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EDU 404
Early Childhood Environments
Fall 2013
Instructor:
Kellie Cude, PhD
Assistant Professor, Department of Professional Education & Policy Studies
Office: Room 16 North
Phone: 519-5412
E-mail: kcude@ct.tamus.edu
Office Hours: T/W 2:00-4:00; or by appointment
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Program Goal: Tarleton State University students upon completion of certification
requirements will be reflective professional educators who make effective education
decisions that support the creation of dynamic learning environments.
1.0
Course Overview and description
EDU 404: A study of all aspects of classroom management, including the physical
environment and use of centers, for diverse groups of early elementary students.
Current issues related to early childhood education will be examined. Students will be
expected to demonstrate developmentally appropriate effective teaching practices in
field-based setting.
Prerequisites: Admission to the Teacher Education program, EDU 335 or 330 and RDG
384. Concurrent enrollment in EDU 415, RDG 409 and 410.
2.0 Course Goal: Upon successful completion of this course students will be able to
create a developmentally appropriate early childhood environment for a diverse
population of children.
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2.1 Student Learner Outcomes for EDU 404:
Upon successful completion of this course, the pre-service teacher will…
1. Investigate the TEKS as they relate to components of this course.
2. Demonstrate knowledge of the history and philosophy of early childhood
education.
3. Demonstrate knowledge of varying program models and learning
environments that meet the individual needs of all young children, including
those with special needs.
-Create environments that encourage active involvement, initiative,
responsibility, sense of autonomy through the selection and use of
materials and equipment that are suitable to individual learning,
developmental levels, special needs, and the language and cultures.
-Create and manage learning environments that provide individual and
cooperative opportunities for children to construct their own knowledge
through various strategies that include decision-making, problem solving,
cooperative learning, and inquiry experiences.
4. Understand effective, researched based teaching strategies. Use and explain
the rationale for developmentally appropriate methods that include play, small
group projects, open-ended questioning, group discussion, problem solving,
cooperative learning, and inquiry experiences to help young children develop
intellectual curiosity, solve problems, and make decisions. Demonstrate the
ability to plan a unit based on Backward design.
5. Investigate appropriate means of classroom management.
6. Investigate the importance of parental involvement and methods to involve
parents in the school and classroom
7. Exhibit an understanding of the culture of poverty and methods for working
with children and parents of low socio-economic status.
8. Gain an initial understanding of components of a Teacher Work Sample.
Student Learning Outcomes for EDU 404 Field Experience: (SLO-FE)
Upon successful completion of this field experience, the pre-service teacher will…
1. Observe and evaluate the classroom climate and how it fosters mental,
social, emotional and physical growth for students.
2. Become aware of human development characteristics and needs of specific
grade levels.
3. Aware of the cultural and economic diversity of a specific school.
4. Implement lessons meeting the curriculum requirements for a particular
classroom.
5. Demonstrate professional behavior in a public school setting.
6. Observe and evaluate classroom management techniques.
7. Enhance professional development by participating in various types of
professional activities.
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Technology Components
Assignments must be developed and delivered using a variety of technology
components.
Assignments will be computer generated.
Use of technology will be demonstrated during class presentations.
Use of technology will be integrated into unit plans.
Technology Applications Standards: (TAS)
Upon successful completion of this course, the pre-service teacher will…
1. All beginning teachers use technology-related terms, concepts, data input
strategies, and ethical practices to make informed decisions about current
technologies and their applications.
2. All beginning teachers identify task requirements, apply search strategies,
and use current technology to efficiently acquire, analyze, and evaluate a
variety of electronic information.
3. All beginning teachers communicate information in different formats and for
diverse audiences.
4. All beginning teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of current
technology for teaching and integrating the Texas Essential Knowledge and
Skills into the curriculum.
Technical Support:
This course will use the new TAMU-CT Blackboard Learn learning management system
for class communications, content distribution, and assessments.
Logon to http://tamuct.blackboard.com to access the course.
Username: Your Tarleton email address (the complete email address, e.g.
john.doe@go.tarleton.edu)
Initial password: Your DuckTrax ID (UID)
For this course, you will need reliable and frequent access to a computer and to the
Internet. You will also need a headset with a microphone or speakers and a microphone
to be able to listen to online resources and conduct other activities in the course. If you
do not have frequent and reliable access to a computer with Internet connection, please
consider dropping this course or contact me to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4 “Tiger®”
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Check browser and computer compatibility by following the “Browser Check” link on the
TAMU-CT Blackboard logon page. (http://tamuct.blackboard.com) This is a CRITICAL
step as these settings are important for when you take an exam or submit an
assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student
Orientation under My Courses tab. Click on that link and study the materials in this
orientation course. The new Blackboard is a brand-new interface and you will have to
come up to speed with it really quickly. This orientation course will help you get there.
There is also a link to Blackboard Help from inside the course on the left-hand menu bar.
The first week of the course includes activities and assignments that will help you get up
to speed with navigation, sending and receiving messages and discussion posts, and
submitting an assignment. Your ability to function within the Blackboard system will
facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your
computer is configured correctly and address issues well in advance of deadlines.
Student Help: For technological or computer issues, students should contact the TAMUCT Blackboard Support Services 24 hours a day, 7 days a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at: http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
2.2 Competency Goals Statements (certification or standards)
Course Competencies:
Standard I. The teacher designs instruction appropriate for all students that reflects
an understanding of relevant content and is based on continuous
and appropriate assessment.
Standard II. The teacher creates a classroom environment of respect and
rapport that fosters a positive climate for learning, equity,
and excellence.
Standard III. The teacher promotes student learning by providing responsive
instruction that makes use of effective communication
techniques, instructional strategies that actively engage students
in the learning process, and timely, high-quality feedback.
Standard IV. The teacher fulfills professional roles and responsibilities and adheres to legal
and ethical requirements of the profession.
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3.0
Required Reading and Textbook(s)
Brewer, J. (2007). Introduction to Early Childhood Education: Preschool through Primary
Grades. Allyn & Bacon. ISBN 0205491456
Evertson, C. M. & Emmer, E. T. (2009). Classroom Management for Elementary
Teachers. Pearson. ISBN 0205578624
N.B. A student of this institution is not under any obligation to purchase a textbook from
a university-affiliated bookstore. The same textbook may also be available from an
independent retailer, including an online retailer.
4.0
Course Requirements
All assignments are to be word-processed unless otherwise noted and submitted on due
date.
Block requirements:
The field experience component of this class is an integral part of our clinical program.
If for any reason the field experience cannot be completed, the student will not receive
credit for the course. (SLO-FE 1-7)
Time Sheets. You are to spend at least 60 hours in your classroom where you are
placed for student teaching. The time in the classroom should be at least a 5 hour block,
one day a week. You must have a signature for each day spent in the classroom. (SLO7)
Evaluation Forms. Each of your mentors will need to complete an evaluation form for
your records. (SLO-FE 1-7)
N.B. The Time Sheets and Evaluation Forms must be turned in together on the due date
at the end of the semester. (5%)
Weekly Reflections (20%)
A reflection paper will be required during each week of the field experience. Guidelines
for the reflections will be provided. (SLO 3,4,5,6, 7, SLO-FE 1, 2, 3, 6, 7, TAS 1, 3)
Classroom Management/Field Experience Activities (25%) A total of five tasks will be
completed, each worth 5 points. The purpose of the tasks is to prompt reflection as the
activities are related to the field experience. (SLO 1, 2,3,4,5, 6; TAS 1, 2; SLO-FE 1, 2, 6)
Exams (40%)
There will be three quizzes and a final exam (each worth 10 points). (SLO 1-7, SLO-FE 1,
2, 3, 6)
Professionalism (10%)
Attendance, punctuality, preparedness, and active participation are expected. It is
essential that students meet all requirements set forth for the course.
