EDC 460: Supervised Methods Practicum II
University of Rhode Island
Sections 1, 2, & 3 Fall 2015
Dr. Sara Sweetman
Sara_sweetman@mail.uri.edu
Office Hours: Wednesday by appointment
Course Description
This course is designed to help you develop and demonstrate classroom management strategies
through readings, discussion, and practicum experience in an elementary classroom.
The main goal of this course is to develop your skills in creating learning environments that encourage
appropriate standards of behavior, positive social interaction, active engagement in learning, selfmotivation, and reflection. You will be “learning to apply course material (to improve thinking, problem
solving, and decisions)” as you prepare for student teaching in the spring.
Rhode Island Professional Teacher Standard (RIPTS) 6: Teachers create a supportive learning environment that encourages
appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation; RIPTS 11:
Teachers maintain professional standards guided by legal and ethical principles; Association of Childhood Education
International (ACEI) 3.4: Active engagement in learning-Candidates use their knowledge and understanding of individual
and group motivation and behavior among students at the K-6 level to foster active engagement in learning, selfmotivation, and positive social interaction and to create supportive learning environments.
Goals
Develop, apply, and reflect on knowledge and skills in classroom management that encourages students
to engage in appropriate standards of behavior, have positive social interaction, be actively engaged in
learning, be self-motivated, and reflective.
Continue to develop as a teacher in knowledge, skills, and dispositions as defined in the Association of
Childhood Education International Standards for Teaching (AECI) and the Rhode Island Professional
Teaching Standards (RIPTS).
Objectives (ACEI 1, 3.2, 3.3, 3.4; RIPTS 3, 4, 6; IDEA E=1, 3,12; IDEA I=2, 4, 8, 9, 11)
1. Gain and use knowledge (terminology, classifications, methods, trends) on classroom
management.
2. In writing and orally in class discussions, reflect on observations of classroom management in
action (planned and “on the spot”) connecting observations to the research, theory and practice
on classroom management.
3. In writing and orally in class discussions, ask questions and seek answers to classroom
management issues related to current practicum assignment.
4. Teach two lessons, one in language arts the other in a content area of your choice, planning for,
implementing and reflecting on all five assessed areas in the practicum evaluation.
A note on goals, objectives and standards. IDEA stands for Individual Development and Education
Assessment. As you know, teachers are engaged in assessing their students; we as college professor do
the same. There are 12 items on the IDEA used by URI. We are asked to identify those that are most
related to this course’s content and further identify those that are an essential (E) part of the course and
those that are important (I) to the course. We have designed essential in this course as (1) Gaining
URI Cornerstone: We respect the rights and dignity of each individual and group. We reject prejudice and intolerance, and
we work to understand differences. If you are a target or a witness of a bias incident, you are encouraged to contact the URI
Bias Response Team www.uri.edu/student_abuse/brt where you will find people and resources to help.
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factual knowledge (terminology, classifications, methods, trends), (3) Learning to apply course material
(to improve thinking, problem solving, and decisions), (12) Acquiring an interest in learning more by
asking questions and seeking answers; Important are (2) Learning fundamental principles,
generalizations, or theories, (4) Developing specific skills, competencies, and points of view needed by
professionals in the field most closely related to this course, (8) Developing skill in expressing oneself
orally or in writing, (9) Learning how to find and use resources for answering questions or solving
problems and (11) Learning to analyze and critically evaluate ideas, arguments, and points of view.
You should clearly see opportunities to do all of these things in this course and we will make a habit of
pointing them out to you as we hope you will make a point of mentioning when you see the connection
to the IDEA as well as the ACEI and RIPT standards. IDEA is about your learning in general; the ACEI
and RIPTS are the standards of your profession. We encourage you to read all of the IDEA objectives,
the ACEI and RIPTS.
Course Texts
Persiani,K. & Springer, S. (2011) The Organized Teacher's Guide to Classroom Management. New
York: McGraw-Hill Companies Inc.
Course Requirements
Completion of all assigned readings, preparation for in-class discussion, active participation in discussions
and group activities, and timely completion of class assignments are basic expectations for this course. In
addition, you must participate in your field placement classroom 1 day a week for a minimum of 60 hours.
Please note: In order to pass this course and move on to student teaching, you must do the following.
