jagomart
digital resources
picture1_Harry Wong Classroom Management Pdf 157658 | Ed 430 Classroom Management2


 154x       Filetype PDF       File size 0.59 MB       Source: www.boycecollege.com


File: Harry Wong Classroom Management Pdf 157658 | Ed 430 Classroom Management2
boyce college department of teacher education ed 430 classroom management 3 credits professor tba class location carver building office tba class meeting time tba phone office phone home cell email ...

icon picture PDF Filetype PDF | Posted on 19 Jan 2023 | 2 years ago
Partial capture of text on file.
                                   Boyce College 
                                 Department of Teacher Education 
                                             
                        ED 430 Classroom Management, 3 Credits 
           Professor: TBA                   Class location: Carver Building 
           Office:  TBA                     Class meeting time: TBA 
           Phone:  Office                   Phone:  Home- 
                                                           Cell- 
           Email:  Office-                  Email: Home- 
           Mail: Campus-                    Office hours: 
                     Home Address- 
            
           Course Description 
           An investigation of the theories, research, school safety, and diversity issues that bear on school 
           and classroom management.  Issues of classroom organization, rules and discipline, planning, 
           student self-regulation and participation, consistent communication, assessment, and problem 
           solving  also  comprise  the  content  of  the  course.  Prerequisite:  Admittance  to  the  Teacher 
           Education Program. Field Experience Required 
            
           Instructional Materials: 
                                                       th
           Texts:  Charles, C. M. (2005).  Building Classroom Discipline. (9  ed.). Boston: Allyn & Bacon. 
                        Wong, Harry K. and Rosemary T. Wong. (1997). The First Days of School: How to be an Effective 
                Teacher.  Mountain View, CA: Harry K. Wong Publications. Revised edition, 2001 
           Other:  Websites- www.theteachersguide.com/ClassManagement.htm  
           http://scholar.google.com/scholar?hl=en&q=author:%22Pintrich%22+intitle:%22Motivational+and+self
                -regulated+learning+components+of+...%22+&um=1&ie=UTF-8&oi=scholarr  
            
           The Boyce Teacher Education Program Mission and Theme: The primary purpose of the 
           Boyce Teacher Education Program (TEP) is to provide Christ-centered quality teacher education, 
           preparing teacher candidates for both Christian and public school teaching under the theme of  
           teachers as leaders. The goal of the TEP for each teacher candidate is to develop the knowledge, 
           the skills, the dispositions, and the intent to serve as a professional Christian educator.  
            
           Course Methodologies:  
           This course will be taught using various models of instruction including instructor lecture, group 
           discussions, student workshops, guest presentations, and multimedia presentations.  Application 
           exercises will provide practice in analyzing classroom problem situations, selecting effective 
           management strategies, and developing desired student responses.   
            
            
              Learning Outcomes: Each of the learning outcomes and learning activities of this course 
              are aligned with the 10 Kentucky Teacher Standards, which identify the competencies of 
              knowledge, pedagogical skills, and dispositions that each student should achieve through 
              this course.  The learning outcomes are also aligned with certain of the EPSB Themes, and 
              desired Boyce TEP Dispositions for teacher candidates, and with the National Teacher 
              Standards (NTS) 
                                                                National 
                To Develop Teachers as Leaders    Kentucky      Teacher      Boyce TEP     EPSB 
                this course purposes for teacher   Teacher     Standards-   Dispositions   Themes 
                        candidates to…            Standards   Gen. Middle 
                                                               Childhood 
                 1.  address inclusion of all 
                    students and any                  3       I,II,IV,V,VIII                2,4 
                    accommodations for diversity 
                    among the students, 
                 2.  describe various theories of     1            III                       3 
                    classroom management, 
                 3.  discover the importance of 
                    and work on the development 
                    of effective communication      8,9,10        III,IV                     3 
                    skills with students, parents, 
                    co-workers, and the 
                    community, 
                 4.  develop skills in minimizing 
                    disruptive behavior and          3,10         I,III                    2,3,4 
                    increasing learning by 
                    effective classroom 
                    management, 
                 5.  develop skills in minimizing 
                    disruptive behavior and          3,10        I,II,III                   2,3 
                    increasing learning by 
                    effective classroom 
                    organization and instruction, 
                 6.  identify and implement 
                    alternative methods, based on    3,10         I,III                     2,4 
                    research, for dealing with 
                    undesirable behavior solving 
                    problems in the classroom,  
                 7.  describe appropriate 
                    classroom management and         1,3       III, V, VIII                 3,4 
                    organizational systems for 
                    primary, middle schools, and 
                    high schools 
               
                 Course Requirements:  
                       Report on “A Personal System of Discipline” (30%) Appropriate evidence of goal 
                         attainment is an end-of-course written “E-Portfolio Artifact” in which the personal 
                         classroom management system is detailed.  Five typewritten, double-spaced pages is the 
                         expected length.  Chapter 15 “Formalizing Your Personal System of Discipline” in the 
                         Building Classroom Discipline text provides guidance.  The due date will be announced 
                         in class. 
                         Your “Personal System of Discipline” should include the following: 
                         1.  Two examples of text or website models    
                         2.  A basic “Rules for the Classroom” that you would post in your room 
                         3.  Step by step procedures for maintaining order in certain classroom activities that 
                             you will routinely have in your daily/weekly schedule (e.g. recess, going to lunch, 
                             end of class time, handing in work, group activities, storing student materials, etc)  
                         4.  Concepts or principles that form your philosophy of discipline. 
                         5.  Plan for Invoking Consequences when a student breaks the rules  
                         6.  Redflags or inappropriate concepts or procedures that you wish to avoid. 
                              
                             NOTE: Consult the rubric in the appendix for specific grading details and  
                             components to be sure you have included all required components of this report. 
                              
                       Attendance and active participation (10%) are expected for all class sessions.    
                         Students are expected to take an active approach to classroom participation.  The material 
                         in this class is best understood and mastered when each student takes the initiative to be 
                         fully engaged. 
                          
                       WORKS Notebook: (25%) This course requirement will be achieved through your Field 
                         Experience assignment. During your visits to the school you will note 20 specific 
                         instances of classroom management (10 positive and 10 negative) using the form in the 
                         appendix.   
                  
                       Tests  (25% after being averaged) Tests will be given as scheduled and will not be 
                         cumulative in nature.  Deviations from the schedule must be pre-approved and will be 
                         granted on a very limited basis. 
                          
                       Final Exam (10%) 
                  
                 Evaluation:  
                 Scoring and Grading: 
                  
                         Activity                                                         Percent           
                         Tests 1-4                                                        25%               
                         WORKS Notebook                                                   25%               
                         Report on “A Personal System of Discipline”                      30%               
                         Attendance and participation                                     10% 
                         Final Exam                                                       10%               
             
            Grades are assigned using the following scale: 
             
                                              A = 95            A- = 90 
                            B+ = 89           B = 85            B- = 80 
                                                               C- = 70       
                            C+ = 79           C = 75       Minimum Passing 
                                                                Grade 
                            D+ = 69           D = 65            D- = 60 
                             F = 59                        
                   
            SPECIAL POLICIES 
               1.  Classroom policies – In order to ensure full class participation, any student with a 
                  disabling condition requiring special accommodations (e.g., tape recorders, special 
                  adaptive equipment, special note-taking or test taking needs) is strongly encouraged to 
                  contact the professor at the beginning of this course. 
                   
                  Male students are not to wear hats or facial jewelry in class.  
                  No food or drinks are allowed in class, except water. Given the technological classroom, 
                  only fully-closeable containers of water are permitted. 
                
               2.  E-campus - There will be other resources available for this class on e-campus.  All grades 
                  will be recorded through e-campus so you may check your grades (and attendance) 
                  throughout the semester. 
             
            Selected BIBLIOGRAPHY  
             
            Canter, Lee and Marlene Canter. Assertive Discipline Positive Behavior Management for 
                  Today’s Classroom.  Santa Monica: Canter and Associates, Inc., 1992. 
                                                 th
            Charles, C. M. Building Classroom Discipline. 9  ed. Boston: Pearson Education, Inc. 2008. 
            Cipani, Ennio. Classroom Management for All Teachers11 Effective Plans.  Upper Saddle River: 
                  Prentice-Hall, Inc., 1998. 
            Edwards, Clifford H. Classroom Discipline and Management.  2nd ed.  Upper Saddle River: 
                  Prentice-Hall, Inc., 1997. 
            Emmer, Edmund T., Carolyn M. Evertson, Barbara S. Clements, and Murray E. Worsham. 
                  Classroom Management for Elementary Teachers. 4th ed. Boston: Allyn and Bacon, 
                  1997. 
            Emmer, Edmund T., Carolyn M. Evertson, Barbara S. Clements, and Murray E. Worsham. 
                  Classroom Management for Secondary Teachers.  4th ed. Boston: Allyn and Bacon, 
                  1997. 
The words contained in this file might help you see if this file matches what you are looking for:

...Boyce college department of teacher education ed classroom management credits professor tba class location carver building office meeting time phone home cell email mail campus hours address course description an investigation the theories research school safety and diversity issues that bear on organization rules discipline planning student self regulation participation consistent communication assessment problem solving also comprise content prerequisite admittance to program field experience required instructional materials th texts charles c m boston allyn bacon wong harry k rosemary t first days how be effective mountain view ca publications revised edition other websites www theteachersguide com classmanagement htm http scholar google hl en q author pintrich intitle motivational regulated learning components um ie utf oi scholarr mission theme primary purpose tep is provide christ centered quality preparing candidates for both christian public teaching under teachers as leaders g...

no reviews yet
Please Login to review.