Texas A&M University-Texarkana
ED 434 Classroom Management/Teaching Strategies
Spring Semester 2012
I.
General Information:
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Day/Time:
Text:
II.
Dr. William Laird
UC 202 Main Campus
(O) 903-223-3135 or (C) 903-278-4348 FAX 903-223-3120
william.laird@tamut.edu
Posted and by appointment
Thursday/ 4:00-6:45 pm
The First Days of School by Harry K. and Rosemary T. Wong.
Nath, J. and Cohen, M. (2005). Becoming a Middle School or High School Teacher
in Texas. Belmont, CA: Wadsworth/Thomson Learning.
ISBN#0-534-63801-5
Course Catalog Description:
Intern teachers will learn about and demonstrate secondary teaching strategies such as
exposition, demonstration, and inquiry. Also, interns will study, observe, and demonstrate an
understanding of various classroom management theories. The intern to demonstrate and
address management and instructional topics will utilize technology currently used in the
public school classroom.
III.
Course Objectives: Student Learner Outcomes (SLO)
After completion of ED 434, the student will be able to:
1. Function successfully as an intern teacher under a secondary mentor teacher(s) in
an accredited Texas public school district for 15 weeks, four hours per week.
2. Participate in professional development sessions with mentor teachers including
faculty meetings, PTA, in-service, and site-based team meetings.
3. Plan for instruction in the classroom.
4. Choose and implement instructional strategies.
5. Choose classroom management and discipline strategies for the classroom.
6. Evaluate student performance in the classroom.
7. Discuss secondary schools with respect to roles, expectations, and duties of
students, administrators, teachers, and parents.
(TExES) Assessment Framework Competencies for this course:
1. The teacher considers environmental factors that may affect learning in designing a
responsive classroom community that offers moral support and promotes students’
learning and confidence. (2)
2. Effective teachers plan carefully so that outcome-oriented activities will produce
students who are self-directed learners in group or individual environments. (6)
3. The teacher uses effective verbal, nonverbal, and media communication techniques
to mold the classroom into a community of learners practicing active inquiry,
collaborative exploration, and supportive interactions. (7)
4. Competent teachers develop and maintain a teaching environment with an
atmosphere that encourages commitment to lifelong learning and promotes
teamwork, leadership, and appreciation of each other’s knowledge and skills. (11)
5. The teacher is a reflective professional who knows how to promote his or her own
professional growth and can work cooperatively with other professionals in the
system to create a school culture that enhances learning. There is a constant effort
to improve the school. (12)
6. The teacher uses a variety of ways to build a positive relationship with the parent(s)
or guardian(s) of a student, ever focusing on the mutual goal of educational success
for each student. (13)
7. The teacher is aware of the role the school plays within the community and seeks
ways to use the resources of the community to benefit the students’ lives now and
in the future. (14)
8. The teacher understands requirements, expectations, and constraints associated
with teaching in Texas, and can apply this understanding in a variety of ways. (15)
Domain IV- Interacting and Communicating with Families; Interacting with Other
Educators and Contributing to the School and District
IV.
Class Attendance/ Make-up/Late Work:
Students are expected to be present for all classes. All assignments and examinations should
be completed on the announced due dates. Any assignments turned in after the date due will
be accepted by the next class meeting without penalty.
NO CREDIT WILL BE GIVEN AFTER THAT
V.
Course Requirements and Evaluation Procedures:
A. Course
1.
2.
3.
Requirements:
Attend class on time and follow described make-up policy.
Participate appropriately in class discussions.
NO ASSIGNMENTS, LOGS, OR MINI-LESSON EVALUATIONS WILL BE
ACCEPTED AFTER May 12, 2012.
4. Successfully complete and turn in a Principal Interview.
5. Successfully complete and turn in “Rules, Consequences, and Procedures”
assignment. The instructor will give specific assignment instructions.
6. Successfully complete an “Individual Teaching Strategy Report/Demonstrations”.
*Provide copies to your classmates of your report when you present.
The instructor will give specific assignment instructions.
• Constructivist Model
• Inductive Models of Teaching
Concept Attainment
Anticipation Guides
Discovery Lessons
Simulation and Role-play
Classroom Discussion Model
Integrated Curriculum
Team Teaching
Direct Instruction
Cooperative Learning
K-W-L
6. Successfully complete FOUR text, DVD reports over The First Days of School by
Harry K. and Rosemary T. Wong.
7. Requisites for ED434/ED435: Student will NOT receive a grade until they
have met these requisites.
a. successfully complete a minimum of 40 hours (20 hours with each mentor)
of field experience (ED 434 and ED 435) (Completed Field-base Log)
b. teach at least one lesson for each mentor rotation
c. successfully attend one PPR preparation option. (handout)
VI.