Failure to complete either of these tasks will result in an incomplete for the course, which will prevent
you from student teaching next semester:
1) You must provide a full copy (ALL 4 pages -- not just the front page) of your score report from ETS to the
Office of Teacher Education, Chafee 701, verifying that you have passed the two PRAXIS exams required by
the State of Rhode Island for licensure in elementary education.
2) You must return all of the following practicum forms:
Due by Nov 13th
Due by Dec 11th
Mid-term Evaluation completed
Lesson observation by Cooperating Teacher with lesson
collaboratively by you and cooperating
plan and reflection
teacher –keep for your own records
Lesson observation by University Supervisor with lesson
plan and reflection
Final Evaluations by you and cooperating teacher
Time sheet
Cooperating Teacher’s attestation letter
Form Requirements
Mid-term. You and your cooperating teacher will:
 Read the mid-term evaluation forms together
 Discuss the expectations and how together you will work toward each goal throughout the year
 Choose three goals you will work on this semester
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 Write comments where applicable
 Both sign the evaluation form and hand into professor before Nov 13th
Final Evaluations. You and your cooperating teacher will:
 independently complete mid-term evaluation forms
 independently complete final evaluation forms
 meet together to discuss these evaluations at midterm and at the end of the semester
You should return the mid-term form to me by the due date. Your cooperating teacher will submit the
final evaluations electronically. You hold onto your evaluation to consider growth over your student
teaching year.
Attendance
It is expected that you will attend every class session and come prepared, having completed all
readings, assignments for the class, and be prepared for class discussions. Missing class may result in
points deducted from your total grade as follows: late once, leaving early once, or 1 class session
missed = 5 points deducted; late twice, leaving early twice, or 2 classes missed = 10 points deducted;
late 3 times, leaving early 3 times, or 3 classes missed = 20 points deducted. More than 3 absences, 3
times leaving early, or 3 times being late will result in a student being required to retake this course. If
you have a valid reason for missing a class, coming late to class, or leaving early, it is your responsibility
to get any notes or information from other students. You must contact me to explain your absence and
arrange a make-up.
If you are sick the day you are supposed to be at your school, also call your school or cooperating
teacher and leave a message. If it is the day of my scheduled visit, email me before 7:30 am.
Course Expectations:
1. Students are expected to demonstrate positive and professional attitudes while in this class.
2. Students are required to act professionally toward instructor and classmates.
3. All electronic devices (cell phones, computers, etc.) must be turned off and put away.
4. Students should be prompt and prepared for class. You are responsible for reading assignments
prior to each class. This will facilitate class discussion and provide you with an opportunity to
secure an understanding of the concepts via class lecture, discussion or questioning.
Communication Skills
As prospective teachers, it is important that you exhibit proficient oral and written communication
skills. If these skills are not acceptable, you should make a plan for acquiring basic proficiency in this
area. Please visit the URI Writing Center or obtain tutoring if you need to remediate your oral or
written communication skills. It is your responsibility to work on your areas of weakness.
Writing guidelines. We will use the American Psychological Association’s (APA) Publication Manual as a
guideline for all referenced written work in this course. For guidance, see:
http://owl.english.purdue.edu/owl/ resource/560/01/.
Written work submitted for class (with the exception of any in-class assignments) must be wordprocessed and submitted on or before the day they are due. Papers must be double spaced, use
normal font (i.e. readable), use regular typeface, and include your name and the title of your paper.
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Technology. While this course is not technology-intensive, there are certain expectations for your
ability to use technology. You must have a working e-mail account that you access on a regular basis in
order to communicate with fellow students and me. All URI students have such an account
automatically assigned as part of their student status. Contact the Office of Information Services if you
need help with this (http://www.uri.edu/ois/gen/email.html). Access to the Internet may be necessary
for some class assignments.
Special Considerations
If you have a documented disability that may require individual accommodations, please make an
appointment to discuss this prior to the second-class meeting. We will discuss how to meet your
individual needs to ensure your full participation and fair assessment procedures. As part of this
process, please be in touch with Disability Services for Students Office at 330 Memorial Union, 401874-2098.
Other Important Notes
Students are expected to communicate with the instructor frequently, especially when they encounter
difficulties completing any of the class assignments. (Do not wait until close to the due date to speak
with me about any challenges you are having with the work.)
