Educational Psychology 314
Classroom Management for Beginning Teachers in
Pre-kindergarten-Three Setting
Prerequesite: Full SARTE Status
Course Description:
A detailed investigation of behavioral and humanistic approaches in PK-3 classroom
management and motivation in the classroom. Included are topics such as preventing classroom
disruptions, how and when to intervene, when they do occur, working with parents, and working
with the mainstreamed student.
Credit Hours: Three (3)
Textbooks:
Charles, C.M. (2008). Building classroom discipline. (9th ed.) Boston, Mass.: Pearson.
Fields, M.V., Meritt,P.A., and Fields,D.M.. (2014). Constructive guidance and discipline:
Preschool and primary education (6th ed.)Pearson: Upper Saddle River, N.J.
Statement of Conceptual Framework
The COEHD’s Conceptual Framework provides direction for the development of effective professionals. It is a living document
that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards
used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and
Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included
in the assessment process as themes that are integrated throughout all programs in the educational unit.
Knowledge of Learner
Candidates’ understanding of the learner which is necessary to provide effective and equitable instruction
The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners. Candidates acquire an
understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at
Southeastern. As effective professionals, they continue that practice throughout their careers. Diversity and Dispositions are
integral parts of the program, and Technology is integrated throughout the program.
Strategies and Methods
Strategies and methods appropriate to each program within the educational unit which are necessary to develop effective
professionals
The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and
reflective problem-solving processes require the effective professional to consider and integrate complex information. Diversity
and Dispositions are integral parts of the program, and Technology is integrated throughout the program.
Content Knowledge
Candidates’ thorough understanding of the content appropriate to the area of specialization
Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the
educational unit. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the
program.
Professional Standards
Established criteria that guide effective professionals in each discipline area
The educational unit is based on professional standards that enable candidates to develop the knowledge, skills, and dispositions
to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and
institutional standards. Candidates incorporate professional standards as they progress through their educational experiences at
Southeastern and continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and
Technology is integrated throughout the program.
Course Objectives:
Upon completion of this course, the student will be able to:
1. Define "classroom management" and its related terms. (CK)
2. Organize the classroom environment to maximize instruction and minimize
disruption. (KL, SM, CK, PS, D, T)
3. Identify classroom management techniques associated with various contemporary
models of classroom management. (SM, CK)
4. Identify influences that have a positive or negative impact on student motivation.
(KL, SM, CK, PS, D)
5. Specify classroom conditions deemed desirable because they promote efficient and
effective instruction. (KL, SM, CK, PS, D, T)
6. Discuss methods of discipline, motivation and general classroom management that
are required to accommodate students as a result of various ethnic or cultural
backgrounds, learning styles, English Language Learners (ELL), sex or
socioeconomic needs, or other special needs. (KL, SM, CK, PS, D, T)
7. Analyze given classroom situations and describe and justify the managerial strategy
or strategies and maintaining desirable classroom conditions. (KL, SM, CK, PS, D, T)
8. Discuss external influences that affect classroom management and discipline (e.g.,
lack of parental support, poverty, students who have families who are Bilingual or
English Language Learners (ELL) and the like.) (KL, SM, CK, PS, D, T)
9. Develop strategies for working together with colleagues to assist students with
behavior problems. (KL, SM, CK, PS, D, T)
10. Identify indicators of stress. (CK)
11. Describe time management techniques. (SM, CK)
12. Write and speak in conventional English. (CK)
13. Construct a theory of classroom management that will reflect the student’s personal
system of discipline. (KL, SM, CK, PS, D, T)
Successful completion of EPSY 314 requires a grade of C or better, a passing score on the
Management Plan in PASS-PORT, and required field-based experiences entered into PASSPORT.
Policies:
Expectations Regarding Student Behavior/Classroom Decorum: Free discussion, inquiry,
and expression are encouraged in this class. Classroom behavior that interferes with either (a)
the instructor’s ability to conduct the class or (b) the ability of students to benefit from the
instruction is not acceptable. Examples may include routinely entering class late or departing
early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class
without being recognized; talking while others are speaking; or arguing in a way that is
perceived as crossing the civility line. In the event of a situation where a student legitimately
needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is
required.
Classroom behavior, which is determined inappropriate and cannot be resolved by the student
and the faculty member, may be referred to the Office of Judicial Affairs for administrative or
disciplinary review as per the Code of Student Conduct which may be found at http:
www.selu.edu/StudentAffairs/Handbook/.
