MURRAY STATE UNIVERSITYCOURSE SYLLABUSRevised Spring 2011DEPARTMENT: ACS COURSE NUMBER: SED 606 CREDIT HOURS: 3I. TITLE: Procedures for Classroom Management and DisciplineII. COURSE DESCRIPTION: The content of this course provides educators with the information and skills needed to increase their knowledge of advanced methods, models, and techniques of classroom management procedures. Field hours are required.III. PURPOSE: The course is designed to provide current research-based methods of several behavior management techniques that will allow teachers to choose the method that works best for their classroom. IV. COURSE OBJECTIVES:Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act (KERA) guidelines. Following each objective, and enclosed in parentheses, are numbers, which reference the Kentucky Teacher Standards (KTS) for Preparation and Certification Upon successful completion of this class, students will be able to:A. Articulate his/her personal philosophy of classroom management. (KTS #3, 4)B. State regulatory and ethical standards that govern management of challenging behavior. (KTS #3, 4)C. Analyze challenging behaviors and motivational issues in order to develop effective intervention strategies. (KTS #3, 4)D. Demonstrate knowledge of the models of behavior. (KTS #3)E. Demonstrate knowledge of the repertoire of intervention strategies that may becomepart of a comprehensive intervention plan, and approaches designed to select the most appropriate strategy for a given situation. (KTS #3)F. Demonstrate knowledge of strategies that shift the management of behavior from an adult to the student. (KTS #3)G. Demonstrate knowledge of the repertoire of intervention strategies to suppress and handle school-wide violence. (KTS #3)H. Demonstrate skills used in nonviolent conflict resolution. (KTS #5)I. Create a classroom behavior policy. (KTS #4, 5, 7)J. Structure classroom environment for optimum learning. (KTS #5)The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on is addressed in this course by requiring students to reflect ondifferent styles of classroom management and what will work best for themThe EPSB Themes of Diversity and Assessment are addressed in this course. Students learn many ways to structure a classroom to establish an environment that is conducive to learning.V. CONTENT OUTLINE: A. Models of BehaviorB. Classroom Behavior PoliciesC. Homework PoliciesD. Time ManagementE. SchedulingF. Cognitive Behavior ModificationG. Positive Self TalkH. Conflict ManagementI. Active Student ResponseJ. Anger Control TrainingK. Non-Violent Crisis InterventionL. Bully Free ClassroomM. Home/School communication pertaining to student behaviorN. Physical environment and movement patternsO. Developmentally appropriate expectationsVI. INSTRUCTIONAL ACTIVITIES:Activities will include research, group presentations, videos, role-play and simulations. VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:Each graduate student must conduct at least 15 hours of classroom observation ( a minimumof 5 hours in each of 3 different classrooms) in an inclusion or collaborative setting, a special education resource, and a special ed self-contained environment. See instructor for additional requirements.VIII. RESOURCES: Computer Labs and Resource LibraryIX. GRADING PROCEDURES:Students will create a portfolio entry that outlines a classroom management plan.Lesson Plans 100 pointsNotebook of class activities 300 pointsInstruction and Transition Sheets 100 pointsTool Presentation 80 pointsArticle Review Paper 150 pointsLetter grades are awarded based on the assignments chosen by each instructor. Assignments will be given points and the total point system will be based on the following grading scale. Acceptance of late assignments is at the discretion of the instructor. A = 90 - 100% B = 80 - 89% C = 70 - 79% D = 60 - 69%E = 0 - 59%X. ATTENDANCE POLICY:This course adheres to the attendance policy stated in the current MSU Graduate Bulletin.XI. ACADEMIC HONESTY POLICY:This course adheres to the academic honesty policy stated in the current MSU Graduate Bulletin.XII. TEXTS AND REFERENCES:Sprick, R. (2009). CHAMPs: A proactive and positive approach to classroom management. 2nd ed. Eugene, OR: Pacific Northwest Publishing.References:DiGiulio, R. (2000). Positive classroom management. 2nd ed. California: Corwin Press, Inc.Emmer, E. T., Evertson, C. & Worsham, M. E. (2000). Classroom management for secondary teachers (5th ed.). Needham Heights, MA: Allyn & Bacon.Levin, J. & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and BaconSprick, R. S. & Howard, L. M (1998). The teacher’s encyclopedia of behavior management:100 problems/500 plans. Longmont, CO: Sopris West.Alberto, P.A. & Troutman, A. C. (1995). Applied behavior analysis for teachers. 4th ed. Upper Saddle River, NJ: Merrill/Prentice-HallXIII. PREREQUISITES:NoneXIV. NON-DISCRIMINATION POLICY STATEMENT:Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).SED 606 – Spring 2011 Wednesday ClassSubject to Change by InstructorDate Class Topic Assignment1/19 Introduction to course.What is your vision for student behavior?Video1/26 Vision for Classroom Management:Philosophy of teaching, long range goal planning, Guidelines for Success What is an effective educator? Family contacts, professionalism, research-based practicesChapter 1 in CHAMPs text2/02 Classroom Organization:Daily schedule, physical space, attention signal, beginning