Fall 2007
Preparing Proactive Educators to Improve the Lives of All Children
Classroom Management EDUC 690.30
Name: Dr. Angela Humphrey Brown
Title: Associate Professor and Secondary Education Coordinator
Office Location: Room 7 of the
Phone: 706-548-2780 Email: piedmontwork@cs.com Fax # 706-548-8871
Office Hours: Wednesdays 3:30 p.m. to 7:00 pm. Thursdays Online from 8:30 p.m. to 10:00 p.m.
Other office hours are by appointment. Please do not hesitate to make an appointment with Dr. Brown. She is willing to meet with you to aid in your learning and to discuss any concerns that you have. She is very accessible by email.
Day: Wednesday Time:
7:30 p.m. to 9:30 p.m.
Class Location:
Weinstein,
C. S. (2007). Middle andsSecondary
classroom management: Lessons from research
and
practice (3rd ed.).
Weinstein,
C. S., & Mignano, A. J. Jr. (2007). Elementary classroom management: Lessons
from research
and
practice ( 4th ed.).
Manning,
M. L., & Bucher, K. T. (2007). Classroom management: Models, applications,
and cases (2nd ed.).
Supplemental:
Other readings will be required throughout the course to meet the diverse needs of the different Candidates in the class. A case study packet will be distributed the first day of class that must be returned at the conclusion of the course. The instructor may distribute additional readings as needed.
The American Psychological Association (APA) style is required for citing bibliographical information and research. Please refer to the fifth edition of the APA Manual for guidance. This manual may be purchased at the Piedmont Bookstore. Candidates may also refer to the APA’s “frequently asked questions” website. http://www.apa.org/journals/faq.html. Additionally, the course CD contains Dr. Brown’s condensed quick APA fifth edition check sheet.
All Candidates are expected to have a working email account. The course instructor will be communicating with Candidates via email throughout the course. Therefore, Candidates should regularly check their email.
The
theme of the
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).
Graduate MAT and MA Program Goals:
The
goal of the Master of Arts in Teaching (MAT) and Master of Arts (MA) programs
at
¨ provide the Candidate with the ability to communicate and teach effectively, using an
interdisciplinary knowledge base and understanding of multidimensional classrooms;
¨ use and facilitate critical thinking skills;
¨ enhance Candidate’s content knowledge, integrating it with instructional technology;
¨ enable Candidates’ to interpret and assess educational research, and conduct their own classroom-
based research;
¨ provide experiences that enable Candidates to assume roles as scholarly practitioners and develop
their skills and abilities as professional teachers.
ECE MAT Program Goals:
Through an individualized program of study based on the Candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:
¨ build the Candidate’s knowledge base and understanding of P-5 students’ characteristics,
knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;
¨ prepare Candidates who have knowledge and understanding about multicultural and global issues
and perspectives as well as to plan and implement instruction based on these perspectives;
¨ build the Candidate’s knowledge and understanding of content, pedagogy, record keeping and a
wide variety of diagnostic and assessment techniques and strategies;
¨ develop the Candidate’s understanding and use of educational technology including the use of
computer and other technologies in instruction, assessment, and productivity;
¨ build Candidate’s ability to create classroom environments that include: respect, rapport, a culture
for learning, effective management of classroom procedures, appropriate management of student
behavior, and efficient organization of physical space;
¨ inform Candidates of resources available for teachers and students to support and enhance student
learning;
¨ develop the Candidate’s repertoire of strategies for effective teaching;
¨ enable Candidates to plan and implement instruction based on acquired knowledge of subject
matter, students, and the community;
¨ provide Candidates with concrete field experiences across grades P-5 that help them link theory
and practice through observation and participation;
¨ develop the Candidate’s understanding and use of effective interactions with parents or guardians
for supporting students learning and well-being;
¨ develop the Candidate’s ability to use research, research methods, and knowledge about issues and
trends to conduct research on an educational topic of interest;
¨ help Candidates grow and develop professionally toward becoming proactive, scholarly, reflective
practitioners, and lifelong learners who improve the lives of children.
ECE MA Program Goals:
Through an individualized program of study based on the Candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:
¨ enable Candidates to critique their planning and teaching strategies so they can more effectively
plan instruction based on extended knowledge of subject matter, students, and the community;
¨ broaden the Candidates’ knowledge of developmentally appropriate content and resources needed
for teaching and interacting with their students;
¨ expand the Candidate’s repertoire of strategies for effective teaching and communication with
parents;
¨ enhance and expand the Candidate’s knowledge and understanding about multicultural and global
issues and perspectives as well as ways to plan and implement instruction based on these
perspectives;
¨ expand the Candidate’s understanding and use of educational technology including the use of
computer and other technologies in instruction, assessment, and productivity;
¨ diversify field experiences for Candidates to strengthen their understanding of the link between
theory and practice;
¨ develop the Candidate’s ability to use research, research methods, and knowledge about issues and
trends to improve practice in schools and classrooms;
¨ develop the Candidate’s ability to assume roles as leaders and mentors in the profession;
¨ establish procedures that Candidates can use to continually keep up-to-date on changes in the field;
¨ help Candidates become more independent in their professional development as scholarly,
reflective, practitioners and lifelong learners who improve the lives of children;
¨ encourage Candidates’ involvement in professional activities and endeavors; encourage Candidates to present at local, state, and national conferences.
Secondary Education Program Goals:
A. In order to enhance the learning opportunities of their 7-12 students, participants in the Secondary Education Program need to possess the “habits of mind” of a scholarly, reflective practitioner. We feel that these habits of mind are as follows:
1) a spirit of teaching indicative of excitement and joy for teaching and learning;
2) an understanding of the purpose of education, and how one’s beliefs about such purpose effect
the learning possibilities of students and teachers;
3) a commitment to professional development, exhibited by engaging in scholarly discourse,
collaborative endeavors, personal assessment, and action research; and
4) a critical awareness and open-mindedness about thinking, processes, activities that affect
student learning, and teacher effectiveness.
B. The program will assist Candidates in the acquisition and/or refinement of appropriate and innovative instructional skills for use in a variety of contexts.
1) Candidates will identify and acquire appropriate instructional skills.
2) Candidates will understand the uses as well as the limits of instructional technology in developing teaching skills for content exploration and understanding.
3) Candidates will understand and appreciate the variety of learning styles, cultural backgrounds, and capabilities of the student, and develop methods of teaching appropriate for these differences.
C. The program prepares Candidates with a working knowledge of subject matter in the field of certification beyond the minimums required for teaching in the secondary schools, including methods of scholarship, current trends in the field, connection with other fields, and pedagogical possibilities inherent in the disciplines of this field.
D. The program prepares participants to evaluate and implement scholarly and practical uses of educational research. Specifically: (I) be familiar with current publications, conferences, and studies in their field; (II) have practical knowledge and competencies to conduct educational research in their own professional environments for positive changes. Specifically, Candidates should be able to: a. be familiar with publications; b. interpret qualitative and quantitative research; c. use research to make improvements with self, students, classes, school and systems; and d. demonstrate ability to write research for publication.
E. Using a combination of assessments, observations and advisements, we ascertain whether the Candidate possesses the combination of habits of mind, ethical standards, skills and content knowledge to be recommended for certification as a teacher.
In this course Candidates will study and explore educational literature on classroom management techniques, group dynamics, teacher/student interrelations, leadership styles, peer group dynamics, appropriate punishment, crisis control, coping with special students, teacher/student rights, teacher authority, and communication with parents and administration.
The primary objective of this course is to provide Candidates with an understanding of classroom management strategies and theories, as applied to real life situations, pertaining to both teachers and students. By combining a review of the historical perspectives of classroom management with the practical experience of in-class activities, members of the class will gain a broad repertoire of skills from the theories and concepts in this area. These skills will be useful in analyzing and understanding classroom management issues as they occur in daily interactions.
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.
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.
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.
4. Diversity: By understanding that all learners are the 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.
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.
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.
7. Communication and Technology: The proactive teacher uses knowledge of effective verbal, nonverbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom.
8. Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.
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, and proactively seeks opportunities for the continual development of a personal pedagogy.
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.
Early Childhood Graduate Candidate
Learning Outcomes:
11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices. CO:
12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional. CO:
13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work. CO:
14) Action Research: The scholarly, reflective, proactive teacher participates in action research. CO:
SECONDARY EDUCATION MASTERS-LEVEL CLOs (To complement the 10 [Core] Candidate Learning Outcomes)
For both Initial and Advanced Certification Programs
Research: The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.
Democratic Classroom: The teacher guides students toward involvement in activities which provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.
Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.
Integrity: The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.
Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.
For Advanced Certification Programs
Modeling and Mentoring: the teacher both models best practices and accepts responsibility to mentor new and veteran teachers.
Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues.
Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning.
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
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.
An understanding of classroom-management strategies and theories can enable a classroom teacher to manage the learning environment and to plan more effectively for instruction. Since interaction among students enhances the learning process, a teacher must be knowledgeable of management strategies and must be prepared to implement appropriate strategies, built upon sound management theories, in order to create a positive learning environment for all students regardless of their background diversity.
The primary objective of this course is to introduce the Candidates to effective classroom-management techniques. Upon successful completion of the course, the Candidates hould be able to:
1. Identify ways in which to organize a classroom;
2. Identify ways in which to organize supplies required for learning activities;
3. Develop appropriate classroom rules and procedures for meeting the diverse needs of students;
4. Recognize and implement methods for managing student work;
5. Create an appropriate plan for the first day of school;
6. Use effective communication techniques to manage the classroom;
7. Identify effective strategies for maintaining appropriate behavior;
8. Develop methods for managing problem behaviors; and
9. Develop strategies for managing the classroom when utilizing different instructional methods.
This course is designed to help its participants gain skills and knowledge so that they might meet the School of Education’s Core Candidate Learning Outcomes 1, 2, 3, 4, and 7.
Course
outcome 1 meets the
Course
outcome 2 meets the
Course
outcome 3 meets the
Course
outcome 4 meets the
Course
outcome 5 meets the
Course
outcome 6 meets the
Course
outcome 7 meets the
Course
outcome 8 meets the
To aid the development of the personal, scholarly synthesis required for the secondary capstone exhibition, each secondary education Candidate will (a) review the capstone evaluation criteria, then (b) reflect on the key insights, skills, and understandings gained from the course and (c) construct a list of points to be added to your capstone prep file with reference to specific capstone evaluation criteria.
The faculty of the Piedmont College School of Education, has a charge to
model dispositions of the scholarly, reflective, proactive and democratic
practitioner and to guide, encourage, and enable our Candidates’ development of
these dispositions, as well as professional dispositions toward interactions
with students, schools, families, and communities as reflected in the
Professional, State, and Institutional Standards. In fulfilling that charge, Piedmont College
School of Education Faculty consider the following dispositions to be vital for
teacher Candidates to work to achieve, in order that they excel in teaching all
children:
q
A
proactive disposition fosters visionary thinking and action. It promotes mindful leadership to address
pertinent issues of school and communities that support student learning. This holistic thinking and action seeks new
and responsible ways to help all students to learn and to improve schools.
q
The
democratic disposition creates a caring community where each person is treated
with dignity and respect. The democratic
teacher values choice, student involvement, and diverse populations of
students.
q
A
Candidate’s work with students, families and communities is evidenced in
careful introspection, as well as reflection upon teaching and learning
experiences. Candidates embark on a
continuing journey by being inquisitive, honest, open and self-reliant.
q
The
scholarly teacher Candidate is a lifelong learner who is knowledgeable in his
or her field, exhibits critical and creative thinking and problem-solving
skills, and is committed to continued scholarly improvement.
These dispositions are manifested through a professional work
ethic that demonstrates commitment, maturity, responsibility, and upholding of
ethical standards. The