Professional Education Unit
Department of Early Childhood, Elementary, and Special Education
Elementary Classroom Management and Assessment
EDUC 482-092
Fall 2013
Instructor: Brian Fennell
MSU @ Prestonsburg Office: 208
Phone:
(606) 783-5421
Fax:
(606) 324-9126
E-mail:
b.fennell@moreheadstate.edu
Class Schedule: Wed. 4:10- 6:50pm
Office Hours: Wed. 12:00- 1:00, 3:00- 4:00
Course Description: This course is designed to provide theoretical and practical assistance in
organizing and managing a classroom P-9 and assessing students’ learning. Candidates will gain
an understanding of the relationship among assessment, classroom environment, classroom
learning behavior, and learning. The candidate will view several discipline models and
determine which model coincides with their philosophy of education. The candidates will create
a management plan for their classroom. Candidates will research and analyze formal and
informal assessments with an emphasis on the State of Kentucky assessments. The candidates
will become familiar with assessment terms and usage. Candidates will be doing observation in
the classroom and will be asked to identify different discipline models and assessment methods.
Required Field Experience Hours: 10 hours, Level III
“Community Engagement: A Light to and from the Mountains”
The Professional Education Unit at Morehead State University delivers rigorous, high quality
programs that prepare professionals informed by best national and international scholarship,
plus research, literature, and experiences specific to Appalachia- preparing professionals to
improve the schools, quality of life, and the communities in which they live and serve. This
statement is not only the strategic mission for the College, but it also incorporates the conceptual
framework that guides all our activities.
Conceptual Framework Outcomes (CFOs):
The Unit and the faculty within individual programs assess the degree to which its graduates:
1) Master the content knowledge, professional and the twenty – first century skills need to make
an optimal contribution to “whole” student learning in education settings.
2) Are competent in the collection and use of data to inform decision – making and to
demonstrate accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have come utilizing
knowledge and experiences to effectively “bridge the gaps” (economic, achievement, and
geographic) ensuring optimal learning for all students.
5) Engage in authentic field experiences in collaboration with committed school – based partners
and are empowered to improve the quality of education throughout this region and beyond.
Student Learning Outcomes (SLOs): By the end of this course, the candidate will be able to:
1. Study and research the principle concepts and implementation of seven models of
positive classroom management
2. Approach the discipline of students with a holistic approach that addresses student
achievement, behavioral patterns, diversity, and the school as a community
3. View the realism of the classroom through scheduled field experience and discuss
common issues and classroom observations with practitioners
4. Demonstrate knowledge of assessment and discipline models in relationship to their
values, beliefs, and teaching methods
5. Analyze teacher and student action observed in a classroom and reflect on the various
components of the discipline models and assessment procedures
6. Analyze and evaluate the purpose of various assessment practices used in classroom
settings
7. Conduct an assessment analysis
8. Read, discuss, and write about various aspects of diversity in the classroom; socioeconomic, ethnicity, ESL, exceptionalities, and gender
9. Understand the teacher’s role in situations where student abuse is suspected
10. Synthesize understanding of the importance of values and beliefs and their influence on
classroom management, assessment, and discipline models
11. Develop an assessment plan that demonstrates understanding of assessment principles
NCATE/ EPSB Accreditation Alignment of CFOs and SLOs:
Program:
Aligned with
Assessment
(point values)
Chapter Exercises,
25 pts.
CFO: 1,3
SLO: 1,4,6
Foundational
Kentucky
Teacher
Standards
(KYS)
1,2,4,6,8,10
Classroom Management and Assessment
Kentucky
Education
Reform
Act
(KERA)
Education
Professional
Standards
Board
(EPSB)
Learning Goal
5
Closing
achievement
gap, technology
NCATE
1
Brochure, 50 pts.
CFO: 2,3,4
SLO: 2,4,8,9,10
Grand Plan, 50 pts.
CFO: 1,3,4
SLO: 4,9,10
Reading
Reflections, 100
pts.
CFO: 1,3,4
SLO: 8,9
Field Experience
Packet, 100 pts.
CFO: 1,2,3,4,5
SLO:
1,2,3,4,5,6,7,8,9,10
Attendance, 40 pts.
CFO: 3
SLO: n/a
3,4,5,7
Learning Goal
5
Diversity,
closing the
achievement gap
1,4
1,6
Learning Goal
5
Diversity,
closing
achievement gap
1,4
1,3,9
Learning
Goals 3,5
Diversity,
literacy, closing
the achievement
gap
1,4
1,2,3,4,5,6,7,8,9
Learning
Goals
1,2,3,4,5
Diversity,
literacy,
assessment,
closing
achievement gap
1,2,4
7,8,9,10
n/a
Diversity,
literacy,
assessment,
closing
achievement gap
Assignment Descriptions:
Program:
Foundational
Assessment (point value)
Classroom Management and Assessment
Description
Reading reflections, 25
points each (100 total)
Students will be asked to read Beautiful Child and A Child Called It outside of the
classroom. Students will submit 4 one-page reflections on the readings up to certain
points in the book (2 per book).
