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School of Education


EEC 710 Classroom Management


Meeting Days: TBD
Dates: May 24 - June 28, 2010
Time: 4:30-6:30pm
Room: HHE 101
Instructor: Whittney Smith, Ed.D.
Phone/email: (516) 237-2505; email: wsmith@mineola.k12.ny.us; wsmithatc@gmail.com
Office Hours: By appointment; 516-237-2505


Course Description:
The course is designed to (1) define, specify, and measure the behaviors that teachers recognize as necessary in the repertoire of the special child; (2) equip teachers with an understanding of the basic principles of behavior change; (3) provide the teacher with a humanistic philosophical approach to behavior modification; and (4) give practice in the application of learning principles in effecting change of the academic study and social behaviors of students. Fieldwork is a course requirement

Recommended Texts:
Classroom Management that Works, Research-Based Strategies for Every Teacher by Robert Marzano
Punished by Rewards by Alfie Kohn
Beyond Discipline: From Compliance to Community by Alfie Kohn


Course Topics/Readings/Assignments (listed sequentially)

(Note: The agenda, sequence, assignments and due dates for the class are subject to change.)

Week1

Classes 1/2/3: May 25, 26, 27

Introduction of course outline, assignments and expectations
Do You Believe in Me?
Course overview; Analysis of course objectives
Exploration of field observation objectives, expectations, and reporting
Engaging & Motivating.ppt
Presentation of related Federal and State laws and regulations
Effective teacher concept

Assignment: Read The Risks of Rewards (Alfie Kohn) and then visit the blog to respond to the posting
Complete a modified KWL chart (first two columns) kwl.pdf

Week 2

Classes 4/5/6: June 1, 2, 3

A Vision of Students Today...
Classroom Management Theories --- theories_of_management.ppt & Theorist synthesis.doc
  1. The Ginott Model
  2. The Kounin Model
  3. The Glasser Model
  4. The Canter Model
  5. The Jones Model
  6. The Redl & Wattenberg Model
  7. The Curwin & Mendler Model
  8. The Gordon Model
  9. The Dreikurs Model
  10. The Skinner Model


Assignments: Read Classroom Management article by by Gene Van Tassell and then visit the blog to write your reflection.

Week 3

Class 7/8/9: June 8, 9, 10

Classroom Management Plans
Positive Reinforcement Plans
Functional Behavioral Assessment (FBA) / Behavior Intervention Plans (BIP)
Guest Speaker: Dr. Sonia Azevedo, School Psychologist


Week 4

Classes 11/12/13: June 15, 16, 17

Understanding classroom misbehavior
Behavior escalation cycle Misbehavior Scenarios.doc Theoretical considerations Intervention: group and individual
Assignment: Read "Causes of misbehavior." Then, choose one of the misbehavior scenarios above and respond to the blog post

user1863_1164423895.jpg

Week 5

Classes 14/15/16: June 22, 23, 24

Robert Marzano's Classroom Management that Works.ppt
Putting it all together --- Looking at the image to the right -->
Management Plan Presentation
212 Degrees





Assignments:


1. Field Observation (25 hours)* Observe an inclusive setting and reflect on teacher-student and student-student interactions.FIVE reflections are to be completed on the blog . (Note: A passing grade and credit for the course will not be given if the field work experience is not completed and a properly executed time sheet is not submitted with the Report to the professor.)

Pages 44 and 46 of the **Participant_Observer_Handbook.pdf** needs to be completed.

2. Class Readings / Reflections All documentation will be on the BLOG (www.cerebrum.blogspot.com)
  • see above

3. Synthesis of the Theorists

4. Classroom Management Plan
  • In you plan, you must include the following:
    1. Introduction --- include your vision / philosophy as well as your assumption about young people and learning
    2. Visual Representation of your Classroom --- what will your classroom look like?
    3. Theoretical Underpinnings --- the theorists that inform your perspective and why
    4. How the Plan Works --- expectations (what do you expect and how will you promote that), policies (technical management techniques), rules (student centered or teacher centered), instructional and assessment strategies (e.g. meeting the needs of all students; instructional techniques to limit students' acting out; assessment tied to management goals)
    5. Motivation --- are there any reward / incentive plans; why will students do what you want them to do?

