ED 450: Authorization Specialty: Classroom Management (3 credits)
Western Oregon University, College of Education
“Connecting Teaching & Learning”
Winter 2013
Instructor: Cindy Ryan, EdD
Office: Ed 108
Phone: (503)-838-8605
Email: ryanc@wou.edu
Office Hours: Monday 12:00-2:00 p.m., Wednesday 10:00-12:00, & Friday 12:001:00 (or by appointment)
Course Description: This course focuses on best practices for addressing age-level
educational issues. Topics covered will enable early childhood and elementary
school candidates to better serve the emotional, social and academic needs of their
students. Course components reflect current thinking on such issues as classroom
climate, and developmentally appropriate practices for each authorization level.
Throughout the course, there will be an attempt to keep the instructor’s formal
presentations to a minimum. Emphasis will be on active class discussion and
dialogue.
Required Text:
Charney, R.S. (2002). Teaching children to care: Classroom management for ethical
and academic growth, k-8. Greenfield, MA: Northeast Foundation for Children.
Other readings will be provided in class or available in Moodle
This course will focus on:
 Exploring the nature of learners;
 Understanding implications of the setting, influences of the community,
 Examining unique needs of the age/developmental level, the cultural context,
and
 Understanding and applying processes for establishing a classroom climate
conducive to learning.
Proficiencies Addressed in this Course:
 Proficiency 5-Classroom Climate Conducive to Learning
o Human Dignity
o Physical Environment
o Standards for Student Behavior
o Classroom Climate
 Proficiency 8
o Reflective Practitioner
o Educational Research
 Proficiency 9
o Professional Behavior
o Professional Communication

Proficiency 10
o Constructive Communication
o Assistance and Support
o Learning Community
Communication with Instructor: If you have questions, concerns, or need to talk
about assignments, etc. please contact the instructor through email, phone call, or
visit during office hours.
When submitting assignments through email, the instructor will send a
confirmation email to let you know that the assignment has been received. If you
do not hear from the instructor within 24 hours, send another email and ask for
confirmation.
Students Needing Course Accommodations:
If you feel you may need an accommodation for any type of disability, please contact
the Office Disability Services (ODS) 503-838-8250. Instructors do not determine
accommodations.
Our Classroom Community Expectations:
As an inclusive classroom community, the following expectations were developed:
 We will demonstrate respect for each other and ourselves by honoring
and valuing each other’s opinions, views, and actions. We will seek to
understand by listening, asking respectful questions, and adding to the
conversation. We will also demonstrate respect by:
 Actively participating in conversations and activities
 Being prepared by having readings and assignments done
 Being flexible
 Understanding that technology (phones, etc.) might be
necessary, but knowing they are not to be a distraction to
ourselves and our classmates
 Having fun!
 We will make use of a 15-minute break during each class period to
stretch and get out of the classroom, making use of walk-and-talks and
brain breaks.
 We will take five minutes at the beginning of each class to share
personal updates with one another (wedding plans, baby pictures, etc.).
 We will have a potluck during our last day of class (March 15th).
 We expect that all assignments and expectations come with clear
guidelines and deadlines (no scary surprises).
 We will respect these deadlines by turning in assignments
on time, with the understanding that emergencies do
happen that may get in the way. If that happens, we take
the responsibility of discussing it with Cindy.



Assignments will align with student teaching as much as
possible.
 There will be time during the class day to work together
and have peer review of assignments.
We understand that we learn through conversation and real-world
application. With that being said, we will all bring ideas to the table,
brainstorm, and apply what we are learning in a practical way so that
everyone leaves class with a teacher toolbox full of ideas and strategies.
What happens in our classroom stays in our classroom:
 We respect the privacy of those in the schools and
classrooms in which we teach, as well as those in our ED
450 classroom community. We will not share the names of
teachers, students, and/or families when talking about
situations we encounter.
 We will maintain the confidentiality of what happens in ED
450 on Friday mornings. We've created a safe space for
both ourselves and our colleagues to share and feel
confident that what is said in our classroom will stay in
our classroom.
Class Schedule*
Week
Class Discussion/Topics
Week 1
January 11


