SYLLABUS -- Classroom Management, Summer 2008
EEX 4261: Educational Management; EDE4302, EDM4310, ESE4322: Instructional
Management and Assessment
Instructor: Dr. Dana Lewis Haraway
Phone 474-3460
E-mail: dharaway@uwf.edu
See Posted Office Hours
Office: Building 85, Room 187
Course Description: This course provides a comprehensive knowledge base
concerning instructional and behavior management. Areas of emphasis include
structuring the classroom for success, planning for instruction, managing materials and
equipment, and assessing and managing student and group behavior.
Purpose of Course: The “Empowered Person and Professional Taking Action” is the
theme of the Professional Education Unit’s conceptual framework. This theme focuses
learning experiences on activities that permit the teacher to examine what he/she does
and to take an active role in the instructional process. The subject matter, class
activities, and skill development of this course were selected to assist your personal
growth in the following Empowered Person and Professional Taking Action: a) critical
thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e) problem solver,
and f) ethical/moral being.
The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of teachers.
Florida's Accomplished Practices, Sunshine State Standards, and Curriculum
Frameworks outline the skills, abilities, and knowledge-base that teachers and students
require to be successful in Florida's educational system. Within diverse learning
environments, teachers require skills in and knowledge of classroom management
techniques.
Goals:
 To prepare students to meet the following Accomplished Practices mandated by the State of
Florida: #1 (Assessment), #2 (Communication), #4 (Critical Thinking), #5 (Diversity), #6
(Ethics), #7 (Human Development and Learning), #8 (Knowledge of Subject Matter), #9
(Learning Environments) (www.firn.edu/doe/bin00026/acco-prc.htm)
 To prepare students to meet ESOL Competencies: #1, #2, #3, #11, #14, #18
 To prepare students to meet Psychological Foundations Competencies: #1, #2, #3, #4
 To prepare students to meet Sociological Foundations Competencies: #4.
 To prepare students to use appropriate Sunshine State Standards in teaching exceptional
students (www.firn.edu/doe/curric/prek12/frame2.htm.)
 To prepare students to meet CEC Standards for Professional Practice Professionals in
Relation to Persons with Exceptionalities and Their Families #1-5
(http://www.cec.sped.org/ps/code.htm)
 To prepare students to meet portions of the following National Board for Professional
Teaching Standards: #1, #3, #4, #8, #10, #11, #12, #13 (http://www.nbpts.org)
Course
Number
EX 4261
DE 4302
DM4310
SE 4322
 To prepare students to pass the items related to varying exceptionalities on the Florida
Department of Education Professional Examination
(http://www.firn.edu/doe/sas/ftcehome.htm)
 To prepare students to meet the following goals related to Assessment: a) demonstrate an
understanding of methods to collect data about the classroom environment and individual
and group behavior, b) demonstrate skills in collecting data on individual student behavior,
c) demonstrate skills to change a behavior by designing a plan based on student strengths,
weaknesses, and needs.
 To prepare students to meet the following goals related to Instruction: a) demonstrate an
understanding of a wide range of interventions to use to manage behavior, b) demonstrate
skills in managing behavior by implementing a behavior change program in a classroom, c)
demonstrate skills in managing the instructional environment.
Student Learning Outcomes: Students will demonstrate proficiency in the following
areas:
Instructional Management (e.g. time management, arrangement of the physical
environment, student groupings, impact of assessment and instructional methods
and activities, organization of materials and equipment)
Behavior Management (e.g. behavior objectives, assessment of behavior, task analysis,
rules, routines, interventions for increasing and decreasing behavior, methods and
behavioral procedures to use with individuals and groups)
Assessment
Program/
Project
Instructional
management
activities;
behavior
management
activities; tests
Course Outcomes
(Characteristics)
Critical thinker;
Problem solver;
Counselor/mentor
EAPs Addressed
1,2,4,5,6,7,8,9
NCATE Standard Addressed Learned Society Standard
Addressed
(Council for Exceptional
Children - CEC)
1,2,4
1,2,3,4,5
TESOL
Competencies
Addressed
1,2,3,11,14,18
Course Text:
Martella, R. C., Nelson, J. R., & Marchand-Martella (2003). Managing Disruptive
Behaviors in the Schools. Boston, MA: Allyn & Bacon. MyLabSchool edition.
Cipani, E. (2008). Classroom Management for all Teachers: Plans for evidence-based
practice. Upper Saddle River, NJ: Merrill Prentice-Hall.
With Access code to www.prenhall.com/teacherprep.
Additional Assigned Readings will be available on D2L.
