ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDG 4419
Building Classroom Management and Discipline
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EDG 4419
4062
Three
None
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Monday
6:00-8:40 PM
Blended
Jessica Curtis
Mondays Tuesdays and
As posted
Thursdays, Fridays
Clearwater
133
727-791-5964
Curtis.jessica@spcollege.edu
Admission to EPI-CT or ICERT-NO or RCERT-NO
Office Location:
Office Phone:
Email Address:
Clearwater
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course focuses on principles and strategies for developing and maintaining an effective classroom
environment for diverse learners. Strategies for whole class management as well as management of challenging
behaviors will be explored. This course includes Positive Behavior Supports, Response to Intervention and
Functional Behavior Analysis as fundamental components of effective classroom management. Participants
will design a classroom management plan as well as conduct a functional behavior analysis. Contact hours: 47
blended.
II. MAJOR LEARNING OUTCOMES
1.
The student will design a classroom management plan for a diverse classroom by:
a.
Syllabus Coordinator:
proposing an effective physical layout for a classroom in his/her certification area.
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b.
c.
creating effective goals, rules and policies appropriate to a classroom in his/her certification
area.
constructing an appropriate, research based reward/consequence system.
2. The student will organize components of positive behavioral supports in inclusive
classrooms to support all learners and to increase appropriate behaviors by:
a.
b.
c.
reflecting on classroom management components for a simulated classroom.
analyzing data to design Response to Intervention supports and strategies.
compare and contrast the literature on positive behavior supports.
3. The student will plan strategies for managing challenging behaviors by:
a.
b.
c.
collecting anecdotal data on a student exhibiting a challenging behavior.
diagnosing and prioritizing problem behaviors and then determine replacement behaviors that
serve the same function for the learner.
designing effective interventions for increasing appropriate behaviors.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required : Champs, 2nd Edition. Author: Sprick. ISBN 9781599090306
Recommended :
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Materials: Chitiyo, M., May, M, & Chitiyo, G. (2012). An assessment of the evidence-base for school-wide positive
behavior support. Education and Treatment of Children, 35(1), 1-24.
Horner, R., Sugai, G. & Anderson, C. (2010). Examining the evidence base for school-wide behavior
Focus on Exceptional Children, 42(8), 1-14
Library:
http://www.spcollege.edu/libraries/
support.
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
Syllabus Coordinator:
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IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires NO hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. ALL Course Assignments
Assignment Title
Connection to Competency
Points
CHAMPS Self-Assessment forms for Chapters 1, 2, 3, 4, 5, 7, 8.
These will earn 25 points each when due.
175
CHAMPS Chapter 6 Quiz
10
Discussion Board Postings (3) with responses to peers
30
Positive Behavioral Support (PBS) Articles summary
25
IRIS FBA Module Assessment
10
* Classroom Management Plan
Students will develop a classroom management plan based on a hypothetical classroom
in their area of certification that requires them to manage individual and class behaviors
and to manage time, space, and attention in ways that create a culture of encouraging
high expectations for all students.
100
Behavior Intervention Plan Case Study
50
Total possible Points
400
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)
or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in
order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
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Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE
The Calendar and Topical Outline is under the Start Here Section in My Courses
VII. Uniform Core Curriculum Assignments
Uniform Core Curriculum Descriptor
FEAP 2.a. Organizes, allocates, and manages the
resources of time, space, and attention.
FEAP 2.b. Manages individual and class behaviors
through a well-planned management system.
FEAP 2.c. Conveys high expectations to all Students.
Syllabus Coordinator:
Assignment Title / Connection to Competency
Classroom Management Plan
Teacher Candidates will develop a classroom
management plan based on a hypothetical classroom in
their area of certification that requires them to manage
individual and class behaviors and to manage time, space,
and attention in ways that create a culture of encouraging
high expectations for all students.
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