Course Evaluation Procedures:
Principal Interview
Rules, Consequences, and Procedures (2 x 300)
DVD reports (Wong) (4x50 pts.)
Individual Teaching Strategy Report/Demonstrations
Total pts.
Grade Determination:
VI.
200 pts.
600 pts.
200 pts.
200 pts.
1200 pts.
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = below 60%
Course Schedule: *Disclaimer- The instructor reserves the right to alter the Course
Schedule as needed due to unforeseen circumstances.
January 18
January 25
February 1
February 8
February 15
February 22
February 29
March 7
March 21
March 28
Course Introduction-Review Syllabus
TExES Study ManualsAssign “Individual Teaching Strategy Reports”
Class Activity- Rules, Consequences and Procedures (Handout)
Educational Journal article searches
Teacher Preparation Program Handbook:
TAMU-T Homepage/Academics/College of Education and Liberal Arts/Educators
Certification/Teacher Preparation Program/Download Handbook
Class Activity- Write Principal Interview Questions
The First Days of School- text, DVD # 1
Parent/teacher conferences
Discuss field experiences/ mini-lessons
Writing Effective Classroom Rules
The First Days of School- text, DVD # 2
Class Activity- “The Art of Questioning”
Random questioning techniques
Discuss field experiences/ mini-lessons
Substitute Folders
Sponge Activities (Bell Ringers)
Principal Interview Due -Class Discussion
The First Days of School- text, DVD # 3
“Rules, Consequences, and Procedures Assignment” from first mentor DUE*
Rewards and Positive Reinforcement
Individual Teaching Strategy Reports/Demonstrations DUE
Individual Teaching Strategy Reports/Demonstrations
April 4
April 11
April 18
April 25
Continue Individual Teaching Strategy Reports/Demonstrations
The First Days of School- text, DVD # 4
The First Days of School- text, DVD # 5
Discuss field experiences/ mini-lessons
The First Days of School- text, DVD # 6
TExES Library/Internet preparation
*Bring mentor textbook to class- activity
“Rules, Consequences, and Procedures Assignment” from second mentor DUE
ALL Field-base logs and mini-lesson evaluations DUE
PDAS handouts-
May 2
http://www.tea.state.tx.us/eddev/PDAS/
Course Recap
XIII. Disability Accommodations: Students with disabilities may request
reasonable accommodations through the A&M-Texarkana Disability Services
Office by calling 903-223-3062.
XIV. Academic Integrity: Academic honesty is expected of students enrolled in this
course. Cheating on examinations, unauthorized collaboration, falsification of
research data, plagiarism, and undocumented use of materials from any source
constitute academic dishonesty and may be grounds for a grade of ‘F’ in the
course and/or disciplinary actions. For additional information, see the
university catalog.
XV. A&M-Texarkana Email Address: Upon application to Texas A&M UniversityTexarkana an individual will be assigned an A&M-Texarkana email account.
This email account will be used to deliver official university correspondence.
Each individual is responsible for information sent and received via the
university email account and is expected to check the official A&M-Texarkana
email account on a frequent and consistent basis. Faculty and students are
required to utilize the university email account when communicating about
coursework.
XVI. Drop Policy: University Drop Policy: To drop this course after the 12th class
day, a student must complete the Drop/Withdrawal Request Form, located on
the University website http://tamut.edu/Registrar/droppingwithdrawing-fromclasses.html) or obtained in the Registrar’s Office. The student must submit
the signed and completed form to the instructor of each course indicated on
the form to be dropped for his/her signature. The signature is not an
“approval” to drop, but rather confirmation that the student has discussed the
drop/withdrawal with the faculty member. The form must be submitted to the
Registrar’s office for processing in person, email Registrar@tamut.edu, mail (P.
O. Box 5518, Texarkana, TX 75505) or fax (903-223-3140). Drop/withdraw
forms missing any of the required information will not be accepted by the
Registrar’s Office for processing. It is the student’s responsibility to ensure
that the form is completed properly before submission. If a student stops
participating in class (attending and submitting assignments) but does not
complete and submit the drop/withdrawal form, a final grade based on work
completed as outlined in the syllabus will be assigned.
Texas A & M University-Texarkana
ED 434/ED435
Mini Lesson Evaluation Report for Field Experience
University Student’s Name: ________________________________________________
Mentor Teacher: __________________________________________________________
Date: ______________________________
Time: ________________________
Subject/grade/ ISD:________________________________________________________
Topic of Lesson: _________________________________________________________
Number of Students in class: ________________
+ Superior
√ Adequate  Could Be Improved n/a Not Appropriate
Domain I
_____ 1. Students are actively engaged in learning.
_____ 2. Students are successful in learning.
_____ 3. Students are connecting learning to work and life applications, both within the
discipline and with other disciplines.
