EDU 518
Classroom Management & Discipline
Mission
The Education Department of California Baptist University, a Great Commission University, holds these beliefs as our Mission Statement: It is our mission to prepare teachers of high moral character and ethical behavior to teach in schools throughout the world. Our teachers are to be well equipped, highly principled individuals who understand diversity as a strength and who provide for individual differences in order to help students prepare for a diverse and rapidly changing world. We maintain high standards and expectations for ourselves and for the students who wish to serve in building a better world by entering the teaching profession.
Instructor
Joseph DeVol, M.S.
Contact Options Office Phone: 951-343-4324
Home Phone: 760-772-9781
Office: Yeager B - 237 Cell Phone: 760-834-1200
Classroom: Yeager TBA
Office Hours: M, T, W, Th. 2:00 to 4:00 pm and by appointment.
While my contact options give you an idea of how best to reach me. I am available during my posted office hours. My framework for response times is typically 24 hours for email and 72 hours for assessing student work. Please use my cell phone number during the week and my home phone on the weekends.
Description
This course is a study of the techniques, procedures and discipline models that can help make the difficult tasks of managing and disciplining much easier. Students will learn how to establish and maintain a classroom environment where positive behavior support is practiced. The classroom will be free from coercion and punishment. Interventions will be positive, proactive, and respectful of students. The course will also examine classroom discipline dimension: teacher responses to inappropriate behavior, the differences between emergency interventions, on-going positive behavioral support, and age-appropriate least intrusive strategies. Students will evaluate a variety of behavior management methods including Response to Intervention (RTI). They will design their own behavior plan based on functional behavior analysis. The course will aid special education and mainstream education teachers in maximizing educational experiences for all students, including those with serious behavior disorders. Ten hours of fieldwork is required for both Multiple Subjects and Single Subject Credentials.
Purpose
This course consists of a study of techniques, procedures and discipline models that teachers can implement to make the tasks of managing classrooms and disciplining students easier and more effective. The course will cover classroom and lesson management, i.e., establishing an environment that minimizes disruptions and maximizes learning, and student discipline, i.e., teacher responses to student behavior.
"This past week I had my first formal evaluation from my principal and I got my notes back today and I had to email you specifically to say thanks. He mentioned about 7 times during our conversation and about 9 times in his write up how impressed he was with my classroom management and discipline skills. Then today for our Christmas party, instead of chaos I had the students read stories they had just written and a PARENT came up to me and said how I deserved a break for having such great management skills. So, thank you very much for teaching that class. It was not only my favorite but the most beneficial. I learned more from how you ran our class..."
Andrea Ruley, December 2007
Required Texts / Resources
Savage, T., & Savage, M. (2010). Successful Classroom Management and Discipline: Teaching Self-control and Responsibility (3rd ed.). Thousand Oak, CA: Sage Publications Inc.
ISBN: 978-1-4129-6678-8
Jones, F. (2007). Tools for Teaching (2nd ed). Santa Cruz, CA: Frederick H. Jones & Associates, Inc.
ISBN: 978-0-9650263-0-7
McCarney, S., Wunderlich, K., & Bauer, A. (2006). Pre-referral Intervention Manual (3rd ed.). Columbia, MO: Hawthorne Educational Services, Inc.
ISBN: 1-878372-11-4
Publication Manual of the American Psychological Association (6th Edition) (2010). Washington, DC: American Psychological Association.
ISBN: 1-4338-0562-6
LiveText
Objectives
By the end of this course, students will meet the following objectives under each theme:
Learning Environment (SLO 1 & 7)
§ State ways the physical environment impacts behavior. (TPE 11)
§ Discuss goals you should have for planning the classroom environment. (TPE 9)
§ Describe aspects of the physical environment that need to be considered. (TPE 9)
§ Discuss the importance of mobility and proximity to teaching. (TPE 6)
§ Describe methods of creating independent learners. (TPE 6)
§ Describe how to build an effective classroom structure. (TPE 9)
§ Discuss effective methods of producing responsible behavior. (TPE 11)
Theory & Practice (SLO 1, 5 & 7)
§ Explain the relationship between managment and discipline and the academic program of schools. (TPE 8, 11)
§ Define and describe leadership, including different types of authority, as it applies to teaching. (TPE 11)
§ List and describe basic motivational factors and explain how teacher expectations influence student motivation. (TPE 5)
§ Define different concepts of time and discuss their importance in teaching. (TPE 10)
§ Identify the relationship between lesson management and the prevention of behavior problems. (TPE 9)
§ Define basic principles to be used when choosing a response to inappropriate behavior. (TPE 11)
§ Identify appropriate times for using low profile responses. (TPE 11)
§ Define a number of teacher responses that can be used when responding to more difficult problems. (TPE 11)
§ Describe how to conduct an effective parent conference. (TPE 12, 13)
§ Discuss how to apply positive behavior support to change a specific behavior. (TPE 11)
§ Describe appropriate teacher responses to serious behavior problems. (TPE 11)
§ Discuss how to effectively teach conflict resolution in schools. (TPE 9)
§ Describe steps to implement behavioral principles to change a specific behavior. (TPE 11)
§ Explore how Response to Intervention (RtI) came to be, what it means for helping children learn, and how it can be used as a method for identifying children with Specific Learning Disabilities (SLD). (TPE 11)
Faith Integration (SLO 11)
§ Develop a basis for integrating Christian principles with management and discipline theory and practice. (TPE 12)
Professional Development (SLO 9)
§ Complete a minimum of 10 hours of classroom visits.
(Please see fieldwork packet for full explanation.) (TPE 1, 8, 10)
§ Identify ways to work and communicate effectively with parents. (TPE 12 & 13)
§ Create a LiveText Portfolio complete with reflective statement addressing SLOs and critical assignment (TPE 13)
Teacher Performance Expectations
Student Learning Outcomes
Requirements
Attendance / Participation
Participation provides an opportunity to practice speaking and persuasive skills, as well to listen to, critique, and support the arguments and analyses of your peers. The evaluation of your class participation is neither a measure of simple attendance nor that you answer every question in class correctly. This evaluation will reflect, however, the regular, careful preparation of assigned material and the consistent, enthusiastic attempt to share your interpretations with your peers and engage with their interpretations.
PRIM Problems/Solutions
Using the Pre-Referral Intervention Manual, select four discipline problems and four curriculum problems and generate four possible solutions. You may choose areas of interest or situations that may be applicable to your current/desired teaching position or that align well with your observations. These are to be done according to the dates listed on your Course Schedule.
Discipline Plan
Develop a personal Classroom Discipline Plan with supporting rationale. This paper will include a title page and table of contents, a statement of your personal philosophy of classroom management and discipline, a description of a hypothetical classroom for which your plan is aimed, rules, consequences and incentives including the rationale for specific rules, consequences and incentives, a sample letter to parents outlining your plan and soliciting their support, and an idea for developing character education. In addition for Program Standards 9 and l0 the following rationales must be addressed in the Classroom Discipline Plan: 1) Candidates will provide a rationale to explain the impact cultural and linguistic characteristics have on creating an equitable learning environment. 2) Candidates will provide a rationale where they discuss the ways classroom environments support or challenge an individual student’s cultural identity. 3) The Parent Letter portion of the Classroom Discipline Plan will include a rationale where candidates discuss the impact cultural differences have on home-school relationships as well as the effect of using interpreters.
Comprehensive Project
For your comprehensive project, you will choose from a prepared list of topics and draw upon core competencies and knowledge of classroom management and discipline. You are expected to demonstrate through this project your ability to apply theoretical approaches to the assigned topic, and to communicate clearly and write/produce at a professional level.
Reflection Activities
As an aid in understanding, and to ensure mastery of the course objectives, weekly reflection activities will cover all required readings. These reflective questions should get you to think critically about what you have read, and begin to understand how to apply it.
Response to Intervention Report in small groups of 3-5
Create a plan to address the needs of a struggling student, at the grade level of your choice, using the Response to Intervention framework. Write a report that details student's characteristics, universal screenings, interventions, progress monitoring, fidelity, additional personnel, and barriers.
Observations
Complete 10 hours of structured observations in a K-12 public school. Please make special arrangements to observe at a site that is not in a K-12 public school. Observation assignments are focused on specific questions or targets. Observation forms will be provided by the instructor. Each observation must be signed by the teacher observed for verification on your Observation Summary Sheet.
Midterm / Final Exam
As an aid in formative assessment, to ensure mastery of the course objectives, and to help students understand what they did or did not retain so as to scaffold new learning, a Midterm and Final Exam will cover all required readings, assignment topics, class lectures, and supplemental materials.
LiveText Portfolio
A reflective statement should identify the SLO being documented and the Critical Assignment placed within your LiveText portfolio. The purpose of your opening/thesis statement is to explain the relevance and significance of the artifacts in relationship to the SLOs and your professional development.