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5.0 Grading Criteria Rubric and Conversion:
Students will earn grades based on the following letter grade scale.
For a student about to enter student teaching:
A = 90 –100 exceptional demonstration of deep, coherent, unified understandings
B = 80 – 89
proficient overall understanding
C = 70 – 79
acceptable understanding in most areas of theory and practice
D = 60 – 69 developing understanding with some critical deficiencies
F = 59 <
unsatisfactory understanding with significant deficiencies remaining
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Complete Course Calendar
TENTATIVE COURSE SCHEDULE
Date
Topic
Aug 29
Introductions, Course Overview
Becoming a Professional Educator
Sept 5
Young Children Growing, Thinking, & Learning
Designing Schools for Young Children
Organizing Your Classroom and Supplies
Encouraging the Creative Arts
Promoting Wellness
Play: Learning at Its Best
Rules and Procedures
Procedures for Managing Student Work
Creating an Environment for Learning
Planning Learning Activities
Sept 12
Sept 19
Sept 26
Oct 3
Bb
Oct 10
Guiding Behavior
Assessment & Reporting
Oct 17
Manipulation & Discovery through Mathematics
Getting Off to a Good Start
Oct 24
Manipulation & Discovery through Science
Planning and Conducting Instruction
Oct 31
Living Together: The Social Studies
Managing Cooperative Learning Groups
Assignment
Brewer 1, 2
Evertson 1
Mentor Teacher visit
Brewer 13, 15, 5
First Placement Begins
Evertson 2, 3
Quiz 1 (9/5-9/12)
Brewer 3, 4
DFEA #1 due on Bb
DFEA #2 due on Bb
Brewer 6, 7
Brewer 11; Evertson 4
Quiz 2 (9/19-10/10)
First Placement Ends
Brewer 12; Evertson 5
DFEA #3 due on Bb
2nd Placement Begins
Brewer 14
Evertson 6
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Nov 7
Nov 14
Bb
Nov 21
Maintaining Appropriate Student Behavior
Communication Skills for Teaching
Nov 28
Managing Problem Behavior
Managing Special Groups
Working with Parents & Paraprofessionals
Happy Thanksgiving ~ University Holiday
Dec 5
Final Exam (PPR Representative)
Evertson 7, 8
DFEA #4 due
DFEA #5 due
Evertson 9; 10
Brewer 8
Quiz 3 (10/17-11/21)
Field Experience
Documents Due
2nd Placement Ends
7.0
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and
ask for the necessary paperwork. Professors cannot drop students; this is always the
responsibility of the student. The record’s office will provide a deadline for which the
form must be returned, completed and signed. Return the signed form to the records
office, wait 24 hours, go into Duck Trax and confirm that you are no longer enrolled. If
you are still enrolled, FOLLOW-UP with the records office immediately. You are to
attend class until the procedure is complete to avoid penalty for absence. Should you
miss the deadline or fail to follow the procedure, you will receive an F in the course.
8.0
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students found responsible of academic dishonesty are
subject to disciplinary action. Academic dishonesty includes, but is not limited to,
cheating on an examination or other academic work, plagiarism, collusion, and the
abuse of resource materials. The faculty member is responsible for initiating action for
each case of academic dishonesty and report the incident to the Director of Student
Affairs. More information can be found atwww.ct.tamus.edu/StudentConduct.
9.0
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by
providing documentation to the Disability Support Coordinator. Students are
encouraged to seek information about accommodations to help assure success in their
courses. Please contact Gail Johnson at (254) 519-5831 or visit Founder's Hall 114.
Additional information can be found at www.ct.tamus.edu/AcademicSupport .