If you are encountering difficulties in the course, you could seek help at the Academic Enhancement
Center (AEC) in Roosevelt Hall. The AEC tutors can answer questions, clarify concepts, check your
understanding, and help you to study. You can make an appointment or walk in anytime during office
hours. For a complete schedule, go to www.uri.edu/aec, call 874-2367 or stop by the fourth floor in
Roosevelt Hall.
Dishonesty: Work submitted for course requirements must be solely that of the individual student.
When writing papers, be sure to paraphrase all authors’ thoughts and provide a reference citation for
them. Copying directly from a source is plagiarism. This may result in disciplinary action according to
URI policy.
Students are expected to be honest in all academic work. A student’s name on any written work, quiz or exam
shall be regarded as assurance that the work is the result of the student’s own independent thought and study.
Work should be stated in the student’s own words, properly attributed to its source. Students have an obligation
to know how to quote, paraphrase, summarize, cite and reference the work of others with integrity. The
following are examples of academic dishonesty.
• Using material, directly or paraphrasing, from published sources (print or electronic) without appropriate
citation
• Claiming disproportionate credit for work not done independently
• Unauthorized possession or access to exams
• Unauthorized communication during exams
• Unauthorized use of another’s work or preparing work for another student
• Taking an exam for another student
• Altering or attempting to alter grades
• The use of notes or electronic devices to gain an unauthorized advantage during exams
• Fabricating or falsifying facts, data or references
• Facilitating or aiding another’s academic dishonesty
• Submitting the same paper for more than one course without prior approval from the instructors.
Grading
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This course is graded A, B, C, D, or F. You must earn a C or better in this course to continue in the
elementary education program. Incomplete or missing assignments and/or forms will negatively affect
your grade. Late assignments will not be accepted barring unforeseen circumstances or arrangements
made prior to the due date.
Written assignments 25 %: Assignments listed below will be evaluated by each question answered
completely.
Class participation 25 %: Prepared for class and active participation in discussions
Practicum 50%: Satisfactory completion of 60 hours or more through December 8, 2014 (time sheet),
cooperating teacher’s lesson observation, University supervisor’s lesson observation, mid-term and
final evaluations, and positive teacher attestation letter.
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Course Outline
Topic
Date
Read before class
In your notebook
Answer pre-write questions to hopes and dreams
activity.
What was your favorite part of your practicum last
year? What was the hardest part? What would you
change about what you did in your practicum? What
are you looking forward to? What are you worried
about?
Write a one-page paper describing your current theory
for behavior management. Refer to 2-4 theorist you
read about.
9/11
9/14
9/15
Hopes &
Dreams
–Our
class
expectati
ons
What Do Teachers
Make & Preface
10/2
10/5
10/6
Classroo
m
Manage
ment
Theory
Establish
ing
Rules,
Consequ
ences,
and
procedur
es
Managin
g Student
Behavior
/
Knowing
your
support
team
Managin
g Active
Learning
/
Instructio
nal
Challeng
es
Chapter 1 Springer
& Persiani
11/20
11/23
11/24
12/4
12/7
12/8
10/16
10/19
10/20
10/23
10/26
10/27
11/6
11/9
11/10
Assignment Due/
Homework
Make a GO-Noodle
account & find out
what behavior
management program
your school uses
Assignment 1:
Introduction Letter
Learn about PBIS
online at
https://www.pbis.org
Chapter 3
Springer & Persiani
What are your classroom rules? If you could add one
rule to your placement what would it be? How would
you support students to understand the rule? What
consequences would relate if students didn’t follow
it? Pick one transition or weekly event that could use
a better routine. How would you help students
understand this routine?
Chapter
4&6
Go on a scavenger hunt for support personal. Write
down everyone’s name you met and how he or she
might be helpful to you.
http://www.responsibl
ethinking.com/WhatA
reYourStudentsLearni
ng.htm
Ask yourself these
questions
Chapters
8&9
Observe your cooperating teacher teaching a whole
class lesson and record your observations. Pay
attention to the “non-instructional aspects” of the
teacher’s behavior, such as:
location of lesson, flow or pacing of the lesson,
transitions, student attention, nonverbal cues,
rules and procedures, distribution/collection of
student materials
Learn about
responsive classroom
online at
https://www.responsiv
eclassroom.org
Getting
off to a
good
start
The first week of
school/ Chapter 5:
Getting Off to a
Good Start
Assignment 2 due
Ready
Set Plan
Read district
curriculum
Plan for the start of your student teaching. What
lessons will you do in the first few weeks of next
semester to establish a classroom that is safe,
productive, and fun for all learners? List at least three
activities with reference of where to find the detailed
plan.
