EDPS 430 - Creating and Managing Learning Environments 1 BLOCK V: EDPS 430 CREATING AND MANAGING LEARNING ENVIRONMENTS Spring 2007 COORDINATOR: Marcia Gentry, Ph.D. and Rebecca Mann, Ph.D. Div Day Time Classroom Instructor Name & E-mail Office Office Hours ALL T 4:30 – 5:20 WTHR 172 Marcia Gentry [email protected] Rebecca Mann [email protected] BRNG 5116 BRNG 5114 By Appointment 1 M 9:30-11:20 BRNG 1222 Nielsen Pereira [email protected] BRNG 5119 Monday 1:30 – 3:30 2 M 1:30-3:20 BRNG B212 Jillian Gates [email protected] BRNG 5119 Monday 12:00 – 1:00 and 3:30 – 4:30 3 T 9:30-11:20 BRNG 1255 Nancy Bangel [email protected] BRNG 5119 Wednesday 9:00 – 11:00 4 T 1:30-3:20 BRNG B248 Nancy Bangel [email protected] BRNG 5119 Wednesday 9:00 – 11:00 TEXTBOOK: Henley, Martin. Classroom Management: A Proactive Approach. (2006) ISBN: 013093299X COURSE PURPOSE AND GOALS Course Description. This course develops skills in classroom organization and management. It includes theories of classroom discipline, interpersonal skills, administrative aspects of teaching, working with families, and building support networks. The course includes an experiential design component and is taken concurrently with EDCI 364 and 365. Purpose/Rationale. The purpose of this course is to enable you to develop a supportive, challenging, and growth enhancing classroom community for elementary students. Teachers need strong classroom management skills to create a classroom community that welcomes diversity, makes effective use of technology, and provides appropriate educational experiences for students with diverse needs, backgrounds, and developmental levels. This course is designed to help you improve your classroom management skills through a variety of educational experiences. You will apply what you learn in this class to the development of a comprehensive plan for creating and managing a specific, simulated classroom environment. The course is designed to be taken prior to prepare you for student teaching. Learning Goals. Students will: 1. Develop skills for building classroom communities. 2. Analyze different approaches to classroom discipline and the effects of those approaches on the cognitive, social, and emotional development of diverse students. 3. Develop a personal philosophy of classroom discipline. 4. Understand how student diversity, developmental levels, technology, instructional design, room arrangement, and assessment techniques influence the classroom community and climate. 5. Develop strategies for effective management of professional time and tasks. 6. Learn how to collaborate with colleagues and parents to enhance student learning and development. 7. Develop a comprehensive plan for creating and managing the learning environment in a real or simulated teaching situationEDPS 430 - Creating and Managing Learning Environments 2 Relationship to Interstate New Teacher Assessment and Support Consortium (INTASC). In this advanced course, you will address most of the 10 INTASC principles. The course will give you an opportunity to synthesize skills and knowledge gained in Blocks I-IV and apply them to the development of a comprehensive classroom management plan. Ways that specific INTASC principles are addressed are indicated in the chart on the next page as well as in the learning goals below: INTASC PRINCIPLES ADDRESSED PRIMARY PRINCIPLES ADDRESSED HOW THEY ARE ADDRESSED 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. You will develop a plan for creating and managing a learning environment that supports intellectual, social, and personal development. 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. You will accommodate individual differences throughout your classroom management plan. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. You will create a classroom management plan that demonstrates understanding of this principle in a specific, simulated context. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. You will develop specific communication, collaboration, community building, and behavior management skills and apply them to the development of a specific, simulated classroom community. 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. You will apply course knowledge to the development of a plan that is designed for a specific community and classroom. 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others. You will learn and apply decision making, conflict management, and time management skills. In developing your plans for creating and managing learning environments, you will be constantly predicting the effects of your choices on a specific learning community. At the conclusion of the course, you will write a self-evaluation of your classroom management plan. 10. The teacher fosters relationships with school colleagues: parents and agencies in the larger community to support students’ learning and well-being. You will learn how to develop positive, collaborative, working relationships with parents. COURSE POLICIES Attendance Overview. Classroom activities are an integral part of the learning process and will provide you with ideas and suggestions for your CMPs, you are expected to attend class, arrive on time, and be prepared to discuss the assigned readings. Class time will be devoted mainly to participation in class activities and small group discussions. Excused Absences. Excused absences will generally be granted for personal illness that is contagious or prevents the student from fully participating in class activities; serious family emergencies; serious transportation emergencies such as an accident; or other reasons judged by the instructor to be of similar magnitude. To receive an excused absence for an illness or family