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10.0
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors
are available at the Tutoring Center in Founder's Hall, Room 204, and also in the Library
in the North Building. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions or if you're
interested in becoming a tutor, contact Academic Support Programs at 254-519-5830 or
by emailing gnichols@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and
receive FREE online tutoring and writing support. This tool provides tutoring in
Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus,
and Statistics. Chat live with a tutor 24/7 for any subject on your computer. To access
Tutor.com, click on www.tutor.com/tamuct.
11.0 Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and
work in an information-centered society. Librarians will work with students in the
development of critical reasoning, ethical use of information, and the appropriate use of
secondary research techniques. Help may include, yet is not limited to: exploration of
information resources such as library collections and services, identification of subject
databases and scholarly journals, and execution of effective search strategies. Library
Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
12. INSTRUCTOR POLICIES RELATED TO ABSENCE, GRADING, ETC
Attendance Policy
Professional behavior and commitment to teaching are the expectations. Attendance
and punctuality are required. It is not possible to make up the work missed during the
class period since it involves the interactions of students, professor and content. Class
activities may be included in your participation grade. More than 2 class absences will
result in lowering the final points by a letter grade. More than 4 absences will result in
failure of the class. Two tardies will equal one absence. Students missing class will be
responsible for notes, handouts, assignments and any changes in schedules. Being
prepared to participate includes completing assigned reading and bringing necessary
textbooks, assignments and materials to class. Grades may be lowered beyond the
professionalism points in extreme cases.
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STANDARDS OF PROFESSIONAL CONDUCT
FOR STUDENTS IN PDIII
Teachers have a responsibility for professional behavior and conduct at all times.
The public schools and Teacher Education Program at TAMUCT expect high standards of
professional conduct during your teacher preparation training and field-based
experiences. The following categories describe, in general, the expected
professionalism.
I.
Attendance and Punctuality
Attendance and punctuality are required for all classes, tests, seminars, group meetings,
small and large group collaboration, and all field-based experiences.
II.
Professional Attitude
Maturity and commitment to the profession of teaching is reflected by your positive
attitude. Keeping a positive, professional attitude is crucially important to your course
work and to your field experiences.
III.
Professional Communication Skills
Professionalism in your interactions with public school and university personnel and
other pre-service teachers implies (1) active listening, (2) thoughtful responses, (3)
appropriate written and oral communication skills and (4) active participation in class
and field-based experiences. Assuming full professional responsibility also means
contributing to small and large group interactions, planning sessions, and assuming an
active role in your professional development when appropriate.
Your professional reputation and that of TAMUCT rest with you in your field
experiences. Your professional behaviors communicate your integrity and character.
These professional behaviors include how well you articulate your ideas and beliefs in
facilitating instruction, the speech you use, the interactions with your peers, compliance
with the school district dress and appearance guidelines, and the highest respect for
teacher-student relationships.
It is extremely important to respect and honor the confidentiality of all interactions with
school districts, administrators, teachers and students during field experience.
IV.
Honesty and Ethical Behavior Reflecting good Character
It is imperative, of course, that you do not undermine your personal integrity in any way
nor project that appearance in any situation. For any assignments and examinations,
students in PDIII will adhere to the University policy of personal responsibility for one’s
own work and uphold the Pedagogy and Professional Responsibilities Standard IV: “The
teacher fulfills professional roles and responsibilities and adheres to legal and ethical
requirements of the profession.”
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ATTENDANCE AND PROFESSIONAL POLICIES FOR PD III BLOCK
-Preservice teachers are expected to adhere to all of the above professional standards,
in all of the Block courses. If these standards are not met, the lack of professionalism
will be reflected in the final grade for that Block course.
-Coming late to class or leaving early is considered as significant as absences. Missing
class, arriving late or leaving early will have a significant impact on your final grade.
-Students missing class are responsible for any notes, handouts, assignments and any
changes in schedules.
-Being prepared to participate includes completing assigned reading and bringing
necessary textbooks, assignments and materials to class.
-All assignments must be typed and edited. Failure to communicate effectively may
result in a lower final grade.
