jagomart
digital resources
picture1_Harry Wong Classroom Management Pdf 157654 | Ed 462 Osborn


 148x       Filetype PDF       File size 0.54 MB       Source: www.benedictine.edu


File: Harry Wong Classroom Management Pdf 157654 | Ed 462 Osborn
education department builders of community ed 462 a classroom management 1 00 2 45 pm monday friday fall 2013 dr chuck osborn required texts professor of education fay j funk ...

icon picture PDF Filetype PDF | Posted on 19 Jan 2023 | 2 years ago
Partial capture of text on file.
                           
                                                                               EDUCATION DEPARTMENT 
                                                                                           Builders of Community 
                                                                              
                                                                                      ED 462 A Classroom Management 
                                                                                          1:00 – 2:45 PM, Monday - Friday 
                                                                                                             Fall 2013 
                                                                            
               Dr. Chuck Osborn                                              Required Texts:   
               Professor of Education                                         
                                                                             Fay, J. & Funk, D. (1995).  Teaching With Love and Logic.  
               216 Ferrell Academic Center                                   Love and Logic Press:  Golden, CO. 
               (913) 360-7601 (office)                                        
               (913)367-2543 (home)                                          Kelly, W.M. (2003).  Rookie Teaching for Dummies.  Wiley 
               913-426-5862 (cell)                                           Publishing: New York, NY. 
                                                                                        
               chucko@benedictine.edu                                        Wong, H.K., & Wong, R.T. (2009).  The First Days of School.  
                                                                             Harry K. Wong Publications: Mountain View, CA. 
               Hours:  Posted on office door                                  
                                                                             Credit Hours: ED 462 2 credits. 
               Course Description: 
               An intense study of student behavior; discipline techniques; and time, resource, and space management.  Particular 
               focus is given to self-monitoring strategies, teaching social skills, and balancing extrinsic and intrinsic rewards.  The 
               course is designed for regular and special education teachers.   
                
               Conceptual Framework: 
               The conceptual framework of Benedictine College’s education program, both undergraduate and graduate, is built 
               upon the theme, “Educators as Builders of Community.”  It calls for pre-service teachers and pre-service educational 
               administrators to perceive their roles in education as developers of community.  The community is within the place 
               called school as well as outside of its walls.  Within this structure, goals for all education programs include: 
                
               1.  To build community within schools and classrooms so that students and teachers make personally meaningful 
               choices, communicate and collaborate with others, think critically and conceptually, and act justly. 
                
               2.  To actively involve the community as part of the educational process. 
                
               3. To pursue outcomes that enable students, in the 1300 year tradition of Benedictine monasticism, to become 
               builders of community. 
                    
                
               Specific Course Outcomes and Objectives 
                                                                                      
               This course is designed to enable teacher education program candidates to use an understanding of individual and 
               group motivation to create a learning environment that encourages positive social interaction, active 
               engagement in learning, and self-motivation.  Specifically, the Benedictine “Builder of Community” will: 
                
                
                
                
                                                                    1 
                   Course Outcomes                     Assessment                      BC               KSDE           INTASC 
                                                                                  Conceptual        Professional       Principle 
                                                                                 Framework            Education 
                                                                                   Outcomes           Standard 
               1.  Use knowledge about         Personal classroom               K                   5                 2, 3, 5, 6 
               human motivation and            management model                 S 
               behavior to develop             articulating an effective        O1, 2, 4, 
               strategies for organizing       plan for facilitating 
               individual and group work.  individual and group 
                                               behavior of students.  Two 
                                               rubrics attached. 
               2.  Understand how social       Moderate student teacher         K                   5                 2, 3, 5, 6 
               groups function and             case study scenarios             S 
               influence people and how                                         O1, 2, 3, 4, 5 
               people influence groups. 
               3.  Know how to help            Daily reading, class             K                   5                 2, 3, 5, 6 
               students work productively  discussion, 2-6 quizzes,             S 
               and cooperatively in            comprehensive final exam.        D 
               complex social settings.                                         O1, 2, 3, 4, 5 
               4.  Understand the              Work with team of                K                   5                 2, 3, 5, 6 
               principles of effective         candidates in developing         S 
               classroom management            and presenting 4-5               D 
               and are able to use a range     management technique             O1, 2, 3, 4, 5 
               of strategies to promote        scenarios. 
               positive relationships, 
               cooperation and purposeful 
               classroom learning. 
               5.  Recognize factors and       Daily reading, class             K                   5                 2, 3, 5, 6 
               situations that are likely to   discussion, 2-6 quizzes,         S 
               promote or diminish             comprehensive final exam         D 
               intrinsic motivation and                                         O1, 2, 3, 4, 5 
               know how to help all 
               students become self-
               motivated. 
               6.  Understand crisis           Work with team of                K                   5                 5 
               intervention strategies.        candidates in developing         S 
                                               and presenting 4-5               O3, 4 
                                               management technique 
                                               scenarios. 
               7. Develop, articulate, and     Personal classroom               K                   5                 5 
               support a personal              management model                 S 
               classroom management            articulating an effective        D 
               model.                          plan for facilitating            O1, 2, 3, 4, 5 
                                               individual and group 
                                               behavior of students.  Two 
                                               rubrics attached 
                                                                             
               
              Special Accommodations Clause:   
              Any student in this course with a disability that prevents the fullest expression of his/her abilities should contact me 
              personally so we may discuss the appropriate accommodations necessary to complete the course requirements. 
                                                             2 
             Instructional Methods: 
             Instructional methods in this course, evaluation of student work, and intended course outcomes have been aligned to 
             serve our program goals. Course instructional methods will include lecture/ interaction, large group discussions, and 
             small group collaboration in applying course principles to educational situations. 
              
             Course Evaluation:     
                               
                                         Activity                                                             Percentage of Final Grade 
                         Attendance and Participation                                           15% 
                     Personal Classroom Management Model                                        15% 
                     Management Technique Scenarios (2 @ 8% each)                               16% 
                     Quizzes                                                                    27%                               
                     Final Exam                                                                 27% 
                   
                         Total                                                                                                 100% 
              
             Assignments and Activities: 
              
                 1.  Attendance and Participation: Expectations for attendance and participation are high for this course.  
                     Please notify the instructor in advance when you will be absent.  The quality of your participation in class 
                     activities and discussions, and your willingness to participate in such discussions will be evaluated for 
                     grading purposes. 
                  
                 2.   Personal Classroom Management Model:  An 8-10 page paper responding to the question, “How will you  
                        as a beginning teacher, use your knowledge of student motivation and behavior, and of  yourself to create   
                        a learning environment that encourages positive social interaction, active  
                       engagement in learning, and self-motivation?”  A rubric for the evaluation of your model follows.                             
                       This paper is the one artifact from ED 462 that will be placed in your Professional Portfolio.  It       
                       will be evaluated with two rubrics.  One rubric will be used in determining your grade for the  
                       paper.  The second rubric, the Standardized Artifact Rubric (SAR) will be used in determining the  
                       artifact’s evaluation for your Professional Portfolio. This paper should be single-spaced within paragraphs, 
                                                                                     th
                         and double-spaced between paragraphs.  It is due September 11  at 1:00 pm. 
              
                 3.  Management Technique Scenario:  The class has been divided into four teams for the purpose of this 
                     activity.  Each team will present two techniques/ strategies/ tactics/ models to the class in a scenario format.  
                     In each scenario, one of the members of your team will be the teacher and the other team members and the 
                     rest of the class will be students (or parents/ administrators as needed). Introduce the scenario by explaining 
                     to the class the technique that is going to be demonstrated, its strengths and weaknesses, and situations/ 
                     teachers or students for whom the technique would or would not be effective.   The “teacher” will then start 
                     the scenario by teaching for 1-2 minutes (quality of the lesson will be included in your evaluation) at the end 
                     of which some student misbehavior will occur.  Show the teacher effectively using the technique/ strategy to 
                     deal with the misbehavior.  Finally, summarize information about the technique with a brief closing 
                     statement.  Some of these techniques can be demonstrated fairly briefly, others may require 10-15 minutes.  
                     Team assignments, technique assignments, and the rubric used for evaluating these scenarios follow.  Each 
                     member of the team will receive the same grade for each scenario (unless a member is absent). 
              
                 4.  Quizzes:  Quiz dates will not be announced in advance; they will occur at between two and seven class 
                     sessions. 
              
                 5.  Final Exam:  This will be administered on Friday, September 20th.  It will be comprehensive. 
              
              
                                                          3 
                 6.  Student Teacher Case Study Presentations:  Lead the class in a 2-3 minute discussion of student teaching 
                      scenarios.  Your grade for this presentation will be determined by: a) extent to which other class members 
                      are involved (feel free to call on them), b) effectiveness of your communication (i.e. use of gestures, voice, 
                      proximity, etc.) and c) time (no more than 3 minutes). 
                       
