Classroom Management:
Advanced Instructional Strategies
Spring 2012
2 CREDITS (SPU)
Instructor: Ray Cramer, M.S. Ed
rayc@islandwood.org
(206) 855-4342
COURSE DESCRIPTION:
Study and application of classroom management research, theoretical models,
and strategies. Topics include effective instruction for positive classroom
management, cooperative skills, conflict resolution, problem solving, diversity,
and self-esteem.
LEARNING GOALS:
The learning goals are aligned with the conceptual framework of the state of
Washington teacher certification requirements and City University’s Masters In
Teaching program.
Upon the successful completion of this course, you will be able to:
 Evaluate the impact of teaching and learning techniques
 Analyze different concepts, theories and philosophies of classroom
management
 Analyze alternative forms of corrective action
 Apply and develop advanced teaching techniques
 Develop and assess strategies for dealing with difficult students
 Design a plan that manages the human dynamics of a learning situation
CORE CONCEPTS:
To achieve the goals of this course, you will need to master the following core
concepts:






Building relationships and effective communication
Classroom management theory
Developing routines and procedures
Responding to behavior problems
Developing cooperative skills
Conflict resolution
TEXTBOOKS AND REQUIRED READING:
Classroom Management
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Burden, P.R. (2006). Classroom Management: Creating a Successful K-12
Learning Community (3rd ed.). Somerset, NJ: Wiley.
Lemov, Doug (2010). Teach Like a Champion: 49 Techniques That Put Students
on the Path to College. Jossey-Bass ISBN: 978-0-470-55047-2
Class handouts as assigned
OVERVIEW OF COURSE ACTIVITIES AND GRADING:
1.
2.
3.
4.
Attendance/Participation
Behavior Management Plan
Theory Presentation
Advanced Instructional Plan
10%
30%
30%
30%
EXPLANATION OF ASSIGNMENTS AND GRADING:
1. Attendance/Class Participation
Full credit for attending all classes, deductions for absence of 50% of
attendance grade. You should also contribute in whatever modality is being
used during a class. Absences are only excused if they are for emergencies or
other unavoidable reasons.
2. Behavior Management Plan - Document how you respond to a number of
discipline situations (off-task or misbehavior). Details provided in class.
3. Theory Summary Presentation - summarize a model of instruction and how
it would be applied in a school classroom and at IslandWood. You will have
approximately 10 minutes to present your information to the rest of the class.
Your presentation must include at least one visual aid (e.g. poster, PowerPoint,
overhead, acting/demonstration). You will choose one of the eight theories
listed below to research. (A sign-up will be provided in class)The theories to
choose from are as follows:

High Teacher Control Approaches
 Behavior Modification: B.F. Skinner
 Assertive Discipline: Lee and Marlene Canter

Medium Teacher Control Approaches
 Positive Discipline: Nelson, Lott, and Glen
 Noncoercive Discipline: William Glasser

Low Teacher Control Approaches
 Teaching with Love and Logic: Jim Fay and David Funk
 From Discipline to Community: Alfie Kohn
Grading: Understanding of model and clarity of summary - 30%
Organization and appropriateness of presentation - 30%
Classroom Management
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Application to the classroom and IslandWood - 30%
Visual Aid - 10%
4. Advanced Instructional Plan - Develop a plan for one technique useful at
IslandWood’s three-night/four day program in which you clearly convey your
instructional technique with a field group. Final product will be a video of no
more than 2 minutes illustrating a skill from the Taxonomy of EE Skills, and an
accompanying text. Video must be saved on the Media Drive: there is a link on
all Lab computers called “Shortcut to 2011-2012” then select “EEC Videos” and
make a folder for your technique. The entire link if you don’t have a shortcut
is Media on ‘Maple’ (M:)/Photos/ThePhotoArchive/Photos by
Department/Education/SOP/Schools/2011-2012/EECVideos
Grading: Clarity, specificity and appropriateness of strategies for each area.
20% each.
2012 COURSE SCHEDULE
Session
Jan 5th
Readings
Burden: Chapters 1
&2
Topic and Assignment
Introductions
Assumptions about Management and
Discipline
Understanding Management and Discipline
in the School and IslandWood Classrooms
Feb 9th
1-4
Both Cohorts
Burden:
Chapters 3 - 7
Maintaining Appropriate Student Behavior
Motivating Students to Learn
Other issues in classroom management
Behavior Management Plan assigned
Models of Discipline assigned
Advanced Technique assigned
March 8
9-noon
Cohort D
Lemov:
Chapters 1 - 3
Diversifying techniques
March 15
9-noon
Cohort C
Lemov:
Chapters 1 - 3
Diversifying techniques
April 12
6 – 9 pm
Both Cohorts
Lemov:
Chapters 4 - 6
Due: Behavior Management Plan
April 19
6-9
Both Cohorts
Lemov:
Chapters 7 - 9
Planning and Conducting Instruction
Both Cohorts
Classroom Management
DUE: Theory Summary Presentations (half)
Page 3 of 4
April 26
6 -9
Both Cohorts
None
Planning and Conducting Instruction
May 3
6 -9
Both Cohorts
Lemov:
Video clips
May 10
6 -9
Both Cohorts
May 17
6–9
Both Cohorts
May 31
6–9
Both Cohorts
Lemov:
Video clips
DUE: Advanced Instructional Techniques
None
DUE: Advanced Instructional Techniques
None
Summative Celebration of Learning
DUE: Theory Summary Presentations (half)
DUE: Advanced Instructional Techniques
All written assignments must be electronic.
Classroom Management
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