Chapter exercises, 25
points each (100 total)
Students will answer selected questions from the exercises at the end of certain
chapters in the text.
Brochure, 50 points
The students will develop a brochure for their classroom. Necessary components
include contact information, letter to parents, what will be covered, make up work
policy, and information about parent volunteering or donating supplies.
Grand Plan, 50 points
Students will develop a Grand Plan for their classroom including management
techniques, rules, consequences, rewards, layout of the room, wish list of items, etc.
Field Experience Packet,
100 points
The students are required to complete 10 hours in the field. More information will be
given regarding this placement. Students are required to complete several activities in
the field as well including a reflection, test analysis and teacher interview. Students
will receive an I if the hours are not completed.
Attendance, 40 points
Attendance is mandatory. One day will be excused. The next will result in a 20 point
loss, and then the next will result in the loss of the attendance points.
Grading Scale:
90%-100%
A
80%-89%
B
70-79%
C
60-69%
D
0-59%
E
Required Textbooks:
Edwards, C.H. (2008). Classroom Discipline and Management, 5th edition. Hoboken,
NJ: John Wiley and Sons.
Wong, H. and Wong, R.T. (2009). The First Days of School: How to Be an Effective
Teacher. Mountain View, CA: Harry Wong Publishers.
Hayden, T. (2002).Beautiful Child. New York: Avon.
Pelzer, D. (2001). A Child Called It. London: Orion.
All students in this course are required to purchase a Folio 180 account.
To purchase Folio180 online or through the MSU Bookstore:
1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with that purchase.
2. To purchase online, go to www.folio180.com/msuky/coe <http://www.folio180.com/msuky/coe>
3. Complete registration and payment information. Your login information will be emailed to you.
4. Note: if you have a Tk20 account, you will NOT need to purchase Folio180--we will provide your
Folio180 account information to you via email. Announcements and instructions will also be made on the
CoE Facebook page.
5. You will be able to continue using your Folio180 account through any graduate programs you might
enroll in through MSU.
6. NOTE: students must have purchased or activated their Folio180 account by midterm or they will
receive an "E" at midterm per TEP policy.
Course Evaluation:
The evaluation of the teacher candidate will be based on a point system for this course. Each
assessment is listed on the previous tables and will have additional information provided in class.
These assessments are to be completed both in and out of class and will be graded accordingly
by the instructor. The instructor expects all assignments to be submitted or posted on
Blackboard on time, typed if necessary, and free from grammatical errors.
Attendance Policy:
Attendance for the class meetings and field experience is a professional disposition for the
teacher candidate and a requirement for the course. The candidate will be excused from only 1
class meeting/field experiences without penalty. After the second absence 20 points will be
deducted from the 40 point total. After three absences the other 20 points will be deducted.
Missed field experiences must be made up in conjunction with the supervising teacher.
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated.
Academic dishonesty will result in severe disciplinary action including, but not limited to, failure
of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what
constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An
example of plagiarism is copying information from the internet when appropriate credit is not
given. The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to reasonable
accommodations and services to support their academic success and safety. Though a request for
services may be made at any time, they are best applied when requested at or before the start of
the semester. To receive accommodations and services the student should immediately contact
the Disability Services Coordinator at: 204-E ADUC, 606-783-5188, or
e.day@moreheadstate.edu
Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize
themselves with the nearest exit routes in the event evacuation becomes necessary. You should
notify your instructor at the beginning of the semester if you have special needs or will require
assistance during an emergency evacuation. Students should familiarize themselves with
emergency response protocols at http://www.moreheadstate.edu/emergency
Course Calendar:
EDUC 482-092
Fall 2013 Tentative Daily Schedule
Date
Aug 22
Aug 28
Sept 4
Sept 11
Sept 18
Sept 25
Oct 2
Oct 9
Topic
Introduction,
Syllabus, Ice
breakers
Psychosocial
environment,
motivation
Managing
Instruction, student
work, groups
Student behavior
School Personnel,
Communication
Culturally Relevant
Activities
Culturally Relevant
Activities
FIELDWORK
Readings
Assignments Due
None
None
Chapters 13,14,15
Wong B
Classroom
Management
Philosophy
Chapter 13 exercises
Chapters 11,12
Wong A
Chapter 1,2
Wong C
None
None
None
Beautiful Child
reflection #1
Chapter 11,12
exercises
PACKET ASSIGN
None
Chapter 1,2 exercises
Oct 16
Oct 23
FIELDWORK
FIELDWORK
Oct 30
Assessment Basics
Nov 6
Assessment
Continued
Nov 13
First Day of School
Brochure
Presentations
Praxis, Professional
Growth
No Class
Grand Plan
Presentations
Final Exam
Nov 20
Nov 27
Dec 4
Dec 11
Chapters 6,8
Wong D
Chapters 10,13
PACKET ASSIGN
Beautiful Child
reflection #2
None
None
Child Called It,
reflection #1
Chapter 6 exercises
Brochures Due
Wong E
CCI reflection #2
None
Grand Plan Due
None
Field Experience
Packets Due