0810-710

=Adelphi University= =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

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//
 * Course Description:**

//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
 * Recommended Texts:**

=Course Topics/Readings/Assignments (listed sequentially)= (**Note**: The agenda, sequence, assignments and due dates for the class are subject to change.)

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
 * **Framing Question:**How does this article make you think about your previous views about teaching and learning?
 * [|It's People, Not Programs (Todd Whitaker).pdf]
 * [|text_based_guidelines.pdf]

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

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.

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
 * [|fbasbips.ppt]
 * [|sample fba.doc]

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//

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

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 * 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.**


 * see above


 * 3. Synthesis of the Theorists**
 * Use the attached template to synthesize the theorists discussed in class
 * [|Theorist synthesis.doc]


 * 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)

25%: Classroom Management Plan / Presentation
20%: Field Observations

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 * 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.======

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__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”======

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// • 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.//======

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• 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**

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 * 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.======

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 * 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.======

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 * 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.======