EEX3616.T.Scott.Sp2006 Page 1
COURSE SYLLABUS
EEX 3616
CORE CLASSROOM MANAGEMENT STRATEGIES
(Spring, 2005)
INSTRUCTORS
Terrance M. Scott, Ph.D.
G315 Norman Hall
(352) 392-0701 x263 (with voice mail)
terryscott@coe.ufl.edu
http://www.coe.ufl.edu/faculty/scott/terrys/tscott.html
Rich Mancil
1341 Norman Hall
(352) 392-0701 x262
mancil@ufl.edu
CLASS MEETINGS
Wednesdays 11:45 to 2:45
NRN 342
OFFICE HOURS
By appointment for all instructors
I typically am in my office on Tuesdays and Wednesdays and you are always
welcome to drop by. Your best bet is to call or e-mail with questions or to make
an appointment – I guarantee a response within 24 hours.
COURSE OVERVIEW
The purpose of this course is to provide pre-service teachers with group and
individual behavior management and instructional procedures that can be used in a
variety of educational and human environments. Course content will provide both
theoretical understanding and practical application of strategies aimed at creating safe,
encouraging, and effective learning environments. Emphasis will be placed on (a)
instructional procedures rather than the content (i.e., curriculum) of instruction, (b)
behavior and program evaluation, and (c) core management principles.
Students will be presented course content through readings, lectures,
discussions, and practice activities. The student's responsibility is to participate in these
EEX3616.T.Scott.Sp2006 Page 2
activities and provide the instructor with information that indicates an understanding
and mastery of course content. The instructor's responsibility is to provide clear
expectations and instruction, be available to assist students in applying course content,
and evaluate student performance and provide feedback that enables the student to
meet course objectives.
GOALS AND OBJECTIVES:
Students in EEX 3616 should be able to accomplish the following goals and objectives:
Goal 1: Students will have knowledge of methods for establishing the classroom
community and preventing problem behavior. Students will know how to:







Organize classroom and supplies
Establish rules and procedures
Manage student work
Establish a positive climate for learning through the use of Morning Meeting and
related friendship and social skill building strategies
Plan and conduct instruction to prevent management problems
Communicate effectively with students and caregivers
Manage teacher stress in the work environment
Goal 2: Students will have knowledge of methods for analyzing and addressing
classroom-based problem behavior. Students will know how to:




Use observational techniques and functional behavior assessment techniques to
analyze problem behavior and determine appropriate interventions
Identify kinds of problem behavior and appropriate (minor, moderate, extensive)
interventions
Implement classroom problem solving meetings to address problems
Manage crisis situations in the classroom and school
ACCOMPLISHED PRACTICE DOCUMENTED IN THIS COURSE:
Accomplished Practice 9.1
Task Description
Students will develop a Behavior Teaching Plan with group members. The Classroom Management Plan
will consist of the components listed on the BTP.
Met
Met with Weakness
Not Met
Classroom Management Plan
Classroom Management Plan
Classroom Management Plan
demonstrates exemplary
demonstrates reflective practice,
does not demonstrate reflective
reflective practice leading to
but lacks depth. Elements of the
practice, lacks depth, and
developing a positive learning
plan leading to developing a
elements of the plan are
environment for all students. The positive learning environment
underdeveloped or missing.
plan is realistic and workable
are minimal. Benefit to students
while demonstrating
would not be substantial.
EEX3616.T.Scott.Sp2006 Page 3
understanding of and insight into
the needs of students and the
roles of education professionals.
**This Accomplished Practice may be documented by satisfactory completion of the
Behavior Teaching Plan assignment.
COURSE REQUIREMENTS
Students will be required to:
1.
Attend classes and participate in class discussions
2.
Complete all assigned readings
3.
Complete assigned competency and reading tasks
4.
Submit a completed Behavior Teaching Plan
5a.
Complete weekly quizzes on course content OR
5b.