** Extra credit may be offered as it becomes relevant, appropriate and available, for those students who have zero (0) missing or incomplete assignments.
*** All work submitted for this course must be your own work, must have been developed specifically for this course, and may not have been submitted for evaluation or assessment in any other course.
Assessment
Points Distribution
The following distribution indicates the points that will be awarded for the course requirements:
Required Assignments / Points PossibleParticipation / 100
Reflection Activities / 100
PRIM Problems/Solutions (4 @ 25 pts. each) / 100
Discipline Plan / 100
Comprehensive Project / 100
Response To Intervention Report / 100
Observations / 100
Livetext Portfolio / 100
Midterm / Final Exams / 200
Total Points Possible / 1000
Grades
The following scale will be used when calculating final grades:
A / 93%-100% / B- / 80%-82% / D+ / 67%-69%A- / 90%-92% / C+ / 77%-79% / D / 63%-66%
B+ / 87%-89% / C / 73%-76% / D- / 60%-62%
B / 83%-86% / C- / 70%-72% / F / 0%-59%
Checking Grades:
Each student will have a folder with an Assignment Checklist and Scoring Guide. Assignments will be graded and returned to you each week in this folder.
Course Evaluation Plan
A variety of assessment methods will be used including: class participation/discussions, written materials, projects, presentations, and a midterm/final. Additional project criteria will be distributed as needed. Feedback will be given orally, via email and written correspondence.
Tentative Schedule
EDU 518A | Tuesday| 7:05 | YCTR (TBA)
SessionDate / Class Discussion &
Reading Assignment / Assignments
Due
Session 1
9/10 / Introductions
Syllabus and TPAs
Assignments
LiveText / ASK QUESTIONS
Session 2
9/17
/ Questions, Questions, Questions
Managing the Contemporary Classroom (Savage & Savage 1)
Working the Crowd and Room Arrangement (Jones 1-4)
RTI Basics
Session 3
9/24 / Learning to Be an Effective Classroom Manager (Savage & Savage 2)
Praise, Prompt, and Leave (Jones 5-6)
RIT Implementation
Practice Praise, Prompt, and Leave / PRIM 1
Session 4
10/1 / Classroom Behavior & Motivation (Savage & Savage 3)
Visual Instructional Plans (Jones 7)
RTI Interventions & Progress Monitoring
Practice Visual Instruction Plans
Session 5
10/8
/ Managing the Learning Environment (Savage & Savage 4)
Say, See, Do Teaching (Jones 8-10)
RTI & Parents
Practice Partner Teaching / PRIM 2
Session 6
10/15 / Managing Instruction (Savage & Savage 5)
Rules, Routines, and Standards (Jones 11-12)
RTI Eligibility
Midterm Prep / Practice PP&L / Discipline Plan (PR)
Session 7
10/22 / MIDTERM / Midterm
Session 8
10/29 / When Misbehavior Occurs (Savage & Savage 6)
When Problems are Minor (Savage & Savage 7)
Calm and Consistency (Jones 14)
Understanding Brat Behavior (Jones 13, 15)
Breathe/Smile Practice / PRIM 3
Session 9
11/5 / Responding to Persistent Misbehavior (Savage & Savage 8)
The Body Language of Meaning Business (Jones 16-17)
Practicing The Turn / Discipline Plan
Session 10
11/12 / Violence & Serious Misbehavior (Savage & Savage 9)
Eliminating Backtalk (Jones 18-19)
Practice Moving In / PRIM 4
RTI Report (PR)
Session 11
11/19 / Bullies & Bullying (Savage & Savage 10)
Conflict Resolution (Savage & Savage 11)
Responsibility Training (Jones 20-21)
Omission Training and Preferred Activity Time (Jones 22-23)
Practice Moving Out / Comps (PR)
Session 12
11/26 / Legal Dimensions of Classroom Management & Discipline (Savage & Savage 12)
Dealing with Typical Classroom Crises (Jones 24-25) / Observations
Reflections
RTI Report
Session 13 12/3 / Comps Project Presentations in class
Final Prep / Practice Limit Setting / Comps Project
Session 14
12/10 / FINAL / Final / Portfolio
This schedule is a guide to facilitate the timely completion of assignments by their due dates and is subject to change at the discretion of the instructor.
Expectations
Professionalism
All written work must be of professional quality. In other words, all written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded down at least 5%. All written assignments should be written using the APA style format.