Academic Integrity: Students are expected to maintain the highest standards of academic
integrity. Behavior that violates these standards is not acceptable. Examples are the use of
unauthorized material, communication with fellow students during an examination, attempting to
benefit from the work of another student and similar behavior that defeats the intent of an
examination or other class work. Cheating on examinations, plagiarism, improper
acknowledgement of sources in essays/assignments and the use of a single essay or paper in
more than one course without permission are considered very serious offenses and shall be
grounds for disciplinary action as outlined in the current General Catalogue.
It is university policy that the classroom is not a place for children or other family members, and
that students are not to bring their family members for day care or baby-sitting.
Communication/contacting instructor:
E-mail communication with students will be made through Southeastern e-mail address only.
Contact the instructor if you have any questions or problems preferably through e-mail or by
phone.
Candidate Work Samples: Candidate work samples (e.g. student assignments, projects) may
be kept by the instructor as exemplars for program accreditation purposes. All identifying
information will be removed when specific work samples are used. Students are advised to keep
a back-up copy of all work submitted.
Students needing Accommodations:
If you are a qualified student with a disability seeking accommodations under the Americans
with Disabilities Act, you are required to self-identify with the Office of Disability Services,
Room 117, Mims Hall. No accommodations will be granted without documentation from the
Office of Disability Services.
Knowledge Base:
Canter, L. (1992).Assertive discipline: Elementary workbook. Santa Monica, CA: Lee Canter &
Associates.
Canter, L. (1994).Scared or prepared. Santa Monica, CA: Lee Canter & Associates.
Charles, C.M. (2002). Essential elements of effective discipline. Boston: Allyn& Bacon.
Clayton, M. &Forton, M.(2001).Classroom spaces that work. Turner Falls, MN: Northeast
Foundation for Children, Inc. (Responsive Classroom.org)
Curwin, R.L., &Mendler, A.N.(1988). Discipline with dignity. Alexandria, VA: ASCD.
Dentin, P. &Kriete, R. (2000).The first six weeks of school. Turner Falls, MN: Northeast
Foundation for Children, Inc. (Responsive Classroom.org)
Emmer, E., Evertson, C., &Worsham, M. (2000).Classroom management for secondary teachers.
Boston: Allyn& Bacon.
Epstein, A.S. (2007). Intentional Teacher: Choosing the Best Strategies for Young Children's
Learning. National Association of Education of Young Children.
Evertson, C., Worsham, M., & Emmer, E. (2000).Classroom management for elementary teachers.
Boston: Allyn& Bacon.
Fay, J. & Funk, D. (1995). TEACHING with love & logic. Golden, CO: The Love and Logic PRESS,
Inc.
Glasser, W. (1986).Control theory in the classroom. New York: Harper and Row.
Grossman, H. (1990). Trouble-free teaching: Solutions to behavior problems in the classroom.
Mountain View, CA: Mayfield.
Jacobsen, D., Eggen, P., &Kauchak, D.(l993). Methods for teaching: A skills approach(4th ed.). New
York: Macmillan.
Jones, V. & Jones, L. (1995). Comprehensive classroom management. Boston: Allen & Bacon.
Kohn, A. (2006).Beyond discipline: From compliance to community. Alexandria, VA: Association
for Supervision and Curriculum.
Kohut, S. & Range, D.G. (1992). Classroom discipline: Case studies and viewpoints. Washington,
D.C.: National Education Association.
Kriete, R. (2002). The morning meeting book. Turner Falls, MN: Northeast Foundation for
Children, Inc. (Responsive Classroom.org)
Marion, M. (2010). Guidance of Young Children (8th Ed). Pearson Publishing.
Marshall, M. (2001). Classroom meetings. Retrieved on February 20, 2008 from
www.MarvinMarshall.com.
Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning.
Alexandria, VA: ASCD.
McEwan, B. (2000). The art of classroom management. Upper Saddle River, NJ.: Merrill
Nelson, J., Duffy, R., Escobar, L., Ortolano, K., & Own-Sohocki, D. (1996). Positive discipline: A
teacher's a-z guide. Rocklin, CA: Prima Publishing.
Orange, C. (2000). 25 biggest mistakes teachers make and how to avoid them. Thousand Oaks, CA:
Corwin Press, Inc.
Shuman, R.B. (1992). Classroom encounters: Problems, case studies, solutions. Washington, D.C.:
National Education Association.
Wood, C.(2007).Yardsticks: Children in the classroom ages 4-14. Turner Falls, MN: Northeast
Foundation for Children, Inc. (Responsive Classroom.org)
Zirpoli, T. J. &Mellov, K.J. (2001). Behavior management applications for teachers (3rd ed.). Upper
Saddle River, N.J.: Merrill.