PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

 

 

COURSE SYLLABUS B

EDUC  497  Classroom  Management

 

INSTRUCTOR INFORMATION:

Name:     Dr. Jane McFerrin                               

Office Location:    L 110      

Phone Numbers:  W – 706-778-8500x1201  H (emergency use only please) – 706-865-6440

E-mail:    jmcferrin@piedmont.edu                   

Fax Number:  706-776-0135

Office Hours: 8:30- 10:00 daily or by appointment                         

Campus Security:   706-778-8500x1105             

 

TIME AND PLACE

CAMPUS:  Demorest         SEMESTER:  Spring          YEAR:  2008

Dates:  As announced       

Time:   As announced  

Place:   As announced

 

COURSE INFORMATION:

Admission to teacher and education and corequisites:  EDEC or EDMG 498 and EDEC or EDMG 499               

Credit:    3 semester hours                                                 

Period:    13           

 

I.                     TEXT AND SUPPLEMENTARY READINGS (In addition to information provided on School of Education Syllabus A – I).

 

Hardin, C.J. (2008).  Effective Classroom Management:  Models and Strategies for Today’ s Classroom (2nd ed.).   Columbus, Ohio:  Pearson Merrill Prentice Hall.    

American Psychological Association. (2001).  Publication manual of the American Psychological

Association (5th ed.).  Washington, D. C.: Author.

               

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

II.            PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

                GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)

 

III.           COURSE DESCRIPTION AND PURPOSE:

This course is a review of educational literature on classroom management techniques and theories, group dynamics, teacher-student interrelationships, diversity considerations, rules and consequences, establishing classroom procedures, effective communication, and creating a positive learning environment.  The purpose of the course is to help candidates establish a learning environment that will allow all students to be knowledgeable, inquisitive, collaborative learners in diverse democratic learning communities.

                               

IV.           SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

                (Candidate Learning Outcomes by Program and Dispositions for All Candidates)

 

V.            COURSE OUTCOMES :

The major purpose of this course is to introduce candidates to effective classroom management techniques that foster the creation of a diverse, democratic learning community.  By the end of the course the candidate will be able to:

1.        organize a classroom and supplies CCLO 1

2.        develop and implement classroom rules and procedures that will create a democratic classroom environment  CCLO 1,5,9

3.        manage student work, learning, and content mastery  CCLO 1,2,3,5,6,8,10

4.        plan for the first day and all other days  CCLO 1,3,4,9

5.        be proactive in maintaining appropriate behavior  CCLO 1,7,8,9

6.        use effective communication methods and techniques  CCLO 1,7,10

7.        manage behavior problems  CCLO 1,4,10

8.        create and manage groups  CCLO 1,4,8,10

9.        communicate with students and their caregivers  CCLO 10

10.     understand the issues in preparing a viable and affirming multicultural classroom  CCLO 1,4,10

11.     evaluate and use technology resources in classroom management CCLO 7,9,10

 

VI.           COURSE POLICIES & PROCEDURES:  (In addition to information provided on School of Education Syllabus A – VI).

1.  Class Attendance & Participation

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one.  Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.  Work missed due to an excused absence may be made up.  It is your responsibility to inform me in writing how you make up the work.  Your writing should include a statement about why you were absent and a detailed quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  If work is not satisfactorily made up, the highest grade a candidate can receive for the course is a B.  Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

 

PARTICIPATION - Active participation means:

Ø       prepare for classes by reading the text and/or other assigned readings;

Ø       attend all classes for duration of allotted class time;

Ø       take active part and contribute significantly during class discussions and activities;

Ø       be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø       submit all assignments on time.

 

2.  Written Work

Use APA style (5th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

Be sure to keep a duplicate copy of all submitted work for your own records.

 

3.       Academic Integrity

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

All work submitted must be your original work created in and for this course.  It should be referenced properly using APA (including information from the internet). 