Domain II
_____ 1. Objectives include basic knowledge/skills as well as central themes.
_____ 2. Content is learner-centered.
_____ 3. Strategies promote critical thinking/problem solving.
_____ 4. Appropriate pace, sequencing and variety of activities.
_____ 5. Appropriate questioning and inquiry techniques are used.
_____ 6. Available technology/media used appropriately and effectively.
Domain III
_____ 1. Academic progress is monitored and assessed.
_____ 2. Student learning is reinforced.
_____ 3. Students receive constructive feedback.
_____ 4. Teacher provides opportunities for relearning and re-evaluation.
Domain IV
_____ 1. Effectively implements discipline management.
_____ 2. Teacher interacts with students equitably.
_____ 3. Teacher intervenes and re-directs behavior.
_____ 4. Teacher reinforces desired behavior.
Domain V
_____ 1. Appropriate/accurate written communication with students.
_____ 2. Appropriate/accurate verbal and non-verbal communication with students.
_____ 3. Encourages reluctant students.
Comments:
ED 434 Classroom Management/Teaching Strategies
Dr. Laird
Rules, Consequences and Procedures Assignment
Do the assignment for each mentor
I. RULES:
a. list and give rationale
b. posted or in writing?
c. school policies or teacher rules?
II. CONSEQUENCES:
a. list and give rationale
b. progressive
c. school or teacher consequences?
d. rewards for positive behavior
III. PROCEDURES:
Be sure to include rationale
a. daily objectives
b. homework
c. grading
d. room arrangement/seating arrangement
e. start of class- sponge activity etc.
f. late work
g. absences- make-up work, cover material missed
h. questioning techniques
i. parent contact- conferences, calls, notifications (academic, behavioral)
j. testing procedures- re-test, make-up test, review, test day, time to complete test, cheating,
“some in some not”, accuracy of graded tests
k. new students
l. teacher/student movement
m. organization- notebook, etc.
n. substitute teachers
o. security- personal, grade book, answer book, etc.
p. confidentiality
Critical Analysis of Professional Reading
(Attach copy of article)
Name __________________________________ Article No.: __________________
Course: _______________________________
Title of Article: _________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date of Article: ________________________________________________________
Author’s Name: ________________________________________________________
Journal Bibliographic Information: _____________________________________
________________________________________________________________________
Write a 1-2 page analysis containing:
A. Complete summary
B. Implications for teachers/schools
*Attach this page to each analysis
ED 434 Teaching Methods
Constructivist Model- ___________________________________________________
Concept Attainment- ____________________________________________________
Anticipation Guides- ____________________________________________________
Discovery Lessons- _____________________________________________________
Inquiry Lessons- _______________________________________________________
Problem Solving- _______________________________________________________
Simulation and Role-play- ______________________________________________
Classroom Discussion Model- ___________________________________________
Integrated Curriculum- _________________________________________________
Team Teaching- _________________________________________________________
The 5 “E” Model (?)- ____________________________________________________
Direct Instruction- ________________________________________________________
Cooperative Learning (2)- _________________________________________________________
K-W-L- ________________________________________________________________________
ED 434/ED 435 ASSIGNMENTS
Rules Consequences & Procedures (2)- _____________________________________________
DVD Reports (4)- __________________________________________________________________
Principal Interview- ________________________________________________________________
Teaching Strategies Report- ________________________________________________________
Mini-Lessons (2)- __________________________________________________________________
Field-Base Log- ____________________________________________________________________
TExES Comprehensive Exam- ______________________________________________________
Critical Analysis (3)- ____________________________________________________________
Short Term Plan (2)- _________________________
Webography- ______________________________________________________________________
Lesson Plans (3)- __________________________________________________________________
Practice Questions (3) ______________________________________________________
CASE STUDIES
•
In an Algebra II class at New Boston High School, Student A is a
continuous disruption talking loudly and interrupting both the
teacher and the other students. The teacher always ignores her
never correcting the behavior. On this particular day, Student A
began answering the teachers question but was not answering
correctly. Student B tried to help her out and guide her in the right
direction. Student A began mouthing harshly at Student B for trying
to help, and the teacher said nothing to stop her. Student B replied
with only one statement saying “See if I try to help you again,” and
the teacher looked at Student B saying “Don’t even take it there.”
She scalded Student B for mouthing back but still did not correct
Student A’s behavior. What would have been the appropriate
response of the teacher in this situation?
•
While I was observing class for my second mentor in the 8th grade
math class in Gilmer, there was a student who kept misbehaving in
class. He would not stay quiet and kept making the other students
laugh. When the teacher would ask him if he was finished, he would
just say no and that he had to ask something. She told him to stop
and he kept saying wait, I have to say something. He continued to
act up.
•
A 7th grade student writes a note using inappropriate language in
hopes she will be sent to ISS because her sophomore boyfriend is in
ISS and she wants to be there with him.
•
All day Ms. Smith dreads her fourth period class. She says her day is
made once she makes it through this class. The class talks continualy,
and they will not participate in the activities she has planned. Ms.
Smith tells the students to be quiet and listen. She threatens to give
them bad participation grades. However, they will not be quiet
when she talks. Instead, they do not follow along when the class
reads, they talk, they walk around the room, and they pass notes.
Many students sleep even though she walks around the room and
repeatedly asks them to wake up.
•
A student is struggling in class. He expresses a negative attitude
about the class and work. “I’m going to fail this quiz as usual.”
During the class and lesson he takes notes, but seems to be
distracted easily and spaced out off and on through out the lesson.
He never disrupts any of the other students. What do you do?
•
While observing a large classroom of ninth graders, I noticed the
teacher constantly admonishing one boy to be quiet. After
approximately twenty minutes, the teacher sent the boy out in the
hall to wait for her. She then proceeded to direct the class for
several more minutes before leaving to address the student waiting
in the hall. She brought the boy back into the room and had him
exchange seats with another student across the room. He was quiet
for the rest of the period. How could this teacher have handled the
situation without removing herself from the classroom?
•
In a seventh grade classroom, a particular student who has some anger issues goes to
sleep during the entire class period. The teacher proceeds to teach her lesson and basicly
ignore the fact that the student is even in the room. After the class was over the teacher
proceeded to tell me that she picks her battles with this student because of his anger
problems. She works with him during eighth period one on one and says she gets more
out of him then than trying to hassle him during the regular fourth period class. Is the
teacher right in allowing the student to sleep while the other students do their math? How
should the teacher handle this situation?
•
Six weeks into the school year, third period freshman students were entering the
classroom after lunch. As usual, the students were talking and joking with one another.
The tardy bell rang and students began settling down while the teacher took role before
beginning the lesson. Suddenly, above the din in the room the teacher hears one male
cursing at one of the female students (Amy). The male (John) was told to get into the
hall. He was very respectful to the teacher saying yes mam and went straight away. The
teacher went to the hall to talk to him, and then called Amy into the hall. Amy gave her
side of the story and came back into the room. After class, the teacher was talking with
me and explaining what had taken place. The teacher said that both students were written
up and John agreed he was wrong, but that Amy had just said some very insulting things
to him and he “lost it”. Amy on the other hand, began crying and begging, even staying
after class, saying her parents would “kill her” if she were to be written up. The teachers
comment to me was, “Amy often pushes the limits in here and this time she went to far.
Yes, what John did was wrong, but I know he would not have done that had she not
pushed him. I really don’t want to write them up, but I feel I have to.”
•
My incident occurred while I was substituting at a local high school at the beginning of
the year. The class began with two male students engaging in a mild conversation and
friendly posturing. I didn’t make anything of it and the class ended. As I gathered may
things and stepped out of the building, the two students were fist fighting out side the
door. I broke up the fight and started to carry the students in question to the office. When
I said that I was going to take them to the office, they begged me to let it go because both
knew they would be expelled. I decided to let them off with a stern warning and turned
them loose. Ten minutes later a student ran up to me with the claim that two boys were
fighting. When I run to them and broke it up, to my surprise it was the same two boys.
This time I did take them to the office. There I found out that these same two boys had
been involved in several other incidents and were on the boarder of expulsion. The lesson
I learned was that you can’t know the situation of all students and you can be friends with
them and still maintain proper control. I should have taken them to the office in the first
place. It will never happen again.
•
There is a completion held between each Math class every six weeks. When
everyone in the class turns in their homework they get a check for the day.
Whichever class has the most concurrent days of homework turned in for the six
weeks, wins a pizza party. My second period class has one student who refuses
to do his homework. I don’t think the rest of the class should have to suffer the
consequences for his lack of motivation but what can I do?
___________________________________________________________
Rules Consequences & Procedures (2)- _____________________________________________
DVD Reports (3)- __________________________________________________________________
Principal Interview- ________________________________________________________________
Teaching Strategies Report- ________________________________________________________
Mini-Lessons (2)- __________________________________________________________________
Field-Base Log- ____________________________________________________________________
TExES Comprehensive Exam- ______________________________________________________
Critical Analysis (3)- ______________________________________________________________
Short Term Plan- _________________________
Webography- ______________________________________________________________________
Lesson Plans (3)- __________________________________________________________________
Webography
NTCC
TAMU-T
Teaching Strategies Report
NTCC
TAMU-T