Recommended Readings:
Publication manual of the American Psychological Association (5th ed.). (2001).
Washington, DC: American Psychological Association.
Strunk, W., & White, E. B. (1979). The elements of style (3rd ed.). NY: Macmillan.
Web Sites and Tutorial:
Tutorial:
www.behavioradvisor.com
http://iris.peobody.vanderbilt.edu
Council for Exceptional Children: www.cec.sped.org
IDEA: http://www.ideapractices.org
Children and Adults with Attention Deficit Disorder: http://www.chadd.org
Links to special education programs, etc.:
http://curry.edschool.virginia.edu/go/cise/ose/resources/legal.html
Special Education Law Resources: http://www.ed.gov./offices/OSERS/IDEA/
Resources in emotional or behavioral disorders:
http://www.gwu.edu/~ebdweb/index.html
Expectations for Academic Conduct/Plagiarism Policy:
As members of the University of West Florida, we commit ourselves to honesty.
As we strive for excellence in performance, integrity—personal and institutional—is our
most precious asset. Honesty in our academic work is vital, and we will not knowingly
act in ways which erode that integrity. Accordingly, we pledge not to cheat, nor to
tolerate cheating, nor to plagiarize the work of others. We pledge to share community
resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are
encouraged. Indeed, cooperation is expected unless our directive is to individual
performance. We will compete constructively and professionally for the purpose of
stimulating high performance standards. Finally, we accept adherence to this set of
expectations for academic conduct as a condition of membership in the UWF academic
community.
Special Needs:
If you have special needs that will require a classroom accommodation or are
registered with the University as a special needs student requiring curriculum,
instruction, or testing accommodation, inform the instructor(s) of your needs by the end
of the second class meeting. You must be registered with the university to receive
accommodations.
Assistance:
Students with special needs who require specific examination-related or other course-related
accommodations should contact Barbara Fitzpatrick, Director of Disabled Student Services (DSS),
dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the instructor that will
specify any recommended accommodations.
Special Technology Utilized by Students:
Each UWF Student is expected to:
• activate a UWF ArgoNet email account
• access email two to three times weekly
• have basic word processing knowledge
Up to 33% of the course work requires use of software available from an
ArgoNet-enabled computer or equivalent.
Course Requirements
Participation: Students are expected to check their email and the course on D2L at
least 3 times a week. Much of the material will require students to work in groups
therefore it is expected that students will begin assignments promptly and participate
consistently in order to complete assignments. It is imperative that students follow
the participation rubrics in to be sure they earn all their points.
Tests: Two tests on the assigned readings, lectures, and activities will be administered.
Please note that tests are independent activities and students are not permitted to
consult with any other individual until after the quiz period is over. Be sure to note
test days and make arrangements to be available NOW.
Quizzes: Periodic quizzes will be administered on D2L. Often two attempts will be
permitted and the highest score will be taken. These also are independent activities
and students are not allowed to consult with other individuals. Quizzes may not be
made up.
Case Studies: Students will complete 3 sets of case studies in small groups throughout
the course.
IRIS Modules: Students will complete 2 modules.
Course Grade Determination: (These points are approximate and will be adjusted to meet
course needs.)
Two tests @ 100 points each……….... 200 pts.
Participation ....................................... 140 pts.
Case Studies.....................................120 pts. (40 points each assignment, 20 pts percase)
IRIS Modules..................................... 200 pts. (100 points each)
Quizzes .............................................. 50 pts.
TOTAL………………………………....... 710 pts.
90% - 100% = A-, A
80% - 89% = B-, B, B+
70% - 79% = C-, C, C+, etc.
Incompletes (I) will not be given except under very extreme circumstances.
Please see college catalog for rules about Incompletes and course withdrawals.
Tentative Class Schedule: See separate document.
Resources:
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis for teachers (4th
ed.). Columbus, OH: Merrill. (SEE for information on behavioral interventions.)
Algozzine, B. (1993). Fifty simple ways to make teaching more fun. Longmont, CO:
Sopris West.
Bender, W. N., & McLaughlin, P. J. (1997). Violence in the classroom. Preventing
School Failure, 32(4), 196-198. (SEE all articles in this topical issue.)
Cangelosi, J. S. (1997). Classroom management strategies. White Plains, NY:
Longman.
Charles, C. M. (1999). Building classroom discipline (6th ed.). New York: Longman.
Collins, M. (1992). Ordinary children, extraordinary teachers. Norfolk, VA: Hampton
Roads Publishing Co.
Emmer, E. T., Evertson, C. M., Clements, B. S., & Worsham, M. E. (1997). Classroom
management for secondary teachers (4th ed.). Boston: Allyn and Bacon.