Introduction to Classroom Management
Discussion & brainstorming of syllabus
Week 2
January 18



Review syllabus & assignments
Children Full of Life video and discussion
Building Community & Belonging
through Relationships
Assignments for the
week
~Ch. 1 from The
Active Classroom
(provided in
class)
Hot Topic article:
One teacher’s
approach to
preventing gender
bullying in the
classroom
Week 3
January 25


Setting up your classroom
Beliefs & Philosophy
Week 4
February 1


CM Theory part 1
Families/Parents
~Ch. 1 & 2 (in our
text)
~Sharing Ourselves
with Others reading
(Cindy will provide)
~Ch. 4-5 (in our
text)
~Let Cindy know
what you are
choosing to do for
your case study
Week 5
February 8



Week 6
February 15


Week 7
February 22



Week 8
March 1
Week 9
March 8
Week 10
March 15
School Resources/Field
Trips/Procedures
CM Theory part 2
Draft 1 of CM Philosophy to be shared in
class for peer review & discussion
Classroom Management Theories
Using praise
Bullying in the classroom
Behaviors in the classroom
Peer review and discussion of CM
philosophy
Full-time student teaching this week...no
class
 Practice classroom management
techniques and be ready to share your
thoughts when you come back to class
next week.
 Bullying in the classroom continued
 Bring in a children’s book related to
behavior, bullying, gender issues, etc.
that we can share in class
 Use of language (both teacher & student)
in the classroom.



Portfolio/Toolbox sharing
Finish up conversations
Video-A Touch of Greatness
Finals week~No class
*this schedule is subject to change with notice
~Ch. 6 & 7 (in our
text)
~Upload 2 CMTs in
google doc
~Kohn reading
(handout)
~Ch. 8 & 9 (in our
textbook)
~Upload 2 CMTs &
be ready to talk
about it in class
~Provide Cindy
with update on case
study
~Bullying chapter
(handout)
~Bullying article
(handout)
~Upload 2 CMTs &
be ready to share
~Draft of CM
philosophy due
~Practice CMT's in
the classroom this
week
~Ch. 10-12 (in our
textbook)
~Children’s books
~Upload 2 CMTs &
be ready to share
~Case Study due
~Ch. 13-15 (in our
textbook)
~Classroom
Management
Toolbox due in
class
~Final CM
philosophy due
Assignments:
Assignment
Engaged Participation each week
Upload CMT & share techniques in
class (2 per week)
Classroom Management Philosophy
Case Study
Classroom Management
Toolbox/Portfolio
Total possible points for course
Quantity
Points
9
8
25
10
Total Pts.
225
80
1
1
1
75
50
100
75
50
100
530
Assignment Descriptions:
Engaged Participation each week (9 week @ 25 pts. each for a total of 225 points)
Each week you will be expected to be an active participant in our classroom
community. This will be evidenced through:
 Active participation in weekly discussion both in small and
large group by sharing thoughts, ideas, questions, etc.
 Contribution to High/Low basket
 Completion of readings
 Turning in assignments
Sharing of Classroom Management Techniques (CMT) (8 @10 pts. for a total of
70 points)
Due each week beginning January 18th. You are responsible for uploading
(in google docs) two classroom management techniques you
have seen in the classroom, heard about, or read about. You also need to be
prepared to talk about the CMTs in class.
Classroom Management Philosophy (1 @ 75 pts.)
Final due in class in March 15th. Over the course of this term, you will
develop your own Classroom Management Philosophy based on theory,
research, and your own beliefs. A copy of this also needs to be included in
your Portfolio/Toolbox.
 Draft #1 due in class during week 5 on February 8. You will
bring in a copy of your preliminary CM philosophy statement.
This draft will include your beliefs only, no theory. It can be
handwritten and will be shared with peers for review in class.


