Managing Classroom Routines (EDIS 589)
Instructor: Erika Pierce
elpp@virginia.edu
Class Meeting Time and Place: Monday 7:00-9:45. Ruffner 175
Textbooks (Required):
Weinstein, C. S. ( 2003). Secondary Classroom Management (2nd ed.). New York:
McGraw-Hill.
OR
Weinstein, C. S. (2003). Elementary Classroom Management (2nd ed.). New York:
Mc-Graw-Hill.
AND
Roade, G., Jenson, W., Kenton Reavis, H. (1992). The Tough Kid Book: Practical
Classroom Management Strategies. Longmonst, CO: Sopris West.
Office Hours: T.B.A.
Course Description:
This course is designed to explore theoretical and practical suggestions in order to
establish an organized, well-managed classroom. Students will gain an understanding of
the relationship among classroom environment, classroom behavior, and learning. A
case-based, problem-solving approach to classroom management will be emphasized.
Students will learn how to develop and maintain successful classroom rules and
procedures, arrange the physical classroom, develop relationships with students, staff,
and parents, and manage behavior.
NOTE: Late work will NOT be accepted unless you have discussed it with the
instructor PRIOR to the assignment due date.
Special Needs—If any member of the class feels s/he has a disability and needs special
accommodations, please let me know so that I can work with you to provide reasonable
accommodations. Please provide this information/request immediately before or after
class on the first or second meeting. Thank you!
Course Objectives:
This course is designed to encourage potential educators to more fully understand the
approaches that can be employed when managing a classroom and more specifically,
their role in maximizing student learning opportunities. By the end of the class,
Students will understand:
- How the organization and design of a classroom can enhance the learning
opportunities for students.
- That their own philosophy of education will impact their classroom
management strategies.
- The various behavior management techniques and their effectiveness and
limitations in specific situations.
- The reasons for establishing clear and consistent classroom rules and
procedures.
Students will know:
- The basic components of effective room arrangement and organization.
- Several ways to create positive learning environments by planning effective
instruction.
- Current literature on behavior management and conflict resolution.
- The elements that foster a secure and constructive learning environment for all
students.
Students will be able to:
- Demonstrate the ability to utilize effective classroom management skills that
foster a positive classroom climate, promote self-discipline, and build
responsibility for all students.
- Reflect on their personal philosophy of classroom management.
- Analyze cases and real-life classroom management situations and apply
appropriate theory to make practical suggestions.
- Reflect on appropriate ways to meet student needs.
Class Assignments: (all assignments are subject to change)
Date
1/19
Topic
Introductions, Syllabus,
Course Overview
Readings (for this class)
Assignment Due
1/26
The classroom
environment
Weinstein, Ch. 1, 3
Register on toolkit
2/3
Relationship-Building
Weinstein, Ch. 2, 5
Autobiography
2/9
Classroom expectations
and Norms
(guest speakers –
classroom teachers)
Weinstein, Ch. 4
**
2/16
Working with Families
Weinstein, Ch. 6
Case write-up #1
2/23
Challenges to effective
instruction
Weinstein, Ch. 7, 14
**
3/1
Teachers in the trenches
Rhode, Ch. 1, 2
3/15
Organizing and Managing
Instruction
Weinstein, Ch. 8, 9
Case write-up #2
3/22
Organizing and Managing
Instruction (cont.)
Weinstein, Ch. 10, 11
**
3/29
Challenging Students and
behavioral problems
Weinstein, Ch. 13
Book review and
Presentations
4/5
Challenging Students and
behavioral problems
Rhode, Ch 3, 4
**
4/12
Rules, Procedures, and
Routines
Weinstein, 12
Case write-up #3
4/19
Review
4/26
Final Exam
** when reflection journals are due
** Final Reflective Journal
Assignments:
Autobiography (10%)
Write an education related autobiography/life history -- a story of how you have come to
think about teaching as a profession. Identify important people or “critical incidents” that
significantly influenced your decision and your thinking about the aims of education,
about the proper role of teachers, and about you as a student. Consider your experiences
in school. What memories do you have? How did you best learn? When did you feel
most valued, connected, and happy? What are some negative experiences you remember
about school?
Reflective Journal Writing (15%)
Participants are required to maintain a journal that contains their reflections on their own
experiences with classroom management techniques, critical reviews of the readings and
course materials, guest speakers, and other things related to class content and discussions.
The journal should be submitted for review every two weeks (via e-mail).
The final journal assignment will ask you to assess your growth this semester. You will
re-read your reflections and note any changes, any recurrent themes, things you disagree
with now/still agree with, etc. We will discuss this more at a later date.
Attendance and Participation (15%)
- Weekly attendance at class meetings. You may not miss more than one class unless you
have discussed it with the instructor.
- Participation in group discussions/cases/activities/in-class assignments
Case Analysis Write-ups (30%)
- You will be assigned a series of case studies throughout the semester that will involve
issues related to classroom management. (More details will follow)
Book Review (15%)
- Complete a book review on a recent book related to an educational issue of your choice.
Specific requirements for the book review will follow.
All books will need to be approved by the instructor before 2/9. There will be 3-5 minute
in-class presentations of your review.
Final Exam (15%)