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Spadoni College of Education

Coastal Carolina University

Course Syllabus

EDEL 472 (01) Classroom Management for Diverse Settings

3 credits; Spring 2017

Instructor: Cathy ScottEmail:

Phone: 843-349-6558Office Location:119C Prince Hall

Office Hours:Tuesday 9:00 a.m. - 1:00 p.m.

Meeting Date(s) and Time: MWF: 12:00-12:50; Prince 102

Course Description: A comprehensive study of the principles of elementary classroom management, student behavior, motivation; and instructional planning. Practical application of management and teaching skills will be emphasized.

Conceptual Framework:

The overarching theme of the Conceptual Framework for all educator preparation programs is "The Educator as Reflective Practitioner." The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process.

Course Objectives

This course is designed to:

1. Develop pro-active classroom management strategies.

2. Develop the ability to analyze student behavior and respond in appropriate ways.

3. Know and understand the management philosophies/theorists and apply their beliefs in today’s elementary classrooms.

EXPERIENTIAL LEARNING COURSE GOALS:

Goal 1: Students participate in experiential learning activities that complement and build on the knowledge and skills relevant to their academic program and/or career goals.

Assessment Measures: Development and teaching of two lesson plans, candidate observation feedback forms from teacher and peer, attendance log for field experience.

Goal 2: Students critically reflect on the relationship between and among experiential learning, their academic experience, and the world in which they live.

SLO 2.1 Students will demonstrate a high level of comprehension and skill in connecting theory with practice, which is correlated to their level of participation in experiential learning activities.

Assessment Measures: Assessments (quiz and exam) focusing on content knowledge focused in classroom management, learning theory, and pedagogy; lesson plans, feedback from teacher and peer, final evaluation form from cooperating teacher.

Text/Other Required Materials/Resources:

$30 for CPR Training

Evertson, C.M., & Emmer, E.T. (2013). Classroom Management for Elementary Teachers (9th ed.) Boston, MA: Pearson.

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Unit Assessments and SPA Assessments Required of this Course:

None

Spadoni College of Education's Professional Behaviors and Dispositions addressed in this course:

4.2, 4.3, 4.6, 4.9

Knowledge and Skills addressed in this course:

1.9, 1.10, 1.11, 1.12, 1.13,

2.5, 2.6, 5.3, 5.4

Student Learning Outcomes:
Candidates who successfully complete this course will be able to: / Standards Alignment
Information
1. Create a classroom atmosphere that is conducive for learning and one in which students are engaged in meaningful work as much as possible. / CCU: 1.9, 1.10, 1.11, 1.12, 1.13
ACEI: 1, 5.2
ADEPT: 8.1, 8.2
2. Analyze student behavior and respond in appropriate ways. / CCU: 1.12, 5.3
ADEPT: 8.1, 8.2, 9.1
3. Know and understand the management philosophies proposed by theorists such as Dreikurs, Glasser, Canter, Kounin, and Kohn, etc. / CCU: 1.8, 1.9, 4.2
ACEI: 1
ADEPT: 10.4
4. Know and understand how to apply the theorists’ tenets in today’s elementary classrooms. / CCU: 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 4.2
ACEI: 1, 5.1
ADEPT: 9.1, 9.2, 9.3
5. Demonstrate the ability to plan the physical layout of the classroom in a way that will facilitate management of students’ behavior while creating more conducive atmospheres for learning. / CCU: 1.9, 1.11, 4.2.
ACEI: 1
ADEPT: 8.1, 8.2
6. Develop a philosophy of leadership and teaching. / CCU: 4.2, 4.3
ACEI: 5.1, 5.2
ADEPT: 10.1

Field Experience Assigned to this Course:

Candidates will be required to complete a field experience in EDEL 472 and will be placed in an elementary school classroom in the Horry County School District. Candidates will complete a number of assignments in conjunction with this field experience. Attendance and punctuality are mandatory.

Professionalism

Professional teachers are rarely absent, always arrive on time, contact the school in a timely manner when they are going to be absent, turn in work that is on time and meticulously done and are active, well prepared participants in staff development and other opportunities for intellectual growth. I expect the same behaviors in this class. Ask yourself these questions each week:

  • Have you attended all class meetings?
  • Have you arrived promptly for each class?
  • Did you come to class having completed the readings?
  • Were you professional, positive, and helpful during each class?
  • Were you a regular, thoughtful contributor during whole group and small group discussions and activities? [This means that your comments were intellectually thoughtful and that you were a thoughtful member of the learning community].

