ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDG 3410
Classroom Management and Communication K-12
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 3410
5308
2 Credits
None
Admission to Middle Grades General Science BS, Secondary Science Education BS, Middle
Grades Math Education BS, Secondary Math Education BS, Elementary Education with
Infused ESOL and Reading BS, Exceptional Student Education with Infused ESOL and
Reading BS, Educational Studies, or Initial Certification
Day, Time and Campus:
Modality:
Online
Enter Time
Online
Online - Weekly participation is required for attendance. Participation in this course is
defined as posting to the discussion board or submitting an assignment.
Cynthia Freed
By apt.
Click here to enter text.
Clearwater
TBA
727-600-4896 ---please text your name and course when texting and no calls after 8pm
Freed.cynthia@spcollege.edu
Professor:
Office Hours:
Office Location:
Office Phone
Email Address:
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course covers basic skills and knowledge for creating a learning environment that encourages positive social
interaction and effective communication among members of the learning community. The course emphasizes attitudes,
language patterns, values, and behaviors for eliciting and maintaining student learning as well as on-task behaviors. The
course also includes methods and strategies for consulting with other school professionals and parents. 32 contact hours.
II. MAJOR LEARNING OUTCOMES
1.
The student will analyze assumptions and contradictions of classroom management and interpersonal
communication by:
a.
b.
2.
describing some of the contradictions, barriers, and special characteristics associated with today’s classrooms.
discussing essential guidelines that result in effective management and communication.
The student will create and maintain an environment for learning by:
a.
designing and critiquing the effectiveness of various physical classroom arrangements.
Professor Cynthia Freed
EDG 3410-5308
fall 2015
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b.
c.
d.
e.
f.
3.
The student will analyze the various methods and/or models of behavior management by:
a.
b.
4.
b.
organizing seat work, group work and recitations.
coordinating discussions and feedback.
The student will identify and explain the process of reflective listening and nonverbal communication as it relates to
the learning environment by:
a.
b.
c.
7.
listing possible situations that foster inappropriate classroom behavior and outlining the conditions that precede
such behavior.
selecting several possible solutions to classroom conflicts, and defending the solution of choice based on
research and readings.
The student will propose methods to manage subsets of the environment by:
a.
b.
6.
reading and reporting on three models of classroom discipline/control.
describing the Conflict Resolution Method.
The student will analyze the circumstances that tend to influence inappropriate classroom behavior by:
a.
5.
developing and teaching rules and routines.
building a learning community through interpersonal communication.
guarding and restoring order (including safety) in the classroom.
making the most of classroom time.
incorporating quality concepts into the classroom.
practicing the four skills of reflective listening.
explaining the guidelines for reading body language
journaling improvements in their reflecting skills.
The student will identify and explain issues beyond the classroom environment by:
a.
b.
describing ways to work with families and/or guardians.
describe and give examples of ways to help students with serious problems.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
 Sprick, R. (2009). CHAMPS: A proactive and positive approach to classroom
management (2nd ed.). Pacific Northwest Publishing. ISBN: 9781599090306
Recommended:
 Sprick, R. (2012). The Teacher’s Encyclopedia of Behavior Management (2nd ed.).
Pacific Northwest Publishing. ISBN: 9781599090504
 Facilitator’s Guide: Positive Behavioral Support (see link on MYCOURSES)
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources Sprick, Rancy. (2012) Teacher’s Encyclopedia of Behavior Management, 2nd edition, ISBN: 9781599090504
Materials:
Library:
Professor Cynthia Freed
http://www.spcollege.edu/libraries/
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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
None
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. ALL Course Assignments
150 points
Self Assessment Checklists (SACs) for Chapters 1,2,3,4,7,8 each must include ESOL strategies
written in red and ESE strategies written in blue (if strategies apply to both ESOL and ESE, use
purple font) The SACs can earn up to 25 points each. ALL modules must be completed in order
to earn an A.
60 points
100 points
Champs: Chapter 5 Self Assessment checklist “Launch”
Classroom Management Plan:
80 points
Quizzes (10 points each)
10 –points
100 points
500 points
First class verification form (10points)
Final Exam Online
TOTAL POINTS
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
Professor Cynthia Freed
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event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
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 below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
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
Week
Week 1
and 2
Week 3
and 4
Date
Quiz due by
Friday night
11:55pm on
August 28 and
Self-Assessment
due by 11:55pm
on Sunday,
August 30
Quiz due by
Friday night
11:55pm on
September 11 and
Self-Assessment
due by 11:55pm
on Sunday,
September 13
Professor Cynthia Freed
Due This Session (or before next session per
instructor)
Have syllabus available on laptop or by hard
copy. Have text purchased.
Online Classes:
Quiz Ch.#1
Self-Assessment Checklist #1 in Drop Box 1
Online Classes:
Quiz Ch.#2
Self-Assessment Checklist #2 in Drop Box 2
EDG 3410-5308
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Topical Agenda
Introduction and Visions
Behavior Theorists
Introduction to CHAMPS
Self-assessment checklist expectations
Sprick videos:
View Introduction and Chapter 1:Vision
Organization
Create consistent organizational patterns
View Sprick Chapter #2 Video:
Organization
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Week
Week 5
and 6
Week 7
and 8
Week 9
and 10
Week
11
Week
12
Week
13
Week
14 and
15
Week
16
Date
Quiz due by
Friday night
11:55pm on
September 25 and
Self-Assessment
due by 11:55pm
on Sunday,
September 27
Quiz due by
Friday night
11:55pm on
October 9 and
Self-Assessment
due by 11:55pm
on Sunday,
October 11
Quiz due by
Friday night
11:55pm on
October 23 and
Self-Assessment
due by 11:55pm
on Sunday,
October 25
Quiz due by
Friday night
11:55pm on
November 6
Self-Assessment
for chapter 7 due
by 11:55pm
November 8
Quiz due by
Friday night
11:55pm on
November 13
Self-Assessment
for chapter 7 due
by 11:55pm
November 15
Quiz due by
Friday night
11:55pm on
November 20
Plan due in drop
box by 11:55pm
on Sunday,
November 29
Due by 11:55pm
on Friday,
December 4
Due This Session (or before next session per
instructor)
Online Classes:
Quiz Ch.#3
Self-Assessment Checklist #3 in Drop Box 3
Topical Agenda
Online Classes:
Quiz Ch.#4
Self-Assessment Checklist #4 in Drop Box 4
Expectations
Generate clear expectations
View Sprick Chapter. #4 Video:
Expectations
Online Classes:
Quiz Ch.#5
Self-Assessment Checklist #5 in Drop Box 5
postings
Launch
The first month of school
View Sprick Chapter.#5 Video: Launch
Quiz on Sprick Chapter. #7
Video:Motivation
Motivation
Positive feedback and motivation
View Sprick Chapter.# 7 Video: Motivation
Management Plan
Summarizes policies and procedures
View Sprick Chapter. #3 Video:
Management Plans
Classroom Management Plan details
Self-Assessment for chapter 7
Quiz on Sprick Chapter.# 8 Video:
Classwide Motivation Systems
Classwide Motivation Systems
View Sprick Chapter.# 8 Video: Classwide
Motivation Systems
Self-Assessment for chapter 8
Quiz on Sprick Chapter. 6 (quiz only, no SAC
due)
Read Chapter and View Sprick Chapter.# 6
Video: Observe
All Classes:
Classroom Management Plan in Drop Box
and in Chalk and Wire
Study for final exam
Online Final Exam:
VII. UNIFORM CORE CURRICULUM ASSIGNMENTS
Professor Cynthia Freed
EDG 3410-5308
fall 2015
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Assignment Name
UCC
Specific Indicator
Classroom Management Plan
FEAP
FEAP
FEAP
FEAP
ESOL
OE
2.a
2.b
2.c
2.h
1.1
g
Professor Cynthia Freed
EDG 3410-5308
fall 2015
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