HSC 523Winter 2009 Sec 201 (Mason) 1

Urban Professional Multicultural Educator

HSC 523 – Winter 2009 Section 201

Mondays 5:30pm-8:30pm

Schmitt Academic Center 292

Learning and Classroom Management for School Counselors

Instructor: Erin Mason, PhD., LPC (GA), NCC

Office: SAC 372

Office Phone: 773.325.2078

Email:

Office Hours: By appointment

Required Texts
Albert, L. (2003). A teacher’s guide to cooperative discipline: How to manage your

classroom and promote self-esteem. Circle Pines, MN: American Guidance

Services.

Schultz, B. D. (2008). Spectacular things happen along the way: Lessons from an urban

classroom. New York, NY: Teachers College Press.

Required selected readings

Illinois Learning Standards

ASCA National Standards

Additional readings will be posted on Blackboard or distributed during class throughout the duration of the course.

Course Instruction

This course will include interactive learning, small group work, writing assignments, class lecture and discussion, and use of Blackboard technology.

Course Description

This course will consider the application of principles of motivation and development for classroom management and models to maintain a positive learning environment.

Illinois Teaching Standards

IL-PTS-5.A. Understand principles of and strategies for effective classroom management.

IL-PTS-5B. Understand how individuals influence groups and how groups function in society.

IL-PTS-5C. Understand how to help students work cooperatively and productively in-groups.

IL-PTS-5D. Understand factors that influence motivation and engagement and how to help students become self-motivated.

IL-PTS-5I. Maintain proper classroom decorum.

IL-PTS-5L. Analyze the classroom environment and make decisions to enhance social relationships, student motivation, and engagement in productive work through mutual respect, cooperation, and support of one another.

IL-PTS-5M. Organize, allocate, and manage time, materials, and physical space to provide active and equitable engagement of students in productive tasks.

IL-PTS-5N. Engage students in and monitor individual and group learning activities that help them develop the motivation to achieve.

You can find the standards for your program at the School of Education website at

Course Objectives
After completing this course, students should be able to do the following:
1. Interplay between theory and practice

  • To participate in the classroom in a variety of ways including: observations, team
    teaching, and teaching.
  • To be comfortable working the classroom and maintain structure and some
    sense of order in the classroom.
  • To have knowledge of classroom management skills and classroom teaching
    experience.
  • To plan engaging lessons, utilize cooperative learning, facilitate discussion, and
    behaviorally manage both large and small instructional groups.

2. Multiple perspectives

  • To understand engaged learning and instructional models.
  • To develop an appreciation of emotional and multiple intelligences.
    To further appreciate and value the different worldviews of persons of
    different racial, ethnic, cultural, and religious groups.

3. Vincentian personalism

  • To develop a personal style of teaching and managing a classroom, which is comfortable for the student as well as empowering for the individuals with whom, the student will work.

4. Positive transformation

  • To develop a professional approach for positive change for persons and society.
  • To understand the role of education as a life-long process.
  • To further appreciate being in the process of personal and professional development.
  • To have students come to view themselves as teachers in their own learning.

An Invitation

This course is guided by the assumptions of dignity and respect for all persons in the classroom, which was designed in the hopes of creating a safe and non-threatening environment. Students should feel comfortable speaking with me privately about any concerns related to learning styles and abilities or any other issues that might have an impact on your success in this course. If you know you have or suspect you have a disability for which you may need accommodations, please contact me as soon as possible. In addition, the Plus Program (773.325.1677) and the Office for Students with Disabilities (773.325.7296) are resources you may wish to consult.

Course Requirements
1. Class Attendance and Participation (20 points): All students are expected to complete the assigned readings prior to class discussion. Attendance at all class sessions is required. Participation in classroom activities, exercises, and discussions is expected.

Attendance and Participation Requirement

To earn 20 points for attendance and participation, students must

  • Regularly attend (no more than 1 absence)
  • Attend class on time (no more than 15’ late or leaving 15’ early, one time)
  • Actively participate in small and large group class discussion
  • Volunteer to participate in small and large group discussion
  • Participate in class-role plays
  • Engage in active learning on a graduate student level
  • Communicate effectively and respectfully with instructor and peers
  • Demonstrate exceptional teamwork and group cooperation

Two or more absences will result in a loss of all attendance and participation points and cause for withdrawal from the class. Arriving to class late (more than 15 minutes) or leaving class early (more than 15 minutes) more than one time will result in a loss of 1 point per class. Minimal or passive participation will result in a loss of 5 points.

2. Personal Beliefs Statement (10 points): This 2-3 page statement should outline your beliefs about learning and teaching. Answer the following questions as you write. Each question is worth up to 2 points for a total of 10 possible points.

1. What do you believe about how p-12 students learn best?

2. What classroom conditions are essential for learning to occur?

3. Which qualities make a successful educator?

4. What qualities do you already possess that will make you effective in intervening with small groups or classrooms of students?