                       
                       
                                        CLASSROOM MANAGEMENT SCHEDULE 
               DATE   ASSIGNED READING                                                 AREAS OF EMPHASIS 
                8/29     Canter Model (handout).  Skinner          Mistaken ideas about discipline, discipline hierarchies, when 
                         Model (handout) Roller Coaster Year       consequences must be invoked.  The value of behavior 
                         handout #1.                               modification (All systems of behavior mod function in the 
                                                                   same way; what are the three steps?).  Why punishment is not 
                                                                   used.  What are three of the systems of behavior modification 
                                                                   described in the Skinner article? 
                8/30     Zabel handout #1,  Roller Coaster         What does the acronym CHAMP stand for?  What does the 
                         Year handout #2, CHAMPS Module            following statement mean, “The classroom is an ecosystem?”  
                         handout                                   What is proxemics?  Where on the body is it generally more 
                                                                   acceptable to touch American students?  Explain the 
                                                                   difference between power and solidarity framing?  What, 
                         Student Teacher Case Studies Will Be  according to the Zabels, is the first task facing or required of 
                         Selected                                  all teachers?  How do the Zabels recommend that the teacher 
                                                                   determine rules for her classroom?  What, according to the 
                                                                   Zabels, is “contagion?” 
                 9/2     Zabel handout #2,                         Explain what the Zabels call “signal interference.”  Explain 
                                                                   what the Zabels call, “proximity control.”  What, according to 
                                                                   the Zabels, is the most difficult challenge in a crisis situation?  
                                                                   According to the Zabels, two conditions must exist for time-
                         Case Study – Elizabeth Zey, Shelbie       out to work.  What are those two conditions?   
                         Wolk, Anne Marie Whitehead, Julie 
                         Tacka, Kathleen Shaneyfelt, Emily 
                         Schaefer, Grace Ruedi 
                          
                 9/3     The First Days of School, p. 3-9, 12,     4 stages of teaching, the biggest secret to teaching success; 
                         14-20, 22-26, 33, 37-42, 55, 68-73.       don’t be a pal, the effective teacher establishes control in the 
                                                                   first week of school, students work without the teacher 
                                                                   present, Selected Professional Educational Organizations 
                                                                   (p.14), teacher education will not have prepared you, greatest 
                                                                   threat to a teacher who is not growing, research on effective 
                                                                   teachers improving student achievement, the classic research 
                         Case Study – Olivia Ritter, Ann           on expectations, how to dress for success, smile, repetition is 
                         Pomatto, Emily O”Reilly, Danielle         the key.  Grading others’ papers.  Homework. 
                         Mosher, Leah Miller, Chelsey Matous 
                 9/4     The First Days of School, p.80-86,        “The least important factor is the demographics of the student 
                         88-136                                    body.”  Characteristics of a well-managed classroom (p. 85), a 
                                                                   task oriented and predictable environment, why effective 
                         Case Study – Margaret Kruseman,           teachers have a minimum of problems, organization is the key 
                         Slade Kenagy, Olivia Karas, Moira         to effectiveness, your very first priority when the class starts, 
                         Houdeshell, Emilee Herrington,            nothing will send kids into orbit faster than letting them 
                         Kelsey Heideman, Mary Halling             suspect that their teacher is disorganized, a teacher’s discipline 
                                                                   problems are directly proportional to the distance from the 
                                                                   students, post your diploma (p. 107), how to greet them on 
                                                           4 
The words contained in this file might help you see if this file matches what you are looking for:

...Education department builders of community ed a classroom management pm monday friday fall dr chuck osborn required texts professor fay j funk d teaching with love and logic ferrell academic center press golden co office home kelly w m rookie for dummies wiley cell publishing new york ny chucko benedictine edu wong h k r t the first days school harry publications mountain view ca hours posted on door credit credits course description an intense study student behavior discipline techniques time resource space particular focus is given to self monitoring strategies social skills balancing extrinsic intrinsic rewards designed regular special teachers conceptual framework college s program both undergraduate graduate built upon theme educators as it calls pre service educational administrators perceive their roles in developers within place called well outside its walls this structure goals all programs include build schools classrooms so that students make personally meaningful choices co...

no reviews yet
Please Login to review.