Final examination
STUDENTS WITH DISABILITIES
To request classroom accommodations, contact the Assistant Dean of Students /
Director of the Disability Resources Program at P202 Peabody Hall or call 392-1262 (V),
392-3008 (TDD)
REQUIRED READINGS
Text
Evertson, C., Emmer, E. T., & Worsham, M. E. (2000). Classroom management for
elementary teachers. Boston: Allyn and Bacon. 6th Edition.
Other required reading will be provided in class.
ACTIVITY DESCRIPTIONS
The relative point value of each activity is given below. Student grades will be
determined by computing the percent of points earned from the number of points
possible. Some of the following activities are described further in the required readings
packet.
QUIZZES (100 points). Quizzes will be designed to assess the student's mastery of
course content and encourage students to be prepared for class meetings. The
EEX3616.T.Scott.Sp2006 Page 4
questions for the quizzes will be based on previous readings and lectures and on the
readings due for the class meetings in which the quiz is given. Students should
anticipate a quiz at the beginning of each class meeting. The final course quiz score
will be the cumulative percentage correct (range 0% to 100%). Probes are optional
and can be trashed at the end of the course in lieu of the final exam.
READING TASKS (15 points). Questions from each of the three selected readings
will be distributed the week before that reading is due. Students will provide
responses to the questions and turn them in by the next class session. The final course
reading tasks score will be the cumulative number of points received (range 0-15)
TASKS (40 points). Four required activities will be assigned at least one week prior to
its due date – two will be group tasks and two will be individual tasks. Each task
will require the student to indicate his/her acquisition of concept or skill presented in
class. The final course task score will be the cumulative number of points received
(range 0 to 10 for each of 4 tasks).
BEHAVIOR TEACHING PLAN (25 points). In this activity students will conduct and
present, in writing, a behavior teaching plan (BTP). This write-up will approximate
what might be required in a public or private school setting serving students with
special needs. (range 0 to 25).
FINAL EXAMINATION (100 points). The final examination for this course is
cumulative and optional. The final will be consist of a maximum of 50 questions
which may include multiple choice, fill in the blank, or true/false questions. All final
exam content will directly mirror the content covered in class readings and lecture
(range 0 to 100%). Students have the option of using either their probe or final score
to calculate their final grade. It is permissible to take both quizzes and final and to
then take whichever is higher – or the student may opt to take either one alone.
Due Date
Points
1/24 E*
10
Task
Task #1 – Defining behavior and developing classroom rules,
routines, and arrangements (Group Project)
- Class presentation 1/18
2/1
10
Task #2 – Understanding function of behavior
2/22
10
Task #3 – Identifying and teaching replacement behaviors
4/14 E*
10
Task #4 – Integrated intervention plan (Group Project)
- Class presentation 4/12
4/19
25
Behavior Teaching Plan (BTP)
E* Electronic submission required
GRADING
EEX3616.T.Scott.Sp2006 Page 5
All grading will be done as objectively as possible. In the case of qualitative assessment,
evaluation will be based on instructor judgment. Grades will be assigned based upon
total points earned. It will be assumed that a "B" grade represents satisfactory progress
and performance. An "A" grade represents outstanding performance. Both grades are
indicative of competence in the objectives indicated below. Keep in mind that most
students will perform satisfactorily. Accordingly, everyone will not receive "A" grades.
Grade
A
B+
B
C+
C
D+
D
Fail
Percent of total possible (180)
90%
87-89%
80-86%
77-79%
70-76%
67-69%
60-66%
>60%ll
Minimum Points required
158
153
140
135
123
118
105
<105
GENERAL REQUIREMENTS AND EVALUATION PROCEDURES
1.
"REGULAR ATTENDANCE" is required for all scheduled class meetings in that the
student is responsible for information covered in assigned readings, class lectures, handouts, and
in-class discussions and activities. Attendance is stressed for three reasons: (a) Quizzes will be
given throughout the semester (NOTE: a quiz may be excused ONLY if the student notifies the
instructor PRIOR to the class meeting in which the quiz is given), (b) information provided in
classes will be tested on the final, (c) material for completing tasks and the BTP will be presented
in class. Should the tasks or BTP be turned in after the start of class on the due date, it will
receive a 1 point reduction for the first day and an additional 1 point for every calendar day
thereafter - unless specifically arranged otherwise with the instructor PRIOR to the due date.
2.
Like the instructors, students are expected to come to class meetings thoroughly prepared.
"Thoroughly prepared" is defined as having read the readings sufficiently to verbally and in
writing (a) discuss definitions, concepts, issues, and procedures, (b) relate this information to
content presented previously in class or readings, and (c) employ this information in applied
problems. It also implies that the student has reviewed information from previous readings and
class meetings. It will be the student's responsibility to prepare questions when information from
readings or class meetings is unclear.
3.
All assignments must be turned in at or before the assigned due date. Students may
receive early feedback on any task or the BTP if it is delivered to the instructor at least 48 hours
prior to the due date. This practice is strongly encouraged.
4.
All written assignments must be prepared in a "professional" manner. It is STRONGLY
ENCOURAGED that FINAL PRODUCTS BE TYPED; however, "professional" is defined as
being appropriate for classroom, community, and administrative uses. Products which, in the
judgment of the instructor, are unreadable or prepared in an unprofessional manner will be
returned ungraded or assigned a lower evaluation.
EEX3616.T.Scott.Sp2006 Page 6
5.
DO NOT PLAGIARIZE!!! To plagiarize is "to steal and pass off as one's own the ideas
or words of another" (Webster, 1967, p. 646). If plagiarism is evident, the student will receive a
"0" on that activity AND may be given an "F" grade for the course AND may be suspended or
expelled from the university. See Code of Student Conduct for further explanations.
6.
The assignment of incomplete or "I" grades will be assigned only in cases of extreme
emergencies and in cases where a passing grade may be earned. However, should an "I" grade be
required, students should notify the instructor at the time such circumstances exist. Upon
notification, a course completion contract between the student and instructor will be developed
before the last week of the semester.
7.
Students are encouraged to submit assignments electronically and may receive feedback
electronically. In addition, the instructor’s web page
(http://www.coe.ufl.edu/faculty/scott/terrys/tscott.html) will be used to relay information and
provide additional supports.
EEX3616.T.Scott.Sp2006 Page 7
8.
COURSE SCHEDULE
Following is a tentative class schedule. Efforts will be made to stick to this schedule - however, should
circumstances arise which necessitate changes in this schedule, students will be notified at least one (1)
week in advance.
DATE
TOPIC
KEY TERMS
DUE
Jan 11
Jan 18
Jan 25
•Course Overview and
Requirements.
