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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:
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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.
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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.
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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
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