-Proper citations are required for any ideas or words gained from outside sources,
including the web. (See APA manual or Curriculum and Instruction website.)
-Extra credit projects or papers will not be accepted.
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COURSE REQUIREMENTS:
Students are expected to turn in assignments at the beginning of the class period they
are due. Plan ahead… life happens.
All written components for assignments (summaries, transparencies, etc.) must be
generated with computer technology such as word processing or desktop publishing. All
assignments should be edited for correct punctuation, spelling, and grammar. Failure to
demonstrate the ability to communicate effectively may result in lowering the final
grade. The standard of our discipline is APA 6th edition. Assignments are due at the
beginning of the class period in which they are due. Late work is not acceptable and
will result in the loss of professionalism points AND a minimum reduction of 10% of
the available points per day before grading. The work will be dated as of the
date/time it is received by the instructor.
Regular attendance, promptness, preparedness, and participation are essential to
success in this class. It is your responsibility to request handouts, etc. when you miss
class. Contact me by e-mail (or writing) prior to an anticipated absence or immediately
after an emergency.
TURN OFF CELL PHONES PRIOR TO BEGINNING OF CLASS. In the case of emergencies,
make prior arrangements with the instructor.
Self-evaluation: Students are expected to submit a completed self-evaluation of their
work on the rubric provided. If a self-evaluation is not included, points will be deducted
for incomplete work.
You are expected to demonstrate professionalism in all interactions with public school
personnel. This includes conferring with teachers, being prepared to teach, being
punctual, and exhibiting a professional appearance and demeanor. Professionalism is an
important component of this program. Your demonstrated ability to accept feedback
and make improvements in your performance, to engage fully in the processes required
in the learning tasks, and to prepare quality products and responses to all tasks is
critical. Problems in this area will result in significant reduction in the final grade.
Criminal History Check: The field experience component of this class is an integral part
of our clinical program. If for any reason the field experiences cannot be completed, the
student will not receive credit for the course.
This syllabus is an overview of the course, a description of the learning tasks, an
explanation of university policy, and a tentative calendar. The professor reserves the
right to amend the syllabus during the term.
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PROFESSIONAL STANDARDS FOR
THE DEPARTMENT OF CURRICULUM AND INSTRUCTION
Candidates for teacher certification at TAMUCT will demonstrate the following qualities
and behaviors in pursuit of their goal of becoming a professional educator:
Communication
 Communicate appropriately and effectively with colleagues, supervisors,
students, parents and members of the community. Uses good oral and written
communication skills.
Collaboration
 Work collaboratively with colleagues, mentors and supervisors to achieve the
local, state and national goals of education. Shows courtesy to peers, public
school students and teachers, and the professor.
Commitment
 Demonstrate commitment to the teaching profession and exercise leadership for
the advancement of the profession and public education. Shows enthusiasm in
class for learning and the educational process.
 Be responsible, punctual, regular in attendance, and prepared to participate in
all aspects of professional development. (see details below)
Professional Development
 Assume responsibility for utilizing professional teaching practices and constantly
strive to improve through professional growth. Accepts constructive feedback
and demonstrates a willingness to make improvements in attitude and
performance if needed.
Ethical Conduct
 Uphold the Code of Ethics for Texas Educators and abide by local, state, and
federal rules, regulations, and policies.
 Demonstrate respect and maintain ethical conduct in relations with professional
colleagues, students, parents, and members of the community. Exhibits honesty
and personal integrity. Violations of ethics results in failure of this course.
N.B. Any violations of the Professional Standards will be documented as part of the
Fitness to Teach evaluation and will be considered prior to recommending certification to
the state.
13. What you can expect from me:
 A commitment to help you grow as a professional educator.
 Feedback in the form of graded assignments within 1 week in most cases.
 I check and return email during office hours.
 I will be prepared for class, so I expect the same from you.
 Every rubric for every assignment in this course has as part of the grade: writing,
grammar, and spelling.
 Hands on learning.
 Respect and professionalism.