ALABAMA STATE UNIVERSITY COLLEGE OF EDUCATION SYLLABUS FOR CLASSROOM MANAGEMENT IN THE SECONDARY SCHOOL SETTING Course Title COURSE NUMBER EDU 586 COURSE DESCRIPTION This course is primarily designed to acquaint students with a study of classroom management as related to the secondary school setting Emphasis is on practical application of the management ideas researched from professional literature CREDIT HOURS 3 Semester Hours INSTRUCTOR Linda H Bradford Ph D TELEPHONE 334 229 4485 OFFICE 201 Councill Hall OFFICE HOURS As Posted and By Appointment ATTENDANCE POLICY CONCEPTUAL FRAMEWORK See University Bulletin Educator as Decision Maker Any student requiring alternative formats for testing and or handouts for this course or other types of accommodations due to a handicapping condition should advise me within the first week of classes EDU 586 H Bradford Ph D 2 Prepared by Linda Date Approved by Department Chair Date Revised 2002 Dean Date EDU 586 EDUCATIONAL OUTCOMES 1 An understanding of cultural and gender differences and unique needs of exceptional students 2 An understanding of making rational decisions about teaching learning and discipline 3 An understanding of how students learn and develop and the ability to provide learning opportunities 3 OBJECTIVES After class discussion and reports students will make decisions about various issues and be able to 1 Define classroom management SDE 1 i INTASC 1 2 4 6 NCATE 1 NBPTS 3 2 Explain at least four major elements of classroom management and intervention strategies CF RP SDE 1 1 INTASC 1 2 3 4 NCATE 1 NBPTS 2 3 4 3 Use appropriate classroom behavior management and discipline techniques CF RP SDE 1 i 1 ii INTASC 1 3 5 NBPTS 3 4 Identify at least eight models of discipline and effective classroom techniques SDE 1 iii INTASC 4 NCATE 1 NBPTS 2 3 4 5 Discuss issues and problems involved in classroom teaching CF RP SDE 1 ii 1 vii 1 iv INTASC 1 2 NCATE 1 NBPTS 1 2 4 6 Teach a lesson in area of specialization including at least one teaching strategy using Hunter s design for lesson delivery and an approach for working with students with special needs CF CA SDE 1 iii INTASC 2 3 7 9 NCATE 1 3 NBPTS 1 2 4 7 Write five critiques or research review based on library research CF LL INTASC 9 10 NCATE 1 NBPTS 2 3 4 EDU 586 4 8 Examine five case studies that focus on classroom problems and make decisions about how to improve each situation SDE 1 i CF RP INTASC 1 4 5 6 7 8 NCATE 1 NBPTS 2 3 4 9 Oral reports or presentations from each group person will focus on text chapters and outside readings CF RP LL INTASC 3 9 NCATE 1 NBPTS 1 2 4 10 Discuss effective classroom and behavior management techniques and how to discipline students and school emergency response juvenile law and non violence conflict resolution CF RP CA SDE 1 ii INTASC 3 5 9 10 NCATE 1 NBPTS 3 EVALUATION AND MINIMUM STANDARDS Objectives 1 2 and 3 will be evaluated on a test or written response There will be 4 essay questions covering the three objectives In order to pass the objectives all questions must be answered correctly Objective 4 will be evaluated on an original classroom management plan All components are essential for passing Objective 5 will be based on class participation see attached criteria Objective 6 will be evaluated by a demonstration of a lesson taught in content area The lesson must follow the format provided Objective 7 will be evaluated according to listed criteria Objective 8 will be evaluated by reasonable solutions to the case studies see criteria Objective 9 and 10 will be evaluated by the listed criteria Course Activities 1 2 3 Essay Questions 4 Management Plan 5 Class Participation 6 Teaching Demo Course Assessment 1 2 3 Exam Written 4 Presentation Technology 5 Discussion 6 MicroTeaching Technology Lesson Unit Plans EDU 586 5 7 Research Critiques 8 Case Studies 9 10 Discussion 7 Discussion Written oral Journal Articles 8 Case Studies Review 9 10 presentations GRADING 90 100 80 89 70 79 60 69 A B C D 400 500 399 300 299 200 A B C Note A grade less than C requires repeating the course Textbook Charles C M 2002 Building Classroom Discipline Allyn and Bacon Further Reading DiGuilio R Positive Classroom Management 2d ed Thousand Oaks CA Corwin 2000 Hardy L A Cold Climate American School Board Journal 186 9 31 33 September 1999 Landau B M and Gathercoal P Creating Peaceful Classrooms Judicious Discipline and Class Meetings Phi Delta Kappan 81 6 450 452 454 February 2002 Waymerster J and Shifrin B Thinking Differently Learning Differently Educational Leadership 58 3 45 48 November 2000 Other References Canter L 1989 Assertive discipline for secondary educators Santa Monica CA Canter and Associates Glasser W 1975 Reality A new approach to psychiatry New York Harper Row EDU 586 Good T L Brophy J E 1994 Looking in classrooms 6th ed New York HarperCollins Kounin J S 1970 Discipline and group management in classrooms New York Holt Rineheart Winston 6 EDU 586 Websites Discipline Specific National Standards English Reading http www ncte org Mathematics http www nctm org Science http www nsta org Social Studies http www arl net online standards 2 0 html Technology http www iteawww org Visual and Performing Arts http www amcmusic com Standards State by State Discipline by Discipline http statestandards com Resources on Learning Styles http www d umn edu student loon acad strat lrnsty html 7 EDU 586 DISCUSSION CALENDAR Weeks 1 2 Organizing the classroom and materials Week 3 instruction Getting off to a good start Planning and conducting Weeks 4 5 Maintaining appropriate student behavior Communication Week 6 Managing problems Special needs students diverse groups Weeks 7 8 Teaching Feedback Final Exam COURSE FORMAT Lecture Class discussion Group presentations Case studies 8 EDU 586 RUBRIC FOR THE CLASSROOM MANAGEMENT DISCIPLINE PLAN 9 Objective 4 CRITERIA Class Rules Class Requiremen ts Grading Policy Textbook Materials 4EXCELLENT 5 7 clearly listed rules Responsibiliti es of the student clearly illustrated Excellent clea r percentages examples and credits listed for assignments tests quizzes and projects Statements about the text care of books parent notification 3GOOD 5 7 listed rules Responsibiliti es of the student illustrated 2FAIR Less than 5 rules Requirements listed 1POOR Poorly listed rules Unclear requirements Grading procedures noted Grading procedures included Unclear grading procedures noted Good information presented Effective information presented Vague