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Hunter College
City University of New York
Department of Special Education
SPED 702: Classroom Management
- Hybrid Course Summer 2012
Professor: Kristen L. Pavelec
Office Hours: by appointment only
Tel: 732-429-9380
E-mail: klpavelec@gmail.com
Course Description
SPED 702 provides present and future teachers with a wide variety of classroom
management strategies based on long-term, evidence-based practice in our
proud profession. In addition to coverage of classroom-proven procedures and
practices, we’ll gain knowledge and practice in promoting appropriate actions,
and preventing or redirecting inappropriate student behavior. These strategies
are derived primarily from the "psychoeducational", "cognitive behavioral", and
"applied behavior analysis" models for explaining why misbehavior occurs and
how to change it for the better.
During our online and in-class sessions, we'll focus primarily on positive and respectful
interventions that entice, rather than coerce students into displaying prosocial, compliant,
and on-task behavior. We'll also focus on strengthening self-management of behavior in
youngsters in order to reduce their need for need for outer control.
Please feel free to (respectfully) question the instructor’s views/advice on behavior and
classroom management, and share your thoughts and effective practices with us. Upon
completion of the course, everyone (including the professor) will have acquired new
knowledge and skills.
School of Education Mission
The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable
and highly effective teachers, administrators and counselors. Our commitment is to educating these
candidates — future professionals who will make a significant impact on the academic achievement, as well as
the intellectual, social and emotional development of their students.
Vision Statement
We envision a School of Education in which candidates are immersed in research-based, clinically grounded,
culturally competent and technology-rich programs. We are focused on enabling these candidates to achieve
substantive learning gains for the students and schools they will serve.
Goal
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Our goal is to prepare candidates who will demonstrate, through their professional commitments
and practices, those multiple competencies that promote effective learning.
School of Education’s Conceptual Framework
Evidence–Based Practices
The School of Education grounds its course content in the best field-based research and practice. Faculty
review findings from their respective disciplines to provide our candidates with the strategies needed for
effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject
areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid
foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their
teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their
instruction and create optimal learning environments for students.
Integrated Clinical Experiences
The School of Education ensures that its candidates understand and experience the realities of school
contexts. We establish strong connections with partnering schools in New York City and surrounding areas.
We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in
carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.
Educating a Diverse Student Population
The School of Education provides its candidates with the critical skills and understanding necessary to be
responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures,
abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in
their classrooms and schools. They gain the ability to collaborate successfully with parents, families,
community members, school faculty and staff in order to provide this support.
Use of Technology to Enhance Learning
The School of Education prepares candidates with the practical and theoretical knowledge of effective and
judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and
summative assessments of our candidates’ technology competencies are a critical component of preparing
them for tomorrow’s schools. We believe that appropriate uses of educational technology enhance learning,
assessment and communication.
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COURSE REQUIREMENTS - SPED 782 CLINICAL TEACHING
The Snapshot Version
In this course:
Students experience and discuss use evidence-based practices for teaching students
individually, in pairs, in small and large groups. In addition, they are required to create a
behavior intervention plan, design a classroom management program and look at
individual students with specific behaviors. In viewing disability as a part of student
diversity, this course is designed to help students work within a population that is also
significantly diverse in terms of race, ethnicity, gender, etc. All assignments are geared
toward students becoming knowledgeable, reflective, and highly effective teachers.
Course Objectives
Participants will:
develop a comprehensive classroom behavior management system.
devise organizational procedures and practices for the classroom.
justify and/or explain the basis for one’s interventions and practices citing principles of the
psychoeducational, cognitive behavioral, ecological, and behaviorist orientations.
describe how to place various behavior management procedures into practice.
offer informed and detailed advice to colleagues who are experiencing classroom
management problems.
select and implement behavior change practices in response to inappropriate student
behavior.
develop strategies to collaborate with other educators and parents
differentiate assessment when necessary
focus on teaching and supporting “struggling learners” including students with learning
disabilities, behavior disorders, English language learners, students with severe/multiple
disabilities, and those deemed “at risk” for academic failure.
explore ways to advocate for students who struggle in learning
Course Requirements
Students will:
Make every attempt to attend all class sessions. If you absolutely must miss a class, you are
responsible for obtaining class notes, handouts, etc. Please notify me in advance if you are
going to miss a session. During our first class, establish one or two buddies who will obtain
copies of materials for you.
Arrive to class on time. Leaving before the end of class is considered a lateness. Two
latenesses constitute an absence. Three absences seriously jeopardize your chance to pass.
Fully engage in all class activities.
Complete all homework reading assignments and online activities.
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Guidelines for Written Work
All written work must be or have:
Typed or word-processed
White paper
Double-spaced
Black ink
12-point, normal font
1-inch margins
Numbered pages
Stapled
A reference page (if needed)
Correct grammar and spelling
Compliant with APA style when using
citations (see useful web page below)
APA STYLE:
http://www.calstatela.edu/library/guid
es/3apa.pdf
Required Reading
Texts: (Select One)
How to Reach and Teach Children with Challenging Behavior (K-8): Practical, Ready-toUse Interventions That Work
Kaye Otten, Jodie Tuttle
ISBN: 978-0-470-50516-8
Discipline in the Secondary Classroom: A Positive Approach to Behavior Management,
(2nd Edition with DVD)
Randall S. Sprick, Ph.D.
ISBN: 978-0-470-42226-7
Articles
Provided on an as needed basis.
Recommended Books:
McGown, C. (2011). Classroom survival and success for new and developing
teachers. Available only at:
www.BehaviorAdvisor.com/ClassroomSurvivalGuideInformation.html
Henley, M. (either edition). Classroom Management: A Proactive approach. Upper
Saddle River, NJ: Pearson. (ISBN: 97801322193650)
Useful websites for cheap texts:
HALF.COM: http://half.ebay.com/homepagePopup.jsp
CHEAPEST BOOK PRICE: http://www.cheapestbookprice.com/
AMAZON (used books): http://www.amazon.com/
BARNES & NOBLE (used books): http://www.barnesandnoble.com/
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Evaluation
Points
Assignments
Response to Articles (2)
20
Blackboard Participation
30
Rules/Consequence
15
Final Behavior Plan
30
Professionalism
5
Score
A detailed explanation of each assignment is given after in the appendix of this outline.
APPENDIX: ASSIGNMENTS
1. Response to Readings (20%)
A major part of this course is to engage in a variety of readings that encompass
student behaviors, management systems and classroom approaches. Students will
be expected to read each assigned reading, and be ready to discuss the texts in
class.
Note: One purpose of class readings is to be a springboard for in-class weekly
discussions.
Option: While you must read all assignments, you do have options of what to write
about. The following is a list from which any item can be used in isolation or in
combination with others. Always note the author(s) and article title(s)
1. What were the major issues raised? What was of most interest to you-and why?
2. What can you “take” from the articles that may influence your work in
teaching and supporting students?
3. How do you personally connect to the information a learner?
4. How do you personally connect the information as a teacher?
5. What are some of the ideas in the readings that you relate to other
readings/authors both in and/or out of this class?
6. What are some of the ideas in the readings that relate to other aspects
of schooling and society?
Length: 1-2 pages
Connection to Conceptual Framework: Evidence-Based Practice; Educating a
Diverse Student Population; Use of Technology to Enhance Learning; Preparation
of Reflective, Knowledgeable, and Highly Effective Teachers.
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2. Blackboard Participation (30%)
At the heart of our online course, is the Blackboard. While digesting articles, new
material and topics, students will respond to question prompts and assignments
about a variety of behavior management theories. Periodically students will be
asked to pose a question to their peers about a topic within the umbrella of
behavior management. Students will then respond to their peers’ questions to form
an online dialogue about a topic of their choosing related to their immediate or
future needs.
