PIEDMONT COLLEGE
SCHOOL OF
EDUCATION
Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I. COURSE INFORMATION:
Course: EDUC 497, Classroom Management
Corequisites:
EDEC or EDMG 498 and EDEC or
EDMG 499
Prerequisite: Admission
to Teacher Education
Credit: 3
semester hour
Period: 13
II. INSTRUCTOR INFORMATION:
Name: Dr. Jane
McFerrin
Office Location: L-110
Phone Numbers: W: 706-778-8500x1201 H: 706-865-2453
(emergencies only and before 9 PM if possible)
E-mail: jmcferrin@piedmont.edu
Fax Number: 706-776-0135
Office Hours: M-F 8:30-10:00 and by appointment
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Fall YEAR:
2005
Time:
Scheduled days (attached) from 1:00-5:00
Place: L-122
IV. TEXT AND SUPPLEMENTARY READINGS:
American Psychological Association. (2001). Publication manual of the American
Psychological
Association (5th ed.). Washington, D. C.
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.
V. PIEDMONT COLLEGE MISSION:
Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity.
SCHOOL OF EDUCATION MISSION:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific ideals under-gird
our conceptual framework. We advocate
the democratic ideals of: equal rights and opportunities; individual freedom
and responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following
processes as a means of striving for our democratic ideals: engaging in
participatory decision-making; collaborating in teaching and learning;
collecting information from all constituencies; examining options and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
VI. 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 their students to be knowledgeable, inquisitive, collaborative learners in diverse democratic learning communities.
VII. SCHOOL OF EDUCATION OUTCOMES
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an
understanding of individual and group motivation to create a caring, democratic
learning environment that encourages positive social interaction, active
engagement in learning, self regulation, and collaboration. The proactive
teacher fosters the ideals of a democratic
classroom by treating students fairly and justly, providing intellectual
challenge, and supporting students as they pursue knowledge and
understanding. CO: 1,2,3,4,5,6,7,8
2) Subject Matter: The scholarly teacher understands and can model the central
concepts, tools of inquiry, national standards, and structures of the discipline(s)
he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students.
CO: 3
3) Student Learning: The reflective teacher
understands how students develop and learn and provides well-managed learning
opportunities that support students’ intellectual, social, and personal growth.
The teacher documents student achievements and contributes to systems of
accountability designed to improve schooling. CO: 3,4
4) Diversity: By understanding that all learners
are products of their innate abilities, preferred learning styles, and cultural
experiences, the democratic teacher modifies instruction and
assessments to meet diverse needs of all students. CO: 7,10
5) Instructional Strategies: The proactive teacher
understands and uses a variety of instructional strategies to encourage the
development of all students’ creative talents, critical thinking, problem
solving, and performance skills. CO: 2,3
6) Assessment Strategies: The scholarly,
reflective, proactive teacher designs a variety of assessments
including alternative assessment strategies, which (a) assess the acquisition
of knowledge, skills, and dispositions expected in the subject, (b) offset the
negative effects of high-stakes testing, and (c) encourage the continual
intellectual, social, and personal growth of all students to become
knowledgeable, inquisitive learners. CO:
3
7) Communication and
Technology:
The proactive teacher uses knowledge of effective verbal,
non-verbal, and media communication techniques and technologies to foster
active inquiry, collaboration, and
supportive interaction in the classroom. CO: 6
8) Planning Instruction: The scholarly,
reflective, proactive teacher plans and manages instruction based upon
knowledge of content, pedagogy, students, the community, and curriculum goals.
CO: 4, 8
9) Reflection and
Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO: 2,5
10) Collaboration and
Relationships:
The scholarly, reflective, proactive teacher communicates and collaborates
with other educators, parents/families, agencies and the community through democratic
processes to support student learning and well being. CO: 3,10
DISPOSITIONS FOR ALL CANDIDATES:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the following
dispositions as defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks critically about
theory and method; keeps current in discipline (conferences, journals,
classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection, done frequently and
honestly; considers many possibilities for problem solutions; stays open to
constructive criticism.
Proactive: Anticipates problems in management; anticipates problems and
difficulties in instruction; addresses pertinent issues of school and community
to support student learning; encourages students’ critical thinking, problem
solving, and creativity; plans for important student learning; fosters
visionary thinking and action; promotes mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal with problems and
able to make decisions; promotes equitable treatment for all students; has high
expectations for all students; seeks best interest of students they serve;
open-minded; able to view other perspectives; accommodates individual
differences; culturally sensitive in areas of communications, learning,
assessment, and cultural norms; collaborates well with others; works for the
good of the community.
Responsible: Patience, professional temperament; aims to be the best he/she
can be; good work ethic; punctual; recognizes when their own dispositions may
need to be adjusted and are able to develop plans to do so.
VIII. COURSE OUTCOMES (CO):
The major purpose of this course is to
introduce candidates to effective classroom management techniques that foster
the creations 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
IX. COURSE POLICIES & PROCEDURES:
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.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the Piedmont College catalog for additional information regarding
an incomplete).
If the candidate’s illness is extended, causing more
than two class absences, the candidate may need to request in writing a medical
withdrawal. If the Registrar approves
the request, a candidate may receive a “W” for the course.
INCLEMENT WEATHER – In general, classes are dismissed or
cancelled (day and/or night classes) when conditions in and around Demorest
become such that the main streets and college parking lots become too dangerous
on which to drive. Candidates who live
outside the Demorest area for which road conditions are too difficult to
proceed should stay at home. Candidates
who miss class should consult their instructors for assignments and make-up
work. Dismissed or cancelled classes
must be made up during semester breaks, the first available Saturday, or an
agreed upon make-up by class members and the professor. When classes are dismissed, the following
radio/TV stations will be informed of the action taken: Station WCON (99.3 FM)
– Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) –
Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
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 (See the
Piedmont College Catalog and the Student Handbook for details of the
policy). This class will be conducted
in strict observance of the policy. The
College imposes strict penalties for academic dishonesty (cheating,
fabrication, facilitating academic dishonesty, and plagiarism) as defined in
the Catalog and Handbook.
Some suggestions for helping you abide by the policy include:
Ø
All
work submitted must be your original work created in and for this course.
Ø
Cite
and reference work properly using the current APA guidelines.
o
Cite
all quotes or paraphrased material.
It is better to over cite than not give credit to the author of a work
or source that you are using in your paper or project.
§
Any
time you use the exact words of researcher, author, or source, you must place
the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an
indented block omitting quotation marks.
(See the APA Manual for specific guidelines).
§
You
must also give credit to an author or source when you paraphrase.
§
When
referring to information from your course text, be sure you cite and
reference the source and/or authors.
§
Follow
the protocol in the current APA manual for citing and referencing all electronic
sources.
Ø
Double
dipping is not permitted. For example:
o
You
may not use an assignment created in one course to meet the requirements in
another.
o
Visiting
a classroom for one field experience may not be used to meet a field experience
requirement for another course.
4. Special Considerations: Piedmont College makes every effort to
provide reasonable and appropriate accommodations to students
with disabilities. Accommodations must be coordinated through the
Office of Academic Support by contacting the director at 1-800-277-7020
ext. 1359 or by email - dtaylor@piedmont.edu. Students
are responsible for providing accurate and current documentation of
their disability and for making a written request to the Director of
Academic Support before receiving accommodations. Students with
special needs (disabilities, problems, or any other factors that may affect
their performance or that require special instructional strategies) should also
make these needs known to the professor/instructor during the first class
session.
X. STUDENT
EXPECTATIONS AND COURSE OUTLINE:
1. Instructional
Methods
This class will operate as a democratic
classroom. Candidates will engage in shared
decision- making and in taking responsibility for making the classroom the best
it can be. Interactive discussions and
problem solving will be emphasized where all ideas and contributions are
explored and respected. Various
approaches will be utilized by the candidates and professor including: lecture, demonstrations, observations, class
discussions, small group discussions, cooperative group work, field
observations, use of educational technology, student presentations, readings,
writings, listening, questioning, and formative and summative evaluations.
2. Assignments:
Readings from the assigned texts will be the 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.
All work for
the course is to be in on time, or
handed in on an agreed upon future date.
Work submitted late will automatically lose one letter grade unless
prearranged by the professor and the candidate. Completion of all assignments is required for a passing grade in
the course. If at any time you are
unclear about assignments or expectations, please contact me for clarification.
Other assignments or activities may be required as
deemed necessary to assure the mastery of the course objectives as stated.
3. Description of Assignments
a. 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: 8-26-05
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:
9-23-05
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: 10-21-05
FIELD
EXPERIENCES:
This
is a corequisite course to your student teaching experience. Assignments and class discussion will call
upon this placement.
XI. 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: Piedmont College’s Web Page: www.piedmont.edu
§
Library:
http://library.piedmont.edu
§
Galileo:
http://www.galileo.usg.edu/
§
Bookstore:
http://www.piedmont.bkstr.com/
§
Georgia
Professional Standards Commission: www.gapsc.com
§
Georgia
Department of Education: http://www.doe.k12.ga.us/
§
QCC
objectives/GPS: http://www.glc.k12.ga.us
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software
Institute: http://www.edsoft.com/
National Council of Teachers
of English: http://www.ncte.org
Center for Research on Education, Diversity and
Excellence (CREDE): http://www.crede.ucsc.edu
Center on English Learning and Achievement (CELA): http://cela.albany.edu
Better Teaching: Tips and Techniques to Improve
Student Learning: http://www.teacher-institute.com
3. Praxis
Information:
Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate
content area in order to be recommended for certification. Candidates who are currently certified
and are adding a new field must also pass the appropriate content exam. Information on Praxis
II may be found at www.ets.org/teachingandlearning/index.html
XII.
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
XIII. TENTATIVE
SCHEDULE
Date Topics
and Assignments
8-11-05 Course overview and administrative tasks,
introductory activities, establishing goals and criteria for personal classroom
management plan. Read and be
prepared to discuss Chapter 1.
8-12-05 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 2. Also read the chapter for your group
project.
8-19-05 Technology resources (Meet at 1:00 in
Martins Computer Lab) Group project
work time. Prepare questions for
interview assignment. Read and be
prepared to discuss chapter 9.
8-26-05 Behavior Modification, dealing with
aggressive behavior, bulling, etc. Read
and be prepared to discuss
chapter 10.
9-09-05 Groups 1 presents. Read and be prepared to discuss chapters
11 and 12.
9-23-05 Group 2 presents. Diversity Considerations. Read and be prepared to discuss chapters
13 and 14.
10-07-05 Groups 3 and 4 present.
Managing the Classroom routines, groups, etc. For the next class read and be prepared to discuss chapter 15.
10-21-05 Groups
5 presents. Summative activities.