We are a community of learners where the ideas, voice and actions of everyone affect and transform the way we all think, feel and act. So, when you actively contribute to class discussion, take time to listen and respond to others’ ideas and comments, show up for class as an active, prepared, and positive participant, it matters. You are important to every class meeting. Together, we will construct explanations of the natural world within a supportive community of learners.

Professionalism is expected – components:

- attendance and punctuality - class participation*

- class preparation- ability to cope

- positive attitude toward change- interpersonal skills

- responsibility for choices/actions- organizational skills

- appropriate verbal skills- appropriate writing skills

- acceptance of constructive criticism- enthusiastic & positive participation

- emotional stability & maturity - initiative

- appropriate attire is required of all Elementary Education teacher candidates

- attentiveness (It is unacceptable to complete coursework for other classes or use electronic devices not provided by the instructor during class time.)

Please note that cell phone use is not allowed during class. If you are found to be using your phone during class, you will be asked to leave and marked absent for the day. You will receive 0 points for the day’s participation grade.

Attitude: Appropriate classroom behavior is mandatory. You are expected to exhibit a positive and professional attitude throughout the course and during your field placement. Unprofessional behavior will result in the development of a “Professional Improvement Plan” and/or the reduction of your final evaluation by at least one letter grade.

Bottom line:Demonstrate the attitudes and behaviors you would expect from your own exemplary students. If as teachers we cannot meet these expectations, it is hard (not to mention hypocritical) to then expect our students to.

The Field Experience for EDEL 472 consists of two, 5-week sessions:

The first 5 weeks begins on Wednesday, February 1 and will run everyWednesday through March 1th. You should arrive no later than 7:45 a.m. and must remain in your placement until at least 10:15 a.m. (i.e., 2.5 hours). EDEL 472 WILL meet on these Wednesdays!

The second 5weeks begins on Wednesday, March 15thand will run every Thursday through Wednesday , April 19th. You should arrive no later than 7:45 and must remain in your placement until 2:30 p.m. (i.e., students’ dismissal). EDEL 472 will NOT meet on these Wednesdays!

*Candidates must make up any FEX hours/days missed. (These arrangements must be approved by the Cooperating Teacher and Dr. Scott.)

Important: If, for any reason, you have to miss a day of your field experience, you need to:

First: Call your cooperating teacher (his or cell phone is okay; otherwise, call the school) as soon as possible;

Second: Email your cooperating teacher as soon as possible. (Even if you reached the teacher by phone, send an email as well; it will serve as a record of your contact.) This means you need to have your cooperating teacher’s email address and phone number as soon as possible.

Third: Email or call me as soon as possible.

Please note: You must get approval from me (and your Cooperating Teacher) for any deviation from the Wednesday Morning/Wednesday, Full Day Field Experience schedule! Failure to abide by this policy will result in an Improvement Plan and could jeopardize your participation in future field experiences. Falsifying the times or dates on attendance logs will be considered Academic Dishonesty.

I consider our Elementary Education Candidates to be ambassadors of Coastal Carolina University! Candidates must therefore adhere to the Horry County Schools Dress Code while working in Horry County Schools. The Dress Code is posted on Moodle; we will also discuss the dress code in class.