 

4.       Special Considerations              (See School of Education Syllabus A – VI)

5.       Cell Phone Usage   (See School of Education Syllabus A – VI)

 

VII.       INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

                1.   Instructional Methods: See School of Education Syllabus A – VII.

 

2.   Description of Assignments:

Readings from the assigned texts will be one focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

Assignments to Be Completed for This Course:

a.        Typed written summary of interview of your student teaching classroom supervisor (questions to be developed by the class) concerning procedures and activities for the first days of school.  Due:  1-22-08

b.       Group presentation of assigned chapter in text on a specific classroom management theory (evaluation rubric and other information provided in class).  Due:  various dates

c.        Summary of the school and classroom rules and procedures in your student teaching assignment.  Due:  2-18-08

d.    Personal classroom management plan.  This is the major component of your grade and must be based on the textbook and other research and answer the essential questions developed during the first class meeting.  Be sure to provide a heading in the body of the paper for each question.  This is your personal management plan, so write in the first person.   Due:  2-29-08

 

3.       Field Experiences (Initial and Advanced Ceritification Tracks):

This is a co-requisite course with your student teaching experience which will be the basis for all of your field experience assignments.

 

VIII.        RESOURCES: 

                1.    Bibliography: 

Cangelosi, J. S.  (2000).  Classroom management strategies 4th Ed.  New York: 

John Wiley & Sons, Inc.

 

                Edwards, C. H.  (2004).  Classroom discipline and management 4th Ed. New

York:  John Wiley  & Sons, Inc.

 

Fennimore, B.S. (1995).  Student-centered classroom management.  Albany, NY: 

Delmar Publishers.

 

                Gordon, T.  (1974).  T.E.T.  teacher effectiveness training.  New York:  Peter H.

Wyden, Publisher.

 

                Jones, V.F. & Jones, L.S. (1998).  Comprehensive classroom management. 

Boston:  Allyn  & Bacon.

 

                Kerr, M.M. & Nelson, C. M. (1998).  Strategies for managing behavior problems

in the classroom 3rd  Ed. Upper Saddle River, N.J: Merrill / Prentice Hall.

 

Lemlech, J. K.  (1999).  Classroom management.  Prospect Heights, IL: Waveland

Press, Inc.

 

Thayer-Bacon, B.J. (1998). Philosophy applied to education: Nurturing

democratic community in the classroom.  Upper Saddle River, NJ: Merrill /Prentice Hall.

 

                Vermette, P.J. (1998).  Making cooperative learning work. Upper Saddle River,

NJ: Merrill:Prentice Hall.

 

                Wolfgang, C.H. & Glickman, C. D. (1986).  Solving discipline problems 2nd Ed. 

Boston: Allyn and Bacon.

 

2.     Relevant Web Sites: 

        See School of Education Syllabus A – VIII

3.     GACE Information:                                     

4.     Admission to Teacher Education:  course prerequisite

5.    Application for Certification: http://cyrus.piedmont.edu/users/mmoremen/

                                                               

IX.           COURSE ASSESSMENT AND EVALUATION:

Class participation and professional dispositions:  10%                                       Grading Scale:

Management Plan:  40%                                                                                             90-100=A

Group Project:  30%                                                                                                     80-89=B

Teacher Interview:  10%                                                                                             70-79=C

Class and School Rules and Policies:  10%                                                             60-69=D

                                                                                                                                                59 and Below =F

 

X.            TENTATIVE COURSE SCHEDULE

Date                                                                                        Topics and Assignments

1-03-08     8:00-12:00 in Camp-Younts  Course overview and administrative tasks, introductory activities, establishing goals and criteria for personal classroom management plan, code of ethics. 

 

1-03-08     1:00-5:00 in L-122.   Causes of discipline problems.  Getting off to a good start, planning for the beginning of school, arranging the physical environment.  Read and be prepared to discuss chapter 1 for next class

 

1-04-08  8:30–12:00 in Martens Techolgoy Lab.  Technology resources.  Prepare questions for interview. .  Read and be prepared to discuss chapter 2 for next classs

     

1-22-08  8:30-12:00 in Martens Technology Lab Group Work Time,  Behavior Modification    Read and be prepared to discuss chapters  8 for next class.

                                               

1-22-08   1-5 in Martens Technology Lab   Dealing with aggressive behavior, bulling, etc.  Read and be prepared to discuss chapters 10 and 12 for next class.

 

1-23-08      8:30-12:00 in Camp Younts  Group 1 presents.  Diversity Considerations.  Read and be prepared to discuss chapters 13 and 14 for next class.

 

2.18.08      1:00-5:00 in L-122  Groups  2 and 3  present.  Managing the Classroom routines, groups, etc.  For the next class read and be prepared to discuss chapter 15 for next class.

 

2-29-08  1:00-5:00  in L122  Groups 4 and 5 present.  Summative activities.