5. What would you like to learn in this course that would be meaningful for your future as a school counselor?

3. Book Study Facilitation (5 points): Each week 3 or 4 students will facilitate a 45 minute long class discussion of the assigned reading from the Schultz text. Adequate facilitation of the discussion includes developing thoughtful activities, questions or prompts designed to encourage student engagement, self-reflection and insight. Students in each group are expected to plan together and to coordinate their roles in the assignment so that each has equal opportunity.
4. Interview with a Teacher and Reflection Statement (20 points): Each student will interview a current p-12 teacher of their choice about their personal teaching philosophy and classroom management strategies. Students should be prepared to discuss their interviews in class. See professional contract and interview protocol at the end of the syllabus.

5. Intentional Guidance Lesson Plan (45 points): Students will work together in small groups (3 or 4 students) throughout the quarter to design an intentional classroom guidance lesson. Students will be allowed to self-select their groups based on school-level and ASCA domain (academic, personal/social or career). Groups are expected to work together in such a way that the workload is shared fairly. This assignment has several parts that will be due at various points during the quarter.

  • Standards Crosswalking (10 points) – Students will examine the national school counseling standards and the Illinois standards for a specific academic subject area of their choice. The group will submit a chart outlining at least 2 standards from each discipline along with an accompanying paragraph explaining the connections between the standards and including any references. This portion of the assignment should not exceed one page.
  • Lesson Plan Development (20 points) – Students will develop a lesson plan for a single classroom guidance lesson (though it can be conceptualized as part of a larger unit), appropriate in length depending upon the age or developmental level of the audience. The lesson should be based on the standards identified in the crosswalk. The plan should include the standards, purpose, intended audience, length of time, needed materials, suggestion for pre-evaluation, at least one activity, processing questions, references to any resources and suggestions or tools for post-evaluation. See intentional guidance plan guide at the end of the syllabus, lesson plan samples will be presented during class. This portion of the assignment should not exceed two pages.
  • Presentation (15 points) – Students will present a draft of their plans to the class for approximately 10 minutes. This presentation is not an enactment of the lesson but rather an explanation of the lesson, its development and potential uses. The purpose of this presentation is for the group to receive feedback from peers and the instructor. Based on the feedback, groups will revise their plans and submit a final version to the instructor (Digital Dropbox) and to all peers the final night of class. The revised lesson plan for each group should not exceed two pages.

Formatting and Submission of Assignments

Assignments are your professional responsibility; therefore, they should reflect your best work. Spell checking, grammar checking and formatting are expected. Unless otherwise noted, all assignments should include a cover page and should be typed in 12-point font with 1-inch margins following APA Style. ALL assignments are to be submitted through the use of the Digital Drop box on Blackboard. Files should be titled with your last name-course-assignment; example LAST NAME(S)-HSC523-Personal Beliefs Statement. No assignments will be accepted through email or by hard copy unless specified by the professor.

Writing assignments will be considered late, and will result in the loss of 2 points, if not submitted in the Digital Drop Box or posted on Blackboard on the date due by 5:30pm. If you think you will be late to class on that day, submit your writing assignment early. You will continue to lose 2 points for each day beyond the due date (must be in by 5:30pm each day). Having said this, I realize that we all lead complicated lives that sometimes involve emergencies. If one should arise for you during the quarter that would interfere with your ability to turn in an assignment when due, please contact me as soon as possible so that arrangements can be made.

Professional Behavior

Email Addresses:

Please be sure that your email address on Campus Connection ( is correct and up to date. Communication through email is the primary way faculty will communicate with you. Failure to do so can result in missed information for which you will be held responsible.

HSCNews:

You must sign up for HSCNews. This is a listserv on which information about the Human Services and Counseling Program communicates changes in the program, job opportunities, internship opportunities, and other information important for our students. To sign up, please send an email to with your email address and name and subscribe in the subject line.

Cell Phones:

Please make sure all cell phones are turned off during class. If there is some reason why you must keep yours on, please discuss it with me individually.

Academic Integrity:

Academic integrity entails absolute honesty in one’s intellectual efforts. The DePaul Student Handbook () details the facets and ramifications of academic integrity violations, but you should be especially aware of the policies on cheating and plagiarism. Cheating is any action that violates University norms or an instructor’s guidelines for the preparation and submission of assignments. Such actions may include using or providing unauthorized assistance or materials on course assignments, or possessing unauthorized materials during an examination. Plagiarism involves the representation of another’s work as your own, for example: (a) submitting as one’s own any material that is copied from published or unpublished sources such as the Internet, print, computer files, audio disks, video programs or musical scores without proper acknowledgement that it is someone else’s; (b) paraphrasing another’s views, opinions or insights without proper acknowledgement or copying of any source in whole or in part with only minor changes in wording or syntax even with acknowledgement; (c) submitting as one’s own work a report, examination, paper, computer file, lab report or other assignment which has been prepared by someone else. If you are unsure about what constitutes unauthorized help on an exam or assignment, or what information requires citation and/or attribution, please ask your instructor. Violations may result in the failure of the assignment, failure of the course, and/or additional disciplinary actions.

Evaluation & Grading

Assignment / Possible Points
Personal Beliefs Statement / 10
Book Study Facilitation / 5
Teacher Interview and Reflection / 20
Standards Crosswalking / 10
Intentional Guidance Lesson Plan Development / 20
Intentional Guidance Lesson Plan Presentation / 15
Attendance and Participation / 20
Total / 100

Grading:

100-95 / A / 76-74 / C
94-90 / A- / 73-71 / C-
89-87 / B+ / 70-68 / D+
86-83 / B / 67-65 / D
82-80 / B- / 64-62 / D-
79-77 / C+ / Below 61 / F

Tentative Course Schedule

Week/Date / Topic and Readings / Assignments Due
1: Jan. 5 / Intro, Overview, True Colors Activity,
Sign up for book groups
2: Jan. 12 / Personal Beliefs, Adlerian Theory,
Sign up for lesson plan groups
Albert: Introduction / Personal Beliefs Statement
3: Jan. 19 / Book Study Group 1,
Cooperative Discipline Overview
Making a Case for Classroom Guidance
Albert: Chps.1, 2, 3; Schultz: Chp. 1
4: Jan. 26 / Book Study Group 2,
Attention-Seeking Behaviors,
Discussion of Interviews
Albert: Chps. 4, 5; Schultz: Chp. 2 / Teacher Interview
5: Feb. 2 / Book Study Group 3,
Power and Revenge Behaviors,
Guest speakers
Albert: Chps. 6, 7, 8, 9, 10;
Schultz: Chp. 3
6: Feb. 9 / Book Study Group 4,
Avoidance of Failure Behaviors,
Technology Tools
Albert: Chps. 11, 12; Schultz: Chp. 4 / Standards Crosswalk
7: Feb. 16 / Book Study Group 5,
Capable, Connected, Contributing
Albert: Chps. 13, 14, 15;
Schultz: Chp. 5
8: Feb. 23 / Special Guest Speaker,
Dealing with Conflict,
Albert: Chps. 16, 17; Schultz: Chp. 6
9: Mar. 2 / Book Study Group 6,
Cooperative and Collaborative Action,
Albert: Chps. 18, 19, 20;
Schultz: Chp. 7 / Lesson Plan Draft and Presentation
10: Mar. 9 / Course Wrap Up and Evaluation / Final Lesson Plan

This schedule is tentative and subject to change by the instructor.

Contract with Professional Educator

I am a graduate student in the Human Services and Counseling Program at DePaul University. As an assignment for the course HSC 523, Learning and Classroom Management for School Counselors, in which I am enrolled, I am required to interview a professional educator about his/her work. As such, I am requesting your permission to conduct an interview with you.

This interview will include questions about your position, the responsibilities you have, the students you work with and the kinds of instruction you provide in your school setting. I will use this information to help me better understand the nature of the classroom environment, the roles of professional educators, how theory and skills are applied in a school setting and how you interact with the populations you serve.

In addition, this interview will be summarized into a written report. It will then be discussed as part of a large class activity and submitted to my instructor to fulfill the requirement of this assignment. The information you provide will not be used in any ways not stated in this contract.

Before beginning the interview, I will need you to sign this contract stating that you agree to this interview and understand how the information you provided will be used.

I agree to be interviewed.

Printed Name: ______

Signature: ______

Educational Background:______

Job Title: ______

Teaching Experience: ______

Contact information: ______

Date: ______

Interviewer’s (Student) Name: ______

Date of Interview: ______

Time of Starting Interview: ______

Time of Ending Interview: ______

Teacher Interview Protocol

Instructions: This paper should be 2 to 3 double-spaced pages not including your title page. Incorporate each question into the response or write out each question preceding the response. Each question is worth up to 2 points for a total of 20 possible points.

  1. What is your philosophy of teaching?
  1. Which role models, mentors or resources have been significant in shaping your teaching practices?
  1. What success stories can you share about the impact of your teaching?
  1. What obstacles do you face in the classroom and how have you learned to manage them?
  1. What classroom management strategies do you find most effective?
  1. Your question
  1. Your question

Reflection Questions

  1. Compare the teacher’s philosophy of teaching with your own. What is similar? Different?
  1. What did you learn in the interview that will be helpful to you when you become a school counselor?
  1. How do you envision working with teachers once you are in a school?

Intentional Guidance Plan Guide

Standards

ASCA:

ISBE:

Purpose:

Intended Audience:

Time Recommendation:

Materials:

Suggestions for Pre-evaluation:

Activity (including source if applicable):

Processing Questions:

Suggestions for Post-evaluation:

References or resources: