: Appropriate reading assignments may include but are
not limed to the following:
a. Collingwood, I (1992). Multi-class teaching in Primary Schools: A Handbook for
Vanuatu Vanuatu: Vanuatu Government Ministry of Education
b. Module 4 “Managing the curriculum and resources”. Better Schools, Resource
materials for school Heads. Commonwealth Secretariat Publications, 1993
c. “Synthesis and Case Studies on single teacher schools and multi-grade schools”
UNESCO Publications, 1996
B. Course Description: This course is designed to equip teachers with the knowledge and skills
necessary to organize the learner and the learning environment in the regular and multi-grade
classrooms to ensure effective delivery of the National Curriculum.
C. Rationale: Student-teachers at the University of Belize-faculty of Education and Arts need
practice in teaching. They are equipped with the content to be taught and have studied
related methodologies but need to effectively manage their classes if they will effectively
deliver the curriculum. There are teachers who will be teaching in multi-grade schools and
therefore need training to effectively do multi-grade teaching. This course seeks to prepare
teachers to teach and manage both regular and multi-grade classrooms.
D. Course goals: Students will:
a. Develop skills necessary for effective management of regular and multi-grade
Classrooms
b. Understand and value the importance of organizing the learner and the learning
environment in classrooms
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c. Understand and appreciate the teachers’ role in establishing a classroom climate
conducive to meaningful learning in regular and multi-grade classrooms
d. Understand the importance of applying classroom management skills to ensure good
management in regular and multi-grade classrooms
e. Demonstrate the ability to practice good lesson management for regular and multigrade classes
f. Appreciate the importance of time tabling and scheduling in regular and multi-grade
schools
E. Course Objectives: Students will be able to:
a. Discover the benefits of grouping as a teaching /learning strategy in regular and multigrade classes.
b. Explain the benefits of individualized learning and peering tutoring.
c. Practice the skills necessary for effective teaching in mixed ability classes.
d. Examine factors that contribute to positive classroom discipline.
e. Practice the kinds of intervention that can be used in class control.
f. Examine the relationship between student motivation and good classroom management.
g. Examine the importance of good teacher/pupil relationships in the learning process.
h. Explain how the use of voice and humor contribute to good classroom climate.
i. Examine how teachers’ attitudes and expectations of pupils affect the psycho-social
atmosphere of the classroom.
j. Organize the learning environment to facilitate learning.
k. Examine an understanding of the importance of maintaining pupils’ involvement and
the monitoring of pupils’ progress during lessons.
l. Identify factors to be considered in designing a timetable, and briefly state how they
affect the design.
m. Develop appropriate classroom schedules designed for multi-grade schools.
n. Assess the merits of different approaches of designing timetables comparing those in
regular and multi-grade schools.
o. Distinguish between schedules and lesson plans.
p. Demonstrate the ability to organize regular multi-grade classrooms to ensure good
management.
q. Distinguish between different grouping arrangements that can be employed in a multigrade setting.
r. Prepare and produce examples of instructional materials for use in regular and multigrade classrooms.
F. Course Content and Scope:
a. Unit I (Wk I, II, & III) Organizing the learner and the learning environment:
i. Introduction
ii. Seating arrangement(s) for whole class teaching
iii. What is whole class teaching
iv. Advantages of whole class teaching
v. Disadvantages of whole class teaching
vi. Individualized learning
vii. Advantages of individualized learning
viii. Disadvantages of individualized learning
ix. Individualized learning activity packs
x. Mixed ability teaching
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b. Unit II (Week IV & V) Classroom Discipline:
i. Definition of discipline
ii. Classroom rules
iii. Importance of discipline
iv. The Ripple Effect
v. Instructional intervention
vi. Students’ needs:
1. previous knowledge
2. ability needs
3. interest
vii. Monitoring
viii. Maintaining a positive classroom environment
ix. Time-out
x. Non-verbal communication
xi. Rewards/incentives
c. Unit III (Week VI) Presentation on Individualized Learning Activity Pack
d. Unit IV (Week VII and VIII) The Psycho-Social Environment in regular and multi
grade classrooms:
i. Motivating pupils:
1. Intrinsic and extrinsic motivation
2. How motivation leads to good classroom management
ii. Teacher/pupil relationship
iii. Pupil/pupil relationship
iv. Teacher/parent relationship
v. Voice and humor in the classroom
vi. Using humor in the classroom
vii. Blending voice and humor
viii. Purposeful and task oriented classroom
ix. What is the purposeful and task oriented classroom?
x. How to monitor progress of children
xi. How to maintain pupils’ involvement
xii. Assigning tasks.
xiii. Teacher attitude and expectation
xiv. Being aware of your attitudes towards children
xv. Consequences of showing negative expectations of children.
