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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 311
Course Title: Classroom and Behavior Management Techniques
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of managing classroom environments and the behavior of students. Students analyze classroom variables related to organization and control, and evaluate theories to produce a management system applicable to educational settings. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $30 lab fee.  Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.


 

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Fall.
 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Building Classroom Discipline
By Charles, C.M. (Allyn & Bacon)
Recommended
 
Course Objectives
  • MoSTEP Quality Indicators: 6.1, 6.2, 6.3
  • To understand the theories, models and methods when given practical situations in which they might be used.
  • To understand the appropriateness of various theories and models for specific learning/teaching situations and for students with specific exceptionalities, behaviors, ethnic and cultural identities, learning styles and needs, and gender differences.
  • To understand and evaluate personal behavior, various learning environments, and the interaction between them, using a variety of methods, sources and instruments.
  • To produce a notebook that contains resources appropriate for effective personal management and management of the teacher/learner environment and behavior.
  • To provide a management and behavior philosophy that has a strong theoretical and practical base and is congruent with their philosophical orientation and established principles of learning and development.
  • To produce a classroom management and behavior plan that reflects their management and behavior philosophy and is supported by an established theory base.
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruction.
  • To observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning.
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
  • To understand the major theories, models, principles and supervisors.
 
Measurable Learning Outcomes:
  • Apply the major theories, models, principles, concepts and methods of classroom management and behavior to various case studies.
  • Apply the theories, models and methods when given practical situations in which they might be used.
  • Evaluate appropriateness of various theories and models for specific learning/teaching situations and for students with specific exceptionalities, behavior, ethnic and cultural identities, learning styles and needs, and gender differences.
  • