EDUC 414s Secondary/Middle School Classroom Management
1 Credit Hour
Fall 2011
Instructor:
Dr. Lorie Hunn, Associated Professor of Education
Office:
Phone:
Old Admin 113
(308) 432-6491
E-Mail:
lhunn@csc.edu
Office Hours:
As posted and by appointment
Course Description: Secondary/Middle School Classroom Management presents a broad view
of classroom management as it relates to efficiently operated classrooms. Theory and practice
precede practical implications and teaching strategies in areas such as the following: Managing
student behavior, time management, classroom routines, stress, and working with parents and
paraprofessionals. This course is taken as part of the Professional Year, Semester #1 (CSC
General Catalog, 2009-2011, p. 159).
Secondary Block Structure
The Secondary Professional Semester (Block) courses should be considered as an integration of
the following six (6) courses:
EDUC 411S: Reading /Writing in the Content Areas
EDUC 412S: Secondary/Middle School General Instructional Methods
EDUC 414S: Secondary/Middle School Classroom Management
EDUC 415 S: Human Relations/Multicultural Education
EDUC 418S: Secondary/Middle School Assessment
SPED 412S: Special Education Practices and Strategies
Integration of course content takes place on a variety of levels and through a number of
activities. Some examples of course integration include:
 Block orientation
 Shared Block philosophy (i.e., Constructivist Theory of Instruction)
 Professional Development Workshops (jointly with Elementary Block)
 Conference attendance
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Multicultural field experiences
Block planning and scheduling
Discussion and reflection (i.e., curriculum discussions)
Prerequisite: The student must have completed the following:
Professional Education courses
Supporting courses
Communication courses
Three-fourths of the minor area completed
A 2.5 GPA in all course work
Required Text: Wolfgang, C. H. (2005). Solving discipline and classroom management
problems: Methods and models for today’s teachers (6th ed.). New York: Wiley.
Intended Program Outcomes: The six intended program outcomes are as follows:
1) Promote activities that elicit critical thought, beyond recall and comprehension.
(THINKING SKILLS)
2) Develop and maintain a physically inclusive and emotionally safe classroom environment
conducive to effective learning, that encourages student concerns, embraces elements of
diversity, and exhibits and understanding of child growth and development. (HUMAN
RELATIONS
3) Design and assess learning activities (with sequential goals and objectives, utilizing
assessment measures to make instructional and/or curricular decisions. (ASSESSMENT)
4) Demonstrate and promote effective communication skills (with students and adults),
while respecting diversity and engaging students in the learning enterprise through
motivation and constructive learning applications. (COMMUNICATIONS)
5) Plan and deliver teaching-learning activities that are consistent with identified learning
objectives, ability level of students, while using a variety of instructional
methodologies/strategies to prescribe for individual differences. (METHODOLOGYTECHNOLOGY)
6) Demonstrate conduct befitting a professional educator, to include the following
dispositions: regular self reflection, positive ethical behavior, respectful and attentive
attitude, effective classroom management skills, appropriate knowledge of subject matter,
and professional leadership. (PROFESSIONALISM)
Education Unit Conceptual Framework:
This course supports the conceptual framework, Developing as Visionary Leaders for Lifelong
Learning, through the following components:
Component
Communication
Activity
Communicate effectively students in the class and
the college instructor.
Professionalism
Demonstrate appropriate appearance as well as
conduct and display ethical behavior within the
class.
Human Relations/Diversity
Participate in class activities and discussions to
share with other secondary students ideas and
techniques related to working with students,
administrators and colleagues.
Assessment
Through discussions and class activities the student
will become aware of the impact evaluation and
assessment techniques have on the management of a
classroom.
Thinking Skills
Formulate personal classroom management plans
appropriate to her/his prospective students, subject
areas, and activities, and describe how these plans
would be implemented and assessed.
Methodology/Technology
Research and discuss various methods of
maintaining an effective classroom.
Leadership
Develop a specific classroom management plan to
be used as a starting point when the student begins
teaching.
Course Requirements:
Purpose: The purpose of this course is to provide the student with an opportunity to define
CLASSROOM MANAGEMENT AND EFFECTIVE TEACHING and become familiar with the
research available relating to the skills and techniques that will assist him/her in developing a
MANAGEMENT PLAN. DEVELOPING AN APPROPRIATE ATMOSPHERE in the
classroom that will ALLOW students to learn is key to successful teaching and learning. This
course is designed to aid pre-service teachers to make better decisions related to this most
important aspect of teaching.
Teacher Candidate Learning Outcomes: The teacher candidate will be able to:
Objectives:
1. The student will study classroom management and effective teaching strategies, formulate
personal classroom management plans appropriate to her/his prospective students, subject areas,
and activities, and describe how these plans would be implemented and assessed as evidenced by
developing a personal classroom management plan.
2. The student will become aware of and appreciate the complexities of the teaching profession,
discuss, in class, the problems inherent in the profession, develop personal management
philosophies and demonstrate these philosophies in his/her interactions with classmates as
evidenced by her/his participation in class discussions and written descriptions of his/her
philosophies.
4. The student will practice what he/she is learning as evidenced by her /his daily performance
and participation in and out of class.
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Describe the relationship between planning, teaching, assessing, and managing
instructional environments.
Describe and plan for a physically, emotionally, and intellectually safe
environment for all students, including those with special needs.
Describe opportunities for students to take responsibility for their own learning, to
inquire into the subject, and to learn and think in independent and productive
ways.
Recognize principles of fairness and equity for all students.
Differentiate between discipline and punishment.
Demonstrate knowledge of different discipline models.
Compare and contrast various discipline models, identifying the strengths and
weaknesses of a variety of discipline models.
Plan for student involvement in order to motivate students (knowing how to
involve students in the management process).
Describe procedures for managing multiple, simultaneous activities while
maintaining a positive learning environment.
Apply knowledge and skills of classroom management principles to developing
an individualized classroom management plan.
Develop plans that demonstrate the ability to make a variety of decisions related
managing time, resources, and classroom environments.
Develop a philosophy of classroom management, including student discipline.
Summarize current issues related to classroom management.
Consider ethical issues related to classroom management.
Methods of Instruction:
A combination of lecture, discussion, small-group interactions,
projects, demonstration, and individual reading, and presentations will be used.
Course Schedule/Outline: The schedule of the Block is flexible. Students will be given a
weekly schedule that will identify the hours during which this course will be taught. The
following topics will be addressed:
1. Discipline, Teachers Power, and Systems of Management.
2. The Behavior Analysis Model.
3. Tools for Teaching: Discipline, Instruction, and Motivation.
4. Assertive Discipline.
5. Cooperative Discipline: The Albert/Dreikurs/Adlerian Model.
6. Discipline with Dignity.
7. Love and Logic Discipline (Including Glasser’s Reality Therapy Steps)
8. Teacher Effectiveness Training Model (or Rogerian Model).
9. Discipline Preferences: Matching Philosophy, Values, and Discipline Practice.
10. The Peer Mediation Model.
11. The Judicious Discipline.
12. Skill steaming-Teaching Prosaically Skills.
13. Managing Student Violent Assaults and Breaking up Student Fights.
14. Classroom Management: A Discipline Preventive Process.
15. Parents: Difficulties, Problems, and the Teacher’s Methods of Responding.
Students will be expected to:
1.
Read and study assigned portions of text.
2.
Take one/two examination/s covering assigned portions of the text and
information presented in class.
3.
Select, read and report on articles/resources related to classroom management.
4.
Participate in class and group activities as assigned. Regular active participation
in class discussions will be expected and required of all teacher candidates. It is
assumed that all students admitted to the Professional Year (Block) will pursue
careers in teaching and/or education, thus their ability to mentally form and
verbally express opinions in a professionally acceptable manner pertaining to
educational issues is of utmost importance.
5.
Develop and present information relating to a discipline model. Each student will
be assigned a Chapter from the textbook, along with a Discipline Model from the
textbook to present to the class. The student will have complete control on the
methods used to present the material and will be allowed 50-60 minutes to make
the presentation. The goal of the presentation is to provide the class with
pertinent information about the Model and how it could be used in a classroom.
Each student will be assigned a Chapter to present and a day to make the
presentation. The student will research the chapter and Model and make the
presentation on the day assigned. Prior to the presentation, the student will turn in
a lesson plan that will give me the overall picture of the presentation.
6.
Develop a classroom management plan. This plan will contain a complete plan of
management for a classroom and grade level that you identify. (See attachment
for format and components of the plan)
7.
Attend all class meetings and Professional Development Workshop presentations,
including the presentation describing teacher work sample to be completed during
the teacher internship semester.
Grading:
1. Grading scale: 90 - 100 = A; 89 - 80 = B; 79 - 70 = C; 69 -60 = D; 0 - 59 = F.
2. Attendance: Your presence is important for your own learning as well as your
contribution to the work of the class. If an absence is unavoidable, please arrange ahead
of time to discuss options for making-up work. Absences of any kind may result in lower
course grade. Full credit can be earned on work submitted on or before the due date.