Draft #2 due in class during week 7 on February 22. This copy
will include theory to back up your beliefs. Again, it will be a
draft to be shared with peers for review in class.
Final CM Philosophy to be turned in on March 15th.
Case Study (1 @ 50 pts.)
Final due in class on March 8th. For this assignment you will choose an
issue within your student teaching classroom (or as individually agreed
upon with Cindy) in order to develop a case study that allows you to create a
goal/objectives that has to do with classroom management. The issue can be
something to do with a specific child, the classroom environment, group
time, etc. (see assignment description for more information).
 By February 1 let Cindy know what you are choosing to focus on and
have a preliminary goal/objectives drafted.
 In class on February 15 provide Cindy with an update on your case
study (can be handwritten or typed note)
 Final case study to be turned in on March 8th.
Classroom Management Portfolio/Toolbox (1 @100 pts.)
Due in class on March 15th. The culminating project for this course will be
the Portfolio/Toolbox you create from resources you collect through class
and through your own research. Using a 3-ring binder or other system you've
developed, you will present your Portfolio to the class on March 15th. Each
binder will include at least the following:
 Organized sections (it's up to you to develop your own
organization. For example Section 1 Transitions, Section 2
Resources, Section 3 Children's Books).
 Your Classroom Management Philosophy needs to be included
in your portfolio.
Developing a Classroom Management Philosophy
75 points
As part of this class, you are being asked to develop a classroom management
philosophy. This is something that as you move on to interviewing for teaching
positions, you will be asked to articulate.
What you need to include in your CM philosophy:
 What is it that you believe to be effective classroom management?
 What theories do you know to back up what you believe? (use any of the
ones we’ve discussed or others you might know of)
 What would your classroom look and sound like if I (the principal) were to
walk in at any given time? (include seating arrangement, what’s on the walls,
where you might be, what the children may be doing). What you describe
must clearly connect to your philosophy.
 Include resources, citations of the theorists/websites
Your Philosophy could be set up like this:
 Introduction
o Include your belief and what those beliefs are based on
 Share examples of how this would look in your classroom (you can make up a
grade level)
 Conclude by restating your beliefs and wrapping up
Conventions:
 Typed (12 point font) and double-spaced
 Approximately 3-5 pages in length
 Make sure you include resources and citations in your paper (APA style)
 Have a reference page (include at least 3 references)
 For APA guidelines, please see guidelines on the next page
Due date…
 Draft #1 due in class for discussion on February 8th
 Draft #2 due in class for discussion on February 22th
 Final copy is due in your portfolio, in class on March 15th
APA Examples
Examples of how to use information you find in books within your paper. The first two
examples show that even though you take the facts you find in a book and restate it using your
own words, you still need to cite the author.
The second two examples are if you are using the direct quote from the author.
Research suggests that the sooner online students know each other’s names, the sooner
they can build a learning community (Riordan, 2008). Or,
Riordan (2008) suggests that the sooner class members know one another and are able to
recognize one another’s names, the sooner they are able to build a learning community. Or,
“The sooner all class members know one another’s names, the sooner they will begin to
build a learning community” (Riordan, 2008, p. 5). Or,
Riordan (2008) states “the sooner all class members know one another’s names, the sooner
they will begin to build a learning community” (p. 5).
(sample reference page)
References
Gopnik, A. (1999). The scientist in the crib: Minds, brains, and how children learn.
New York, NY: Harper Perennial.
(this example if from a book)
Graziano, P.A., Reavis, R.D., Keane, S.P., & Calkins, S.D. (2007). The role of emotion
regulation in children’s early academic success. Journal of School Psychology,
45(1), 3-19.
(this example is from a journal)
Helburn, S.W., & Bergmann, B.R. (2002). America’s childcare problem. New York,
NY: Palgrave.
(this example is from a book)
Ladd, G.W. (2003). Probing the adaptive significance of children’s behavior and
relationships in the school context: A child by environmental perspective.
Advances in Child Development and Behavior, 31, 43-104.
(this example is from a book)