Classroom Management and Organization for Inclusive Elementary Classrooms

MAT 622

Classroom Management and Organization For Inclusive Elementary Classrooms

COURSE INFORMATION:

Credit hours: Three hours (3)

PRE-REQUISITES:

Full SARTE status and successful completion of MAT 610 and MAT 615

COURSE DESCRIPTION:

This course comprises the study and application of behavioral and humanistic approaches to classroom management, including information on working in inclusive classrooms. In addition, best practices for classroom organization are addressed.

FORM OF COURSE

Seminar and Field Experience, 3 credit hours.

TEXTS

REQUIRED TEXT: C. M. Charles – Building Classroom Discipline – 11th Edition

CONCEPTUAL FRAMEWORK STATEMENT OF THE COLLEGE OF EDUCATION:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today's world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified critical components of The Effective Professional as supported via the college’s conceptual framework. The COE’s Conceptual Framework provides direction for the development of effective professionals and, serves as a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit (diversity) (technology).

COURSE OBJECTIVES:

Upon completion of this course, the candidate will be able to:

1. Organize the elementary classroom environment to maximize instruction and minimize disruption. (PS) (SM) (D)

2. Discuss time management techniques. (SM) (CK)

3. Define terms associated with behavior modification, classroom management and their related terms. (CK) (D)

4. Identify elementary classroom management techniques associated with various contemporary models of classroom motivation and discipline. (PS) (SM) (CK)

5. Discuss methods of discipline, motivation and general classroom management that are required to accommodate students as a result of various ethnic or cultural background, learning styles, sex or socioeconomic needs, or other special needs. (PS) (KL) (SM) (CK) (D)

6. Analyze a given classroom situation and to describe and justify the managerial strategy or strategies most likely to be effective in facilitating and maintaining classroom conditions deemed desirable. (PS) (SM)

7. Specify classroom conditions deemed desirable because they promote efficient and effective instruction in the secondary classroom. (PS) (SM) (CK)

8. Incorporate instructional technology into the preparation and teaching of lessons. (CK) (KL) (T)

9. Use critical and creative thinking skills relevant to course content and appropriate to student needs. (KL) (SM) (D)

10. Identify and address the special needs of students from diverse cultures, socioeconomic levels and other groups throughout the curriculum. (KL) (SM) (D)

11. Write and speak in conventional English. (CK)

12. Laws, policies, and ethical principles regarding behavior management planning and implementation. (1K2) (CK)

13. Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. (4S2) (SM) (D)

14. Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (4S5) (SM) (D)

15. Basic classroom management theories and strategies for individuals with exceptional learning needs. (5K2) (CK) (SM) (KL) (D)

16. Strategies for crisis prevention and intervention. (5K6) (CK) (SM) (KL)

17. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. (5S1) (CK) (SM) (KL) (D)

18. Design learning environments that encourage active participation in individual and group activities. (5S4) (CK) (SM) (KL)

19. Modify the learning environment to manage behaviors. (5S5) (CK) (SM) (KL) (D)

20. Establish and maintain rapport with individuals with and without exceptional learning needs. (5S7) (CK) (SM) (KL) (D)

21. Use effective and varied behavior management strategies. (5S10) (CK) (SM) (KL)

22. Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. (5S11) (CK) (SM) (KL) (D)

23. Design and manage daily routines. (5S12) (CK) (SM) (KL)

24. Structure, direct, and support the activities of Para educators, volunteers, and tutors. (5S15) (CK) (SM)

25. Importance of the teacher serving as a model for individuals with exceptional learning needs. (9K2) (CK) (SM) (D)

26. Use verbal, nonverbal, and written language effectively. (9S8) (PS) (CK) (SM)

27. Maintain confidential communication about individuals with exceptional learning needs. (10S1) (CK) (SM) (KL) (D)

ASSESSMENT:

Candidates will participate in readings, class discussions and activities, and field experiences that introduce them to various aspects of education and the profession of teaching. Candidates will be assessed on their accomplishments of course objectives through written and oral reports on which they reflect on readings and experiences, individual and group activities that demonstrate their understanding, and tests focusing on their knowledge and critical analysis of principles and practices.

FIELD EXPERIENCE:

Candidates are required to perform a total of 10 hours of field experience.

KNOWLEDGE BASE

Canter, L. (2011). Assertive discipline: Positive behavior management for today’s classroom. Bloomington, IN: Solution Tree Press.

Charles, C.M. (2002). Essential Elements of Effective Discipline. Boston: Allyn & Bacon.

Curwin, R.L., & Mendler, A.N.(1988). Discipline with Dignity. Alexandria, VA: ASCD.

Emmer, E., Evertson, C., & Worsham, M. (2000). Classroom Management for Secondary

Teachers. Boston: Allyn & Bacon.

Evertson, C., Worsham, M., & Emmer, E. (2000). Classroom management for elementary teachers. Boston: Allyn & Bacon.

Fay, Jim & Funk, David (1995). TEACHING with Love & Logic. Golden, CO: The Love and

Logic PRESS. Inc.

Glasser, W. (1986). Control Theory in the Classroom. New York: Harper and Row.

Grossman, H. (1990). Trouble-Free Teaching: Solutions to Behavior Problems in the

Classroom. Mountain View, CA: Mayfield.

Jacobsen, D., Eggen, P., & Kauchak, D.(l.993). Methods for Teaching: A Skills Approach

(4th. ed.). New York: Macmillan.

Jones, V. & Jones, L. (1995). Comprehensive Classroom Management. Boston: Allen &

Bacon.

Kraft, M. (2010 April). From ringmaster to conductor. Phi Delta Kappan, 91 (7), 44-47.

Kohut, S. & Range, D.G. (1992). Classroom discipline: Case studies and viewpoints.

Washington, D.C.: National Education Association.

Marzano, R. (2011 March). Relating to students: It’s what you do that counts. Educational Leadership, 82-83.

Marzano, R. and Pickering, D. (2003). Classroom Management that Works. Chapters 1 and 5.

McEwan, Barbara. (2000). The Art of Classroom Management. Upper Saddle River, NJ.:

Merrill.

Nelson, J., Duffy, R., Escobar, L., Ortolano, K., & Own-Sohocki, D. (1996). Positive

Discipline: A Teacher’s A-Z Guide. Rocklin, CA: Prima Publishing.

Orange, Carolyn. (2000). 25 BIGGEST MISTAKES Teachers Make and How to Avoid

Them. Thousand Oaks, CA: Corwin Press, Inc.

Shuman, R.B. (1992). Classroom encounters: Problems, case studies, solutions. Washington,

D. C.: National Education Association.

Zirpoli, Thomas, J. & Mellov, Kristine J.. (2001). Behavior Management Applications for

Teachers (3rd ed.). Upper Saddle River, NJ: Merrill.