Class project (Summer 2010) Classroom_Management_Plan.doc (Word Document)

Grading:

20%: Class contribution
20%: Class Readings / Reflections
15%: Synthesis of the Theorists
25%: Classroom Management Plan / Presentation
20%: Field Observations

Miscellaneous

Duplicates of all work products are highly recommended; the student must replace lost work product regardless of who lost the product. Students are expected to attend each class, to be on time, and to participate fully in all class discussions. Excessive absenteeism and/or lateness, i.e., more than two classes, will result in a course grade reduction of half a grade for each two days missed. Absences include leaving early. Lateness and leaving early count as missing one quarter of class time for up to each 30 minutes late or leaving early.
Note: Use the APA Publication Manual (5thed.) to answer questions related to style, composition, mechanics, etc., and reference citations. Papers that are late and the lateness is not excused, are automatically docked a half grade for each class late. All assignments will be graded on adherence to course and individual project requirements. Follow instructions carefully! The highest letter grade given for the course is an “A”

PERFORMANCE OUTCOMES – based on the 6 goals of the Conceptual Framework
1. Scholarship-
Students will gain an understanding of teaching as an art and have basic understanding of federal and State Law, and Regulations. Students will gain an understanding of the changing structure of American Society and will examine different models of classroom management. Students will become familiar with various behavior and cognitive assessments. Students will learn to assess and analyze the function of behaviors and to implement behavior intervention plans. Students will examine the role of informal observation in assessing student behavior.
2. Reflective Practice-
Students will develop the practice of Self- reflection. Students will examine Core beliefs, Assumptions and Expectations of classroom management.
3. Social Justice- Students will become familiar with how to design and share (1) strategies, (2) techniques and (3) activities for managing behavior.
4. Inclusive Community-
Students will appreciate and understand the impact of family dynamics, cultural influences, class and gender on behavior. Students will become familiar with strategies that aid instruction.
5. Wellness
Students will become familiar with strategies to help students with special needs in managing the classroom.
6. Creativity and the Arts-
Students will become familiar with, design, and share (1) strategies, (2) techniques and (3) activities for managing behavior
Students will become familiar with ways to modify curriculum, and use of different methods and materials, in order to design instruction and develop lessons to meet the needs of exceptional students.
**The School of Education Core Values**
FIELD STUDY/PRACTICUM/CLINICAL PRACTICE REQUIREMENTS Required 25 hours of fieldwork.
CEC CONTENT STANDARDSCEC_Logo.gif
Standard 1: Foundations
Standard 2: Development and Characteristics of Learners
Standard 3: Individual Learning Differences
Standard 4: Instructional Strategies.
Standard 5: Learning Environments and Social Interaction.
Standard 6: Language.
Standard 7: Instructional Planning
Standard 8: Assessment.
Standard 9: Professional and Ethical Practice
Standard 10: Collaboration
UNIVERSITY STATEMENT ON ACCOMMODATIONS OR ADAPTATIONS NEEDED If you are a qualified student with a disability seeking accommodations under the Americans with Disability Act, you are required to self- identify with the Office of Disability Services, 3rd floor, University Center. Please see me at the soonest possible time for special arrangements, seating and other accommodations if necessary.

UNIVERSITY STATEMENT ON ACADEMIC HONESTY AND INTEGRITY You are expected to behave with the highest level of academic integrity. Cheating and other forms of dishonest will not be tolerated and will receive the proper disciplinary action from the university. You are expected to come to class prepared - this means having read and studied the assigned chapters before class. By having prepared in this manner, you will be able to maximize your time spent in class.
USE OF STUDENT WORK All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department. For these purposes samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.