MAT 622 - Classroom Management and Organization for Elementary and Special Education (3 hours)

 

Prerequisites

MAT 610 - Fundamentals I: Teaching and Learning for General and Special Education and MAT 620 - Learning and Behavior Theories for General and Special Education

 

Description

The study and application of behavioral and humanistic approaches to classroom management, including information on working in inclusive classrooms. Best practices for classroom organization will also be addressed.

 

Instructors

 

Chris Edwards, Ph.D.

Wendy Siegel, Ph.D.

Office

TEC ???

TEC 235A

Office Hours

???

Tues. 10:45-2, 3:15-5; Weds. 11-4, and by appointment

 

Phone

(985)549-2408

(985)549-3421

Email

canthony@selu.edu

 

wsiegel@selu.edu

 

 

Texts

1) Edwards, C. H. (2000). Classroom Discipline and Management (3rd ed.) NY: Wiley & Sons.

 

2) Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom Management for Elementary Teachers (6th Edition). Boston: Allyn & Bacon. 

 

Form of Course         

Seminar and Field Experience, 3 credit hours

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).

COURSE OBJECTIVES:

Upon completion of this course, the candidate will be able to:

  1. Organize the secondary classroom environment to maximize instruction and minimize disruption. (SBI) (PP)
  2. Discuss time management techniques. (PP) (CK)
  3. Define terms associated with behavior modification, classroom management and their related terms. (CK)
  4. Identify secondary classroom management techniques associated with various contemporary models of classroom motivation and discipline. (SBI) (PP) (CK)
  5. Discuss methods of discipline, motivation and general classroom management that are required to accommodate students as a result of various ethnic or cultural background, learning styles, sex or socioeconomic needs, or other special needs. (SBI) (KL) (PP) (CK)
  6. Analyze a given classroom situation and to describe and justify the managerial strategy or strategies most likely to be effective in facilitating and maintaining classroom conditions deemed desirable. (SBI) (PP)
  7. Specify classroom conditions deemed desirable because they promote efficient and effective instruction in the secondary classroom. (SBI) (PP) (CK)
  8. Incorporate instructional technology into the preparation and teaching of lessons. (CK) (KL)
  9. Use critical and creative thinking skills relevant to course content and appropriate to student needs. (KL) (PP)
  10. Identify and address the special needs of students from diverse cultures, socioeconomic levels and other groups throughout the curriculum. (KL) (PP)
  11. Write and speak in conventional English. (CK)
  12. Laws, policies, and ethical principles regarding behavior management planning and implementation.  (1K2) (CK)
  13. Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. (4S2) (PP)
  14. Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (4S5) (PP)
  15. Basic classroom management theories and strategies for individuals with exceptional learning needs. (5K2) (CK) (PP) (KL)
  16. Strategies for crisis prevention and intervention. (5K6) (CK) (PP) (KL)
  17. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. (5S1) (CK) (PP) (KL)
  18. Design learning environments that encourage active participation in individual and group activities. (5S4) (CK) (PP) (KL)
  19. Modify the learning environment to manage behaviors. (5S5) (CK) (PP) (KL)
  20. Establish and maintain rapport with individuals with and without exceptional learning needs. (5S7) (CK) (PP) (KL)
  21. Use effective and varied behavior management strategies. (5S10) (CK) (PP) (KL)
  22. Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. (5S11) (CK) (PP) (KL)
  23. Design and manage daily routines. (5S12) (CK) (PP) (KL)
  24. Structure, direct, and support the activities of paraeducators, volunteers, and tutors. (5S15) (CK) (PP)
  25. Importance of the teacher serving as a model for individuals with exceptional learning needs. (9K2) (CK) (PP)
  26. Use verbal, nonverbal, and written language effectively. (9S8) (SBI) (CK) (PP)
  27. Maintain confidential communication about individuals with exceptional learning needs. (10S1) (CK) (PP) (KL)

 

Field Experience

Candidates will observe 10 hours in inclusive classrooms and note various management techniques and types of classroom organization.

 

ACCOMMODATIONS: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 202, Student Union; Phone 985-549-2247; FAX 985-549-3482.

 

ATTENTION:

•     All students must demonstrate proficiency in written composition, as written communication skills are basic to teaching. The essay component of examinations will be graded on correctness of grammatical usage, word choice, and spelling as well as content. APA (5th ed.) guidelines must be followed.

 

•     The last day to drop or resign from the University without grade penalty is March 21.  Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester. Failure to do so will result in a grade of "F" in the course.

 

•     Students who are having difficulty with completing coursework are expected to consult with the instructor prior to the end of the semester.  An “I” grade is intended for students who are passing the course but have documented serious unforeseen circumstances that prevent course completion.

PROFESSIONAL STANDARDS OF BEHAVIOR:

Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements. Thought should be given to appropriate attire during visits to school setting requirements. Confidentiality should be maintained at all times.

 

Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable, e.g. routinely entering late or leaving early, use of beepers, cell phones, talking during class presentations, etc.

 

COURSE REQUIREMENTS:

Attendance:

Attendance is crucial for an understanding of the material and is required for all tests and announced oral activities. To be excused from any of the above, advanced permission must be obtained from the instructor or a score of 'O' will result.

 

If the student is sick and unable to take an exam, the student will not be penalized if a verifiable note from a doctor is presented. Under this condition, a make-up exam can be taken at a time designated by the instructor.

 

Each student is responsible for ALL chapter readings, class lectures, and activities.

 

Assignments:

The student must be prepared for all class assignments and readings in order to fully benefit from the course.  Assignments must be turned in at the beginning of the class ON THE DATE DESIGNATED.  Work will be evaluated based on thoroughness and fulfillment of criteria for each assignment.  Work must be typewritten and free of errors in grammar, mechanics, and spelling.  All citations must be completed in APA style format.

 

MAKE-UP EXAMINATIONS WILL NOT BE GIVEN unless prior arrangements have been made.

 

UNLESS PRIOR APPROVAL IS GRANTED FROM THE INSTRUCTOR, ALL ASSIGNMENTS MUST BE TURNED IN ON THE ASSIGNED DATE OR FULL CREDIT CANNOT BE EARNED. LATE ASSIGNMENTS WILL BE ASSESSED 10% PER EACH DAY. ASSIGNMENTS LATER THAN THREE DAYS WILL NOT BE GRADED.

 

Evaluation: Requirements for this course include a midterm exam, a final exam, a classroom management plan, observations/interviews with classroom teachers, reading assignments, and quizzes.

 

Item                                                                                        Points

 

Midterm & Final Exams (100 pts. Each)                          200

Classroom Management Plan                                        100

Classroom Observations and Reflection                               100

Pre class Blackboard Quizzes (5 points each)                 50

 

Total                                                                                       450

 

 

Grading Procedures:

Grading Scale:

418 - 450 points

A =  (93%) Excellent

 

382 - 417 points

B =  (85%) Good

 

345 - 381 points

C =  (77%) Satisfactory

 

295 - 344 points

D =  (70%) Unsatisfactory

 

    0 - 294 points

F  = Failure

 

 

 

Empirical Basis

 

Edwards, C. H. (2000). Classroom discipline and management (3rd ed.). NY:

       Wiley & Sons.

 

Evertson, C., Worsham, M., & Emmer, E. (2000). Classroom management for

         elementary teachers. Boston: Allyn & Bacon.

 

Glasser, W. (1996). Control theory in the classroom. New York: Harper and Row.

 

Grossman, H. (1995). Classroom behavior management in a diverse society (2nd

     ed.). Mountain View, CA: Mayfield Publishing Co.

 

Jacob, S. (1998). Classroom management for beginning teachers. NY: McGraw-

     Hill.

 

Kohut, S., & Range, D. G. (1992). Classroom discipline: Case studies and

      viewpoints. Washington, D. C.: National Education Association.

Tentative MAT 622 On-Campus Calendar

Please direct any questions about a given chapter to the professor assigned below to teach that chapter.

 

DATE

CLASS DISCUSSION

Professor

ASSIGNMENTS

1/22

Intro and overview

Preobservation Activity

Blackboard Intro

Siegel & Anthony

Read Evertson, Chaps 1 & 2

1/29

Evertson, Chaps 1 & 2

Siegel

Blackboard (BB) pretest 1 due before class

Signed Permission forms due

Read Evertson, Chaps 3 & 4

2/5

Evertson, Chaps 3 & 4

Anthony

BB pretest 2 due before class

Observation 1 due

Read Evertson, Chaps 5 (pp. 98-105) & 6

2/12

Evertson, Chaps 5 (pp. 98-105) & 6

Anthony

BB pretest 3 due before class

Observation 2 due

Read Edwards, Chap 1, Evertson, Chap 9

2/19

Edwards, Chap 1, Evertson, Chap 9

Siegel

BB pretest 4 due before class

Observation 3 due

Read Evertson, Chaps 7 & 8

2/26

Evertson, Chaps 7 & 8

Anthony

BB pretest 5 due before class

Observation 4 due                  

Read Evertson, Chap 10

3/5

Evertson, Chap 10

Study Guide

Siegel

BB pretest 6 due before class

Observation 5 due

STUDY FOR MIDTERM

3/12

MIDTERM (all Chaps above)

Anthony

MIDTERM

Read Edwards, Chap 2

3/19

Edwards, Chap 2

Siegel

Observation 6 due

Read Edwards, Chap 3 & 4

3/6

Edwards, Chap 3 & 4

Siegel

BB pretest 7 due before class

Read Edwards, Chap 5 & 6

4/2

Edwards, Chap 5 & 6

Anthony

BB pretest 8 due before class

Read Edwards, Chap 7 & 8

4/9

Edwards, Chap 7 & 8

Anthony

BB pretest 9 due before class

Read Edwards, Chap 9 & 10

4/16

Edwards, Chap 9 & 10

Anthony

BB pretest 10 due before class

Overall reflection on 10 hour observational block due

Read Edwards, Chap 11 & 12

4/23

SPRING BREAK! J

 

 

4/30

Edwards, Chap 11 & 12

Anthony

CLASSROOM MANAGEMENT PLAN due

Read Edwards, Chap 14 P. 327-355

5/7

Edwards, Chap 14 P. 327-355

Study Guide

Siegel

STUDY FOR FINAL

5/14

FINAL (all Chaps since midterm)

Siegel

FINAL