e. Unit V (Week IX) Group Presentation on Discipline
f. Unit VI (Week X) Lesson Management:
i. Beginning the lesson:
1. punctuality
2. mental set
ii. Transitions:
1. smooth transitions
2. jerkiness/interruptions
3. pacing
4. flow
iii. Pupil involvement
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iv. Giving supportive feedback
v. Ending the lesson
g. Unit VII (Week XI) Classroom Management Skills:
i. Inter-personal relationships
ii. Communication
iii. Dealing with minor behavior problems
iv. Dealing with persistent disruptive behavior in classrooms (regular/multi-grade)
v. Sources of misbehavior
h. Unit VIII (Week XII & XIII) Time tabling & Scheduling:
i. Need of timetabling
ii. Benefits of timetable
iii. Steps in designing a timetable:
1. contact time
2. subjects taught
3. attention span
iv. Flexibility in timetabling:
1. arrangement of subjects
2. grouping subjects
3. duration of periods
4. students level or preparedness
5. sequencing
v. Types of timetables:
1. Weekly timetable
2. Daily timetable
vi. Approaches to timetabling:
1. common subject approach
2. subject staggering approach
3. subject grouping approach
vii. Scheduling:
1. purpose of a schedule
2. advantages of using a schedule
i. Unit IX (Week XIV) This week will be used to work on the Scheduling and
Timetable Project
j. Unit X (Week XV) Oral Presentation on Scheduling and Time-table
G. Instructional Methodology:
a. Lecture/Discussion
b. Small Group Discussion
c. Presentations
d. Multi-grade classroom visitations
H. Required Supplies:
a. Classroom materials/stationery
I. Course Requirements:
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a. Attend all classes regularly and punctually. (See Students’ Handbook for UB’s
attendance policy). It is important that the student attend each class session of this
course. Absences and tardiness will affect learning and the final grade of the student.
To obtain a passing grade the student needs to attend not less than 80% of the class
sessions. Students being absent for 20% or more of the class sessions will withdraw
from the course.
b. Assignment and projects for this course should be completed by the due date and
should be typewritten. (Font: Times New Roman, Size: 12, Margins: 1inch all around,
and spacing: 1.5 – no cover page necessary.)
c. Please avoid eating in class.
d. Mobile Phones: Please put in silent mode while in class. Leaving the class to answer a
call should be avoided unless it is an emergency. Disrupting the class frequently will be
considered when assessing student’s performance.
e. Carefully read all assignments and participate in discussions.
f. Formulate questions and comments on assigned readings to demonstrate your
understanding of concepts.
g. Freedom of expression is of paramount importance but politeness is equally important.
h. All participants are expected to play an active role in the teaching/learning process.
i. You are urged to read online sources as well as textbooks that cover the specific areas
to be discussed in every session.
J. Course Assignments:
a. Reflective Journals: (IL) Due Day 1 of each week -- Write a one page journal every
three weeks reflecting on what you learned in class, what seems relevant or irrelevant
or any topic you are confused about and would like additional explanation on.
b. Individualized Learning Activity Pack (ILAP): (IL) Develop an ILAP for student in
a school. Give a background of the child to justify contents of the pack. Administer the
pack and write an evaluation of the results. Identify: grade level, content area and
subject matter.
c. Classroom/Student Management Plan: (CL)
i. Observe a classroom setting on three different occasions and observe the behavior
of the students. In your opinion, what are the contributing factors to type of
behaviors? Discuss the different types of reward and incentives used by the
teacher. Evaluate the actions of the teacher and critically appraise the use of
rewards and incentives. How did the classroom teacher contribute to the type of
behaviors? What advice would you give to the teacher? Present findings to class
ii. Students will develop a plan for classroom/Student management. A plan for
classroom management will give teachers the opportunity to plan for managing
student behavior. Teachers spend much of their time planning for instruction, but
not much time planning for managing behavior. As a result student misbehavior
affects instruction and student learning. Management plans for managing behavior
will include:
1. Philosophy of Discipline
2. Parents Expectations and Responsibilities
3. Teacher Expectations and Responsibilities
4. Student Expectations and Responsibilities
5. Rules and Consequences
6. Procedures and Routines
7. Reward System
8. Conduct Monitoring and Evaluation System
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d. Schedule/Time-Table: (CL) Prepare a schedule/time-table for three different class or
ability levels in Mathematics or Reading. The schedule must be accompanied by a
lesson plan which will be taught to peers during class session.
e. Questionnaire: (CL) Develop a questionnaire that will provide information about
multi-grade teaching in the Toledo District. Conduct an interview with a
teacher/principal currently working in a multi-grade school. What can be done to
improve multi-grade teaching in Belize? Be prepared to share findings in class.
f. Reflective Essay: (IL) Write a two page reflective essay evaluating the content of the
course and its application to your professional career. Outline both the advantages and
disadvantages of the course. What recommendation do you have to improve the
delivery of this course?
g. Portfolio: (IL) Develop a portfolio that contains all contents covered in the course.
The materials should be organized according to topics.
K. Safety Procedures:
a. In the event of bomb threats/fire, we will quickly move to a safe place and classes will
continue.
L. Methods of Evaluation:
a. GRADING: Grades will be awarded according to UB’s grading scale.
b. The final grade for this course will be as follows:
Grading Key: All students start with 100% = A
Your efforts determine where you end-up.
95 – 100%
A
90 – 94%
A85 – 89%
B+
80 – 84%
B
75 – 79%
C+
70 – 74%
C
65 – 69%
D+
60 – 64%
D
0-59%
F
Class participation will influence borderline grades.
Evaluation Scheme
Item
Group presentation
Micro Lesson
Projects (3)
Reflective Journals (5)
Reflective Essay
Active & Informed Participation
Total
Value
15%
20%
20%
10%
30%
10%
100%
NB: This course outline is liable to change at the discretion of the facilitator.
We must be the change we wish to see. -- Mohandas K. Gandhi
My rewards (blessings) in life will always be in direct proportion to my contribution and service to my customers
(fellow brothers/sisters). – David James
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