University of Arkansas
College of Education and Health Professions
Curriculum and Instruction
I. Program Affiliation:
Course Number and Title:
Catalog Description:
Prerequisites:
Professor:
Childhood Education
CIED 5022
Classroom Management Concepts
A number of different classroom
management perspectives and
techniques are studied. It is assumed that a
teacher guided by the
must possess a wide range of knowledge
and skills to be an effective classroom
manager.
Admission to the M. A. T. Program
Christy D. McGee, Ed.D.
Associate Professor
318 Graduate Education Building
Office Phone: 575-8762
Home Phone: 443-0620
mcgee@uark.edu
II. Relationship to Conceptual Framework:
BASIC LEVEL
This is a pedagogical study course in the M. A. T. core for the scholar-practitioner
who is striving to be an effective classroom manager. In this course teachers are
viewed as problem solvers and classrooms are seen as ecosystems. Through its field
based setting, interns will develop an understanding of classrooms as dynamic places
with all kinds of interactions among the students, teachers, and settings. In addition,
strategies and instructional approaches that focus on preventing behavioral problems
will be highlighted.
III. Goals:
The purpose of this course is to strengthen scholar-practitioners’ philosophy,
knowledge and use of effective classroom management practices.
IV. Competencies:
Upon completion of this course, students will:
A. Research and observe a variety of classroom management principles. (SP 1,2)
B. Develop and articulate personal philosophy related to classroom management.
(SP 4,5)
C. Develop and implement classroom management systems for use in the
classroom. (SP 2,3)
D. Assess the effectiveness of personal classroom management systems and
reflect on the students’ responses. (SP 3,6,7)
CIED 5022 fall ‘03/cdm/575-8762/page 1
1
E. Understand the cultural implications of classroom management strategies and
incorporate that understanding into practice. (SP 3)
F. Be familiar with legal/ethical issues related to classroom management. (SP 6)
G. Develop effective strategies for communicating with diverse families. (SP 3,5)
V. Content:
Through discussions, class presentations, case studies and readings the students will
explore the following conceptual ideas:
A. Introduction
1. Introduction to course
a. administrative duties
b. discussion of goals of class and relationship to the College of Education
conceptual framework
2. Introduction to classroom management
a. definitions (classroom management, discipline, misbehavior, etc.)
b. overview of the conceptual framework (e.g. why is classroom
management important and how it relates to instruction, etc.)
c. exploration of cultural and personal goals, beliefs, conceptions and
values
B. Conceptualization of classroom management
1. Different theories and perspectives
2. Contexts of schools and classrooms
3. Conceptualizations of teaches and students
4. Cultural differences
5. Legal, ethical/moral considerations
C. Methods for promoting appropriate behavior and preventing misbehavior
1. Teacher effectiveness research
2. Managing activities and groups
3. Motivating students to learn
4. Establishing a positive classroom climate and effective home school
communication.
D. Methods for dealing with misbehavior
1. Cognitive methods
2. Social-emotional methods
3. behavioral methods
E. Summary, conclusions, and evaluation of course
VI. Evaluation:
The grade for this course will be determined using the following:
A. Learner Profile Cards
Each intern will complete a learner profile card on
each student in his or her classroom.
B. Classroom Environment Design Paper
Interns will develop an individual classroom environment
design using the Classroom Environment Design assignment
and rubric as a guide
CIED 5022 fall ‘03/cdm/575-8762/page 2
40 pts.
100 pts.
2
C. Class Participation and Attendance
10
D. Classroom Management Group Assignment
Each student will be assigned to a group to research a
particular classroom management model. The group
will thoroughly review the model, develop a class
presentation describing the model, and prepare a handout
concerning the model for their classmates.
Total Points Possible
50 pts.
200
VII. Syllabus Change
The instructor reserves the right to make changes as necessary to this syllabus.
If changes are made, advance notification will be given to the class.
VIII. Grading Scale:
90 - 100
A
80 – 89
B
70 – 79
C
60 – 69
D
Below 60 - F
IX. Academic Honesty
Academic dishonesty involves acts, which subvert or compromise the integrity
of the educational process at the University of Arkansas. Included is an act by
which a student gains or attempts to gain an academic advantage for himself or
herself or another by misrepresenting his or her or another’s work or by
interfering with the completion, submission, or evaluation of work.
X. Accommodations
Students with disabilities requesting reasonable accommodations must first register
with the Center for Students with Disabilities. The CSD is located in the Arkansas
Union, room 104 and on the web at: hhtp://www.uark.edu/ua/csd/applications.htm.
The CSD provides documentation to students with disabilities who must then
provide this documentation to their course instructors. Students with disabilities
should notify their course instructors of their need for reasonable accommodations
in a timely manner to ensure sufficient time to arrange reasonable accommodation
implementation and effectiveness. A typical time frame for arranging reasonable
accommodations for students who are registered with the CSD is approximately
one to two weeks.
XI. Classroom Behavior
Appropriate classroom behavior is expected of the instructor and all students.
Inappropriate and disruptive classroom behavior (inappropriate language and
gestures, class disruptions, disrespect to other students or instructor, and other
behavior as determined by the instructor) will not be tolerated and will result in
CIED 5022 fall ‘03/cdm/575-8762/page 3
3
possible removal from the class and/or disciplinary action as per the student
handbook.
INCLEMENT WEATHER
Class will follow the Springdale/Fayetteville School Systems closure procedures.
Class will not be held when either of these systems is closed.
XII. Course Resources
A. Mentor Teachers
B. Liaison
C. Professors
D. Colleagues
E. Principals
XIII. Research Base
Texts
Cummings, C. (2000). Winning strategies for classroom management. Alexandria, VA:
Association for Supervision and Curriculum Development.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandrian:
Association for Supervision and Curriculum Development.
Non-Text References
Cangelosi, J.S. (2004). Classroom management strategies: Gaining and maintaining
students’ cooperation. (5th ed.). Hoboken: John Wiley& Sons.
Charles, C.M. (2002). Building classroom discipline (10th ed.). Boston: Allyn and
Bacon.
Charney, R.S. Teaching children to care: Classroom management for ethical and
academic growth k-8. Greenfield MA: Northeast Foundation for Children.
Curwin, R.L. & Mendler, A.N. (1999). Discipline with dignity. Columbus, OH: Merrill
Prentice Hall.
Landau, B.M. (2004). The art of classroom management: Building equitable learning
communities (2nd ed.). Upper Saddle Rive, NJ: Pearson Merrill Prentice Hall.
Nelsen, J. Lott, L., & Glenn, S. (1993). Positive discipline in the classroom: How to
effectively use class meetings and other positive discipline strategies. Rocklin,
CA Prima Publishing.
CIED 5022 fall ‘03/cdm/575-8762/page 4
4