Tentative Course Calendar: Spring 2017

Week / Dates / Topics / Readings/Assignments
1 / M 1/9/17
W 1/11/17 / Introduction and Overview
The Classroom Environment / Chapter 2
2 / M 1/16/17
W 1/18/17
F 1/20/17 / Holiday - NO CLASS
Organizing Your Classroom and Materials
Organizing Your Classroom and Materials, con’t. / Chapter 2
Chapter 2
3 / M 1/23/17
W 1/25/17
F 1/27/17 / Establishing Rules and Procedures
Procedures for Managing Student Work
Quiz – Chapters 1-4 online / Chapter 3
Chapter 4
4 / M 1/30/17
W 2/1/17
F 2/3/17 / Getting off to a Good Start
Review of Field Experience: First Impressions, Classroom organization and rules
Prepare Classroom Management Presentations (out of class) / Chapter 5
First 5-weeks of FEX begins on Wednesday,
February 1, 2017
(7:45 – 10:15 a.m.)
Chapter 6
5 / M 2/6/17
W 2/8/17
F 2/10/17 / Behavior Management Presentations
Behavior Management Presentations
Behavior Management Presentations
6 / M 2/13/17
W 2/15/17
F 2/17/17 / Kagan Strategies
Kagan Strategies
IRIS Module: Behavior Management (online)
7 / M 2/20/17
W 2/22/17
F 2/24/17 / Maintaining Appropriate Student Behavior
Communication Skills for Teaching (Student-based)
CPR Training (online) / Chapter 8
Chapter 9
You will submit evidence of completion on Monday
8 / M 2/27/17
W 3/1/17
F 3/3/17 / Communication Skills for Teaching Con’t. (Parent-Based)
No class
Exam #1 (online) / Chapter 9
How to Solve 6 Tough Parent Problems (on Moodle)
Last Day of ½ day Field Experience on March 1st
M 3/6/17
W 3/8/17
F 3/10/17 / SPRING BREAK
SPRING BREAK
SPRING BREAK
9 / M 3/13/17
W 3/15/17
F 3/17/17 / Managing Problem Behaviors
Second 5-weeks of FEX begins on March 15th! (7:30 a.m. to 2:30 p.m.); No Class!
Continue CPR Training (online) / Chapter 10
10 / M 3/20/17
W 3/22/17
F 3/24/17 / Opposing Viewpoints Panel
FEX All Day; No Class!
CPR Certification test (in class)
11 / M 3/27/17
W 3/29/17
F 3/31/17 / Opposing Viewpoints Panel
FEX All Day; Meet from 1:00-2:20 at CFE
No class due to Wednesday seminar!
12 / M 4/3/17
W 4/5/17
F 4/7/17 / Managing Special Groups
FEX All Day; No Class!
Complete SC Recognizing and Reporting Child Abuse Training (online) / Chapter 11
13 / M 4/10/17
W 4/12/17
F 4/14/17 / NO CLASS(Sign up to meet in my office for Dispositions and Back to School Presentations
FEX All Day; No Class!
Holiday; No Class!
14 / M 4/17/17
W 4/19/17
F 4/21/17 / Back to School Presentations
Last Day of FEX
Back to School Presentations
15 / M 4/24/17
W 4/24/17 / Back to School Presentations
Back to School Presentations
16 / TH 4/27/17 / University Study Day; No Class! / Family Handbooks due at my office or electronically by 12:30 p.m.!

Be aware that I reserve the right to rearrange, delete, or substitute topics, assignments, and or readings if necessary. If changes occur, I will give you ample time to prepare readings and/or assignments. Keep in mind that "readings" include text material and handouts.

Final Exam: Monday, May 1 at 1:30 p.m.

Course Assessments:

1. Attendance:See scale and explanation below…30 pts.

2. Quiz:25 pts.

Quiz material will come from the text(s) and from notes, handouts, and/or class discussions.

3. Exam #1100 pts Chapters 2-6, 8-9

4. Final Exam 100pts.

5. Classroom Management Strategy Presentation 50 pts.

For this project, you will work in a group of 3 to 4. You will research, present, and model a classroom management strategy for the class. Topic choices include:

-Ripple Effect

-Proximity Effect

-Withitness

-Redirection

-Overlapping

-Focusing

-Modeling

-Monitoring

Helpful starting sources:

Chapter 6 in textbook

6. CPR Training(see calendar for due dates!) 60 pts.

Recognizing and Reporting Child Abuse Training 40 pts.

7. Family Handbook 140 pts.

For this project you will create a family handbook for your future classroom. Try to see every entry in this handbook through the eyes of an adult family member (i.e., your students’ parents)! So think carefully about what you want your handbook to “say” about you and your classroom. Your handbook should be attractive, welcoming, error-free and very clear. The handbook should contain the following elements, and will be graded on this checklist:

  • A note of welcome with a little background information about yourself. ____/10pts
  • Your hopes and dreams for your students and for the atmosphere of your classroom.____/5 pts
  • How you will communicate with families about student progress. ____/10pts
  • Information about academic expectations and daily routines, especially procedures that would involve or concern the parents. This section should include, but is not limited to, the following:
  • Homework
  • Agenda books or other forms of communication
  • Procedures for make-up work due to absences
  • Library books and/or expectations about reading at home
  • Family conferences
  • Opportunities for family members to volunteer in your classroom____/50pts
  • A list of class rules and an explanation of how the rules would be generated. ____/10pts.
  • A description of your management system (this might be a remunerative system, a "time-out" chair, having students reflect in writing on their behavior, etc.). In other words, what system will you use to maintain order in the classroom but also use to address inappropriate behavior? How will that system involve the family members? ____/15 pts.
  • A description of how you will address more serious misbehaviors that jeopardize health and safety. ____/10pts.
  • An explanation of how you will address instances of bullying with your students and their families. This does not just refer to consequences, but also to prevention. ____/10pts.
  • An optimistic and reassuring conclusion that includes your contact information.____/ 5 pts
  • Mechanics. It is particularly important that you proofread your handbook and correct any mistakes in spelling, grammar, and/or punctuation. Again, remember your audience; these are parents who have entrusted you with their children’s education! ____/15pts.

8. “Back to School” Presentation50 pts.

For this project you will “present” your Family Handbook to our class using a few power-point slides (5-10). Please dress professionally and act as if you are presenting to a group of adult family members (i.e., your students’ parents). Your presentation should take approximately 10 minutes, but absolutely no more than 15. (Be prepared to email your slides to me by the date of your presentation.)

Keep in mind that you do not need to include everything from your handbook, nor should your slides include as much text as what is in your handbook! Imagine this to be a presentation you would make to your parents at “open house;” use the slides as a guide and then TALK to us about your classroom and the Handbook. You need not make a copy of your handbook for us, but you may refer us to it AS IF we had a copy on the desk. In general, help these “parents” better understand what you have in store for their son or daughter this year! Finally, be prepared to take questions from the audience.

9. Opposing Viewpoints Panels50 pts.

Candidates will be divided into teams of 4. Each team will choose one of the following topics relevant to classroom management: 1) grading in elementary school; 2) homework; 3) token/point-based management plans; 4) “zero tolerance” discipline policies; or 5) excluding children from recess, special events, or group seating as a disciplinary strategy. Each pair on the team will adopt and/or support one viewpoint; the other pair will adopt and/or support a different or “opposing” viewpoint. Each pair of candidates must find at least two articles (preferably from scholarly journals) that they can use to support their position on this particular issue. Each team (of four candidates) will present their views to the class (15-20 minutes). Each team should be prepared to take questions from the audience. On the day of your presentation, each team will turn in their four articles and any informal notes.

10. FEX Folder 110 pts.

The FEX folder includes several components, each of which is described in more detail below.

  • Lesson Plan with reflection (30 pts)

During your field experience, you will teach at least two lessons. Choose one of those lessons and turn in your written plan and a lesson reflection (approximately one page)

for a grade. By nature a “reflection” is fairly open-ended, but here are some questions that might you help you better frame your discussion:

How well, overall, did the lesson go? What did you teach, when, and where? Did the students appear to understand your explanations, examples, and/or the questions you asked? How do you know? Did the students appear “engaged” with the work? Again, how do you know? Did the students appear eager to learn, enthusiastic, cooperative? Or were they lethargic, indifferent, or distracted? For either scenario, why? How do you know? How did you respond? Do you have any evidence that what you asked the students to do (i.e., the work) was too difficult, too easy, or just about right? Did you accomplish what you set out to do in the lesson? Put another way, did the students attain the performance objective(s) you created for your lesson? What change(s) would you make to your instruction, assessment, management, etc. based on your hindsight?

Your teacher must complete a formal observation form for one of these lessons (form available on Moodle)

  • Professional reflection on the entire FEX (20 pts):

This will be a 1 to 2 page paper highlighting what you learned about learning/teaching and about yourself as a teacher. Include at least one aspect of your teaching that you want to improve in your next Field Experience. Describe the steps you will take to improve. Use some of the aforementioned questions to help guide your thinking for the overall reflection.

  • Your folder must also include (20 pts.):
  • Peer evaluation by a classmate (using the SP 2017 Candidate Performance

Assessment)

  • Copies of any other written feedback you received
  • Your record of attendance (with times, dates, and supervising teacher’s

initials)