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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.
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