Late assignments will result in lower grades.
Secondary Block Absence Policy
Excused absences are considered to be those which the professor receives official documentation
from another instructor/coach through the CSC email system that the student will be absent for a
school related activity. Other absences that are documented by the Dean of Students will be
considered excused as well. All other absences will be considered to be unexcused. All absences
will be expected to be made up with a like amount of time. These may or may not include a loss
of points or lowering of a course grade. Course grading is at the discretion of the individual
course professor. Assignments are due on or before the specified date.
Expected Professional Classroom Behaviors:
1) Demonstrate respect for professor and peers.
2) Make choices that demonstrate a commitment to teaching.
3) Accept responsibility for self and choices made.
4) Do not plagiarize from any source, including lesson plans, quotations, or on any other
assignment.
5) Complete assignments in the expected manner as described on course syllabus.
6) Assume responsibility for content of syllabus and submit work in a timely manner.
7) Appear to be engaged throughout each class session. This includes participating in class
activities and discussions, as well as answering questions when asked.
8) Attend class regularly, arrive at class on time, and stay for the complete class session.
9) Turn cell phone off prior to class, put it away, and do not text message. Be reflective and
continually evaluate the effects of your choices and actions on others (students, peers,
professors).
IMPORTANT INFORMATION
Student or Teacher Candidate Behavior:
Academic Honesty – Students and teacher candidates are expected to conduct themselves in
conformity with the highest standards with regard to academic honesty. Violation of college,
state, or federal standards with regard to plagiarism, cheating, or falsification of official records
will not be tolerated. Students and teacher candidates violating such standards will be subject to
discipline, as per campus policies articulated in the Student Handbook. Please request a copy of
the Student Handbook from the Dean of Students (Crites 432-6280).
Attendance Policy – The College assumes that students and teacher candidates will seek to profit
from the instructional program and will recognize the importance of attending every class
meeting of courses for which credit is expected. Responsibility for notifying faculty of absences
and for arranging potential make-up rests with the candidates. Course specific attendance
policies are addressed in Grading explanation.
Civility – Civil behavior enhances the academic setting, and is expected at all times. Courtesy
and respect for others are essential elements of the academic culture. The academic
environment welcomes a difference of opinion, discourse, and debate within a civil environment.
Nondiscrimination Policy/Equal Educational Opportunity Policy:
Chadron State College is committed to an affirmative action program to encourage admission of
minority and female students and to provide procedures which will assure equal treatment of all
students. The College is committed to creating an environment for all students that is consistent
with nondiscriminatory policy. To that end, it is the policy of Chadron State College to
administer its academic employment programs and related supporting services in a manner
which does not discriminate on the basis of gender, race, color, national origin, age, religion,
disability, or marital status. Student requests for reasonable accommodations based upon
documented disabilities should be presented within the first two weeks of the semester or within
two weeks of the diagnosis, to the Disabilities Counselor (432-6461; CRITES 338).
Diversity:
Chadron State College aspires to create a safe and diversity sensitive learning environment that
respects the rights, dignity, and welfare of students, faculty, and staff. Diversity includes the fair
representation of all groups of individuals, the inclusion of minority perspectives and voices, and
appreciation of different cultural and socioeconomic group practices. We aspire to foster and
maintain an atmosphere that is free from discrimination, harassment, exploitation, or
intimidation. Courses will strive to provide opportunity for all students to discuss issues of
diversity including, but not limited to, ethnicity, gender, disability, and sexual orientation.
Intellectual Real Estate / Copyright Notice:
Reproduction of copyrighted material is governed by Copyright Law of the United States (Title
17, United States Code). Under conditions of this law, students may copy materials for research
or scholarship purposes as long as the copyright holder is cited. In teaching situations, parts of
copyrighted material may be used under the ‘fair use’ guidelines, but only once, and the
copyright holder must be cited. Unauthorized use may be liable for copyright infringement.
Use of Technology:
Students are encouraged to use the technical resources provided in Chadron State College
facilities to support, enhance, and expand their learning activities. Chadron State College
recognizes that learning is a unique human endeavor best achieved through the interactions of
instructors and students. Technology is best used when it supports and enhances teacher student as well as student - student interactions.
Disclaimer:
This syllabus and schedule are articulated as an expectation of class topics, learning activities,
and expected student learning. However, the instructor reserves the right to make changes in this
schedule that, within his/her professional judgment would result in enhanced or more effective
learning on the part of the students. These modifications will not substantially change the intent
or objectives of this course and will be done within the policies and procedures of Chadron State
College.