•Introduction to Behavior
Management and Positive
Behavior Support
•Creating positive classroom
environments
•Developing positive classroom
environments demonstration
task •Understanding behavior
prediction and prevention,
data, probability of success,
Positive Behavior Support;
operational definitions
discipline; rules, routines, &
arrangements,
function, reinforcement,
cognition, biophysical,
behavioral, environment,
FBA, replacement behavior
positive, explicit, precorrection, errorless learning,
self-monitoring, example
selection
social skills, role play, freeze,
morning meeting
Feb 1
•Effective Instruction
Feb 8
•Social Engagement
Feb 15
•Monitoring performance and
goal setting
Feb 22
•Increasing behaviors
Mar 1
SPRING BREAK
Mar 8
•Decreasing behaviors
Mar 15
•Individual intervention plans
Mar 22
•Class-wide strategies
Mar 29
•Crisis management
Apr 5
Apr 19
•Develop classroom teaching
plans
•Team demonstration of
collaboration, inclusion,
classroom intervention strategies mainstreaming
•Politics and roadblocks
•Behavior Teaching Plan
turn in final BTP
Apr 26
•FINAL EXAM (optional)
Apr 12
criteria, social validity, fair
pair, objectives, replacement
behavior, evaluation, testing
increasing behavior,
reinforcement strategies,
natural reinforcement,
NO CLASS
Decreasing behavior,
punishment strategies, ethics,
natural consequences, fading
facilitating success, teaching,
planning, prompts
conflict resolution, peer
mediation, group contingency,
token economy, contingency
contracting
7 stages of escalating
behavior, indicators, strategies
Team work time
Evertson Ch 1 & 2
TASK #1 electronic
submission by 1/24
Evertson Ch 8
TASK #2
Evertson Ch 4;
READING TASK 1:
Bondy & Ketts, 2001)
Evertson Ch 5
Evertson Ch 3
TASK #3
Evertson Ch 7;
READING TASK 2:
Colvin & Patching,
1993
Evertson Ch 9;
READING TASK 3:
Barbetta, Norona, &
Bicard, 2005
Evertson Ch 6;
TASK #4 electronic
submission by 4/14
TASK #4
Demonstration
BTP
EEX3616.T.Scott.Sp2006 Page 8
EEX3616.T.Scott.Sp2006 Page 9
TASK #1 1 team copy due electronically by Jan 24, 11:45 AM
Defining Behavior and Developing Classroom Rules, Routines, and Physical
Arrangements
Names:
•To be completed in teams
•Based on viewing the video “Eddy”
Requirements
1.
Are there problems apparent with Eddy in this classroom? What are the
problems – provide concrete definitions (observable and measurable) for 3
different identified problems in this classroom.
2.
Develop a set of big ideas for the classroom under which smaller rules can
serve as examples. Use your big ideas to create a matrix of very specific
behaviors (that can be taught to the students to prevent the identified
problems - hint: remember what classroom rules need to look like!
3.
Develop and describe 2 classroom routines that are specifically calculated to
prevent the problems you identified in #1 above.
4.
What is there in the physical arrangement of the classroom that you believe
may tend to predict these problems? Develop and describe two
environmental changes (physical arrangements) in the environment that are
calculated to prevent problems that you identified in #1 above.
Points: 12 total
1. Operationally define 3 problems
2. Big Ideas
Matrix expectations
-specific
-appropriate
3. Routines
-appropriate routine changes
-relevant routine changes
4. Physical arrangement
-appropriate routine changes
-relevant routine changes
5. Class demonstration
1.5
1
2
.5
.5
0
0
1
1
0
0
1
1
0
0
1
1
1
0
0
0
EEX3616.T.Scott.Sp2006 Page 10
TOTAL WRITTEN =
/10
EEX3616.T.Scott.Sp2006 Page 11
TASK #2 one individual copy due Feb. 1, 11:45 AM
Using Function to Identify Replacement Behaviors
•To be completed individually
•This task is based on a viewing of the video “Tracy”
Requirements
1. Watch the video of Tracy and consider how behavior and the environment
interact. Describe 2 different chains of behavior that you observed for Tracy
(When X happens, Tracy tends to Y, and the outcome tends to be Z).
2. Write a functional hypothesis statement of the function of her behavior (why do
you think Tracy does this? – state in terms of function).
3. Be really logical – describe how you could test your hypothesis in the classroom
if you had to (what could you manipulate and monitor to see if your hypothesis
is right?).
4. Write a replacement behavior for Tracy that mirrors identified antecedent
conditions (under X conditions, Tracy should Y).
5. Describe why this is a functional replacement behavior (Why would Tracy want
to do it this way? What’s in it for her? How is this functional?).
6. Describe one new or altered routine and one new or altered physical
arrangement you could make in the classroom to make your replacement
behavior more likely to occur (like you did in the last task).
Points: 25 total
1. Functional Assessment
-describe chains
-logical from video
2. Hypothesis
-logical
3. Test
-logical and simple
4. Replacement Behavior
-appropriate behavior
-fair pair
5. Describe Function
-logical
6. Routines and Arrangements
2
1
1
0
0
1
0
1
0
1
1
0
0
1
0
EEX3616.T.Scott.Sp2006 Page 12
-logical routine
-logical arrangement
1
1
TOTAL
=
0
0
/10
EEX3616.T.Scott.Sp2006 Page 13
TASK #3 one individual copy due Feb. 22, 11:45 AM
Monitoring and Goal Setting
•To be completed individually
•This task is based on the video of Shane
Requirements:
1. Watch the video of Shane in Math class
2. Measure Shane’s “on task” behavior – defined as engaging in the behavior that
the teacher has directed
3. Develop one event-based system and one time-based system for measuring
Shane’s on task behavior in the classroom. – hint – keep it simple and realistic.
4. Create a sample of your instrument with:
a. step-by-step set of directions for using it (must be clear enough so that a
substitute could pick it up and use it)
b. an actual copy of the instrument that has been filled in (use data from
observation of Shane)
c. summarize your data using an appropriate metric for your instrument
Points: 10 total
1. Measure appropriate to behavior
2
1
0
2. Accurate sample instrument and data
2
1
0
2
1
0
2
1
0
3. Replicable directions for use
4. Correct metric for each instrument
4
3
TOTAL
=
/10
EEX3616.T.Scott.Sp2006 Page 14
TASK #4 one team copy due electronically April 14, 11:45 AM
Classroom Intervention Planning
Names:
•To be completed as a team
•Based on “activity 3” - page 195 in Evertson, Emmer, & Worsham book.
Requirements
1. Develop, describe, and prepare to present classroom-based intervention
strategies for each of the 4 situations on page 195.
Points: 10 total
1. Scenario 1
-replicable description of strategy
-logical strategy
-student behavior
-teacher behavior
2. Scenario 2
-replicable description of strategy
-logical strategy
-student behavior
-teacher behavior
3. Scenario 3
-replicable description of strategy
-logical strategy
-student behavior
-teacher behavior
4. Scenario 4
-replicable description of strategy
-logical strategy
-student behavior
-teacher behavior
Class Presentation (April 12, 11:45 AM)
0
2
1.5
TOTAL =
.5
.5
.5
.5
0
0
0
0
.5
.5
.5
.5
0
0
0
0
.5
.5
.5
.5
0
0
0
0
.5
.5
.5
.5
0
0
0
0
1
.5
/10
EEX3616.T.Scott.Sp2006 Page 15
BEHAVIOR TEACHING PLAN
(25 points) Due April 19, 2006, 11:45 AM
Name:
Philosophy of Teaching
-General Beliefs
-How do students learn best?
-Beliefs about classroom management
3
2
1
Introduce Problem
3
2
1
-problem behavior described in observable terms
-describe context (antecedents) of problem behavior in observable terms
-describe why it is a problem, why intervention is needed
0
0
Functional Assessment
5
4
3
2
1
0
-include ABC
-all components written in observable terms
-chains of behavior are identified and described
-hypothesis is testable and logical
-describe possible test of hypothesis & what outcome looking for to prove
Instruction
-operational definition replacement behavior
-positive teaching examples
-negative teaching examples (non examples)
3
2
1
0
Instructional Environment
4
3
2
1
0
-identify at least 1 possibility of failure
-1 logical routine and or physical arrangement change
-consequence to use when student succeeds and explain why it is functional
-consequence to use when student fails and explain why it is functional
Measurement Plan
-appropriate to target behaviors – can measure it
-replicable directions for use
-sample instrument with data
3
2
1
0
Goals and Objectives
3
2
1
0
-appropriate objective for behavior/student
-complete (4 components), positive, & observable behavior
-can be measured by measurement instrument (criterion and measure match)
Other
1
0
EEX3616.T.Scott.Sp2006 Page 16
-professionally presented
-no spelling errors
-appropriate grammar, etc.
Total
/25