Plan in detail your first few weeks…
Learning Opportunities
Communicate with
teacher about your
student teaching
responsibilities
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Practicum Assignment (50%). You will attend and actively participate in your assigned
elementary school classroom 1 full day per week. Six hours of classroom participation is required each
week completed on the same day. This may include time before school or after (or both) to conference
with your cooperating teacher about the day’s events and to plan for the following week, with a
minimum of 60 hours for the semester. Regardless of when you reach 60 hours, weekly attendance and
participation is required through the last week of the semester (December 8th is the last day of
classes).
You should contact your cooperating teacher and me to notify us of any absence (when or before it
occurs - do not wait until later). Plan to make arrangements for making up missed hours.
Lesson observations. You will be formally observed teaching a lesson twice during the
semester; once by your cooperating teacher and once by me. Prepare a lesson plan for each of these
lessons. The format of these observations is identical to the observations that you will have during your
student teaching experience.
*Please arrange your observation time with me as early as possible, since the times during which I am
available are limited. Whenever possible, I would like to observe student teachers in the same school
on the same day.
Attestation letter. At the end of the semester, your cooperating teacher will be asked to sign a
prepared statement developed to attest to your professionalism within the classroom and your
adherence to local, state, and federal laws, and to the standards of the teaching profession). In order
to move on to student teaching next semester, you must receive a positive recommendation from your
cooperating teacher. If you perceive that this might be a problem prior to the end of the semester,
please discuss it with me ASAP so that we can meet with your cooperating teacher to develop a plan to
ensure your progression to student teaching
It is assumed that you will be doing your student teaching in this same placement, barring any
unforeseen issues or circumstances that would necessitate your switching classrooms and/or schools.
Four Assignments (25%)
In Your notebook:
Week 1: Hopes & Dream draft –during class
Week 2: Write a one-page paper describing your current theory for behavior management. Refer to 24 theorist you read about.
Week 3: What are your classroom rules? If you could add one rule to your placement what would it
be? How would you support students to understand the rule? What consequences would relate if
students didn’t follow it? Pick one transition or weekly event that could use a better routine. How
would you help students understand this routine.
Week 4: Go on a scavenger hunt for support personal. Write down everyone’s name you met and
how they might be helpful to you. (during placement)
Week 5: Observe your cooperating teacher teaching a whole class lesson and record your
observations. Pay attention to the “non-instructional aspects” of the teacher’s behavior, such as:
location of lesson
flow or pacing of the lesson
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transitions
student attention
nonverbal cues
rules and procedures
distribution/collection of student materials
Week 6: Plan for the start of your student teaching. What lessons will you do in the first few weeks of
next semester to establish a classroom that is safe, productive, and fun for all learners? List at least
three activities with reference of where to find the detailed plan. (On your own)
Reflect on weeks 1 & 2 assignment..Has anything changed? (in class)
Assignment #1 (Due 3rd week in Oct)
Write a one page letter introducing yourself to your classrooms parents/ guardians. Make sure to
double & triple proof read.
Assignment #2 (due 3rd week in Nov.)
Part 1: Select one problem or disruptive behavior exhibited by an individual, a group, or the class.
Observe and record when and where this behavior occurs. Please do not pick an extreme case that
would be best served by a team of support staff.
Part 2: Discuss with your cooperating teacher possible ways to manage and/or deter this behavior.
Document any changes, or lack of change, in behavior with respect to the behavior management
plan(s) implemented.
Part 3: Write a 3-4 page (typed, double-spaced) reflection:
Identify the problem behavior. Include at least 3 specific examples in which you observed this
behavior.
Explain how this behavior interferes with academic achievement or positive social relationships.
Suggest possible reasons why the child/group/class might exhibit this behavior.
Describe the changes, or lack of change, in behavior with respect to the behavior management
plan(s) implemented.
What role did the teacher and/or you play? Did you think it was effective?
Refer to course text and offer relevant, professional literature and research. Include reference
list/ bibliography. What might you do differently when you encounter this behavior in the
future? Why?
Part 4: Come prepared to informally discuss your findings with the class the first week in Dec.