Evans, W. H., Evans, S. S., Gable, R. G., & Schmid, R. E. (1991). Instructional
management for detecting and correcting special problems. Boston: Allyn and Bacon.
(SEE this source for more information on instructional management.)
Evans, W. H., Evans, S. S., & Schmid, R. E. (1989). Behavior and instructional
management - An ecological approach. Boston: Allyn and Bacon.
Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E. (1997). Classroom
management for elementary teachers (4th ed.). Boston: Allyn and Bacon. (SEE this
source for information and activities on managing physical space/room plans.)
Freedman, M. (1993). The kindness of strangers. San Francisco: Jossey-Bass. (SEE
this
source for information on mentoring.)
Freiberg, H. (1999). Beyond behaviorism. Boston: Allyn and Bacon.
Hall, R. V. (1971). Behavior modification: Basic principles. Austin, TX: Pro-Ed.
Hewett, F. (1968). The emotionally disturbed child in the classroom. Boston: Allyn and
Bacon.
Johns, B., & Carr, V. (1995). Techniques for managing verbally and physically
aggressive students. Denver: Love Publishing Co.
Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (5th ed.).
Boston: Allyn and Bacon.
Kaplan, J. S., & Carter, J. (1995). Beyond behavior modification - A cognitive-
behavioral approach to behavior management in the school. Austin, TX: Pro-Ed. (SEE
for more information on data collection, charting, self-management, & levels
systems.)
Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (1998). Managing
classroom behavior - A reflective case-based approach. Boston: Allyn and Bacon.
Larrivee, B. (1999). Authentic classroom management. Boston: Allyn and Bacon.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management (3rd ed.). Boston:
Allyn and Bacon.
Long, N. J., & Morse, W. C. (1996). Conflict in the classroom. Austin, TX: Pro-Ed.
Malott, R., Whaley, D., & Malott, M. (1997). Elementary principles of behavior. Upper
Saddle River, NJ: Prentice Hall.
Maag, J. (1999). Behavior management - from theoretical implications to practical
applications. San Diego: Singular Publishing Group, Inc.
Martin, G., & Pear, J (1996). Behavior modification (5th ed.). Upper Saddle River, NJ:
Prentice Hall.
Mercer, C. D., & Mercer, A. R. (1998). Teaching students with learning problems.
Columbus, OH: Merrill. (SEE for more on instruction, data collection, and charting.)
Paine, S., Radicchi, J., Rosellini, L., Deutchman, L., & Darch, C. (1983). Structuring
your classroom for academic success. Champaign, IL: Research Press.
Poteet, J. A., Choate, J. S., & Stewart, S. C. (1993). Performance assessment and
special education: Practices and prospects. Focus on exceptional children, 26(1), 1-20.
Pryor, K. (1984). Don’t shoot the dog! New York: Bantam Books.
Rettig, E. B., & Paulson, T. L. (1975). ABC’s for teachers. Van Nuys, CA: Associates for
Behavior Change.
Reynolds, G. G. (1968). A primer of operant conditioning. Glenview, IL: Scott, Foresman
and Company.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO:
Sopris West.
Savage, T. (1999). Teaching self-control through management and discipline (2nd ed.)
Boston: Allyn and Bacon.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Smith, D., & Rivera, D. (1995). Discipline in special education and general education
settings. Focus on Exceptional Children, 27(5), 1-15.
Sprick, R. S. (1981). The solution book: A guide to classroom discipline. Chicago: SRA.
Strauss, A., & Lehtinen, L. (1947). Psychopathology and education of the brain-injured
child. New York: Grune & Stratton.
Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success:
Assessing the instructional environment. Preventing School Failure, 41(2), 53-56.
Walker, J., & Shea, T. (1999). Behavior management: A practical approach for
educators
(7th ed.). Englewood Cliffs, NJ: Merrill.
Watson, J. (1930). Behaviorism. Chicago: University of Chicago Press.
Weinstein, C. S., & Mignano, A. J. (1997). Elementary classroom management Lessons
from research and practice (2nd ed.). New York: McGraw Hill.
Williams, P. A., Alley, R. D., & Henson, K. T. (1999). Managing secondary classrooms.
Boston: Allyn and Bacon.
Wolfgang, C. (1999). Solving discipline problems (4th ed.). Boston: Allyn and Bacon.
Wolfgang, C., Bennett, B., & Irvin, J. (1999). Strategies for teaching self-discipline in the
middle grades. Boston: Allyn and Bacon.
Wong, H., & Wong. R. (1998). The first days of school. Mountain View, CA: Harry K.
Wong Publications.