Connection to Conceptual Framework: Educating a Diverse Student Population, Use
of Technology to Enhance Learning, Preparation of Reflective, Knowledgeable, and
Highly Effective Teachers..
3. Classroom Rules and Consequences (15%)
In the first week we will discuss the four critical components of behavior
management in a classroom. Students will then generate a list of rules and
consequences, following the advice provided, for the classroom they teach in or
will teach in one day.
Connection to Conceptual Framework: Evidence-Based Practice; Educating a
Diverse Student Population; Preparation of Reflective, Knowledgeable, and Highly
Effective Teachers.
4. Student Bios/Behavior Intervention Plan (30%)
Creating a behavior intervention plan is one of the last resorts for a child study
team, but nonetheless, at times it needs to be done. Students will be provided with
two fictitious students and their academic, social and emotional information about
the students in a narrative write up. Students will then select one of the two
students to create a behavior intervention plan following the format provided.
.
Connection to Conceptual Framework: Evidence-Based Practice; Educating a
Diverse Student Population; Preparation of Reflective, Knowledgeable, and Highly
Effective Teachers.
5. Professionalism (5%)
Professionalism is a fundamental expectation both at the fieldwork site and in relation to
the accompanying Hunter coursework. Consistent attendance, punctuality (showing up and
turning in), and regular communication are signature features of professionalism, along
with cordial interpersonal interactions and willingness to participate and put forth effort.
Professionalism also encompasses refraining from using cell phones (in class or in hallways
during class), text messaging (under desks), engaging in non-class related SPED 787 tasks
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on laptops, and notifying me if you will be late or absent. Please make sure that all
electronic communication devices are switched off, and placed in bags--not in sight on
tables.
Each instant of inadequate professionalism will result in points subtracted from the 5 points
allotted to this aspect of the course. However, consistent and pervasive problems with any
major aspect of professionalism (attendance, punctuality, communication, cordiality,
willingness, effort) will incur increasing grade penalties, spelled out in writing for the
individual student.
Connection to Conceptual Framework: Preparation of Reflective, Knowledgeable,
and Highly Effective Teachers.
Date
7/2
7/3
7/5
7/9
7/10
Class
7/11
7/12
7/16
7/17
Class
Topic
Readings
Introduction
Otten and Tuttle Chapters 1-2
OR
Sprick Chpater 2
Desirable/Undesirable Behaviors
Resources Available
Behavior Management
www.behavioradvisor.com
Otten and Tuttle Ch 14
OR
Sprick Ch 1
“A Primer on Behavior
The Four Components of a Behavior
Management”-provided in class
Management Plan: Rules
Components of Behavior
Management continued
Otten and Tuttle Ch 6-8
OR
Sprick Ch 3-4
Classical and Operant Conditioning
Reinforcers-positive and negative
Creating a Positive Classroom
Environment
Otten and Tuttle Ch 9-11
OR
Sprick Ch 5-6
“Teach Like Your Hair is on
Fire” Excerpt-provided in class
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7/18
Catch ‘em being Good
“Catch ‘em being Good”
“Good Behavior Game”
Rewards and Positive Praise
"The ABC's of Behavior
Management"
Changing Negative Behavior
through Consequence
Otten and Tuttle Ch 12-13
OR
Sprick Ch 6-7
7/24
Class
Consequences/Bullying
"Tackling a Problematic
Behavior Management Issue..."provided in class
7/25
Consequences and tracking
7/19
7/23
“Realigning Student and Teacher
Perceptions of School Rules…”
Reoccurring Behaviors and
Behavior Intervention Plans
Otten and Tuttle Ch 15
OR
Sprick Ch 8
"Behavior Intervention Plan"
7/30
Classroom Scenarios
Otten and Tuttle Ch 17
OR
Sprick Ch 9
7/31
Class
Crisis and Severe Behavior
7/26
8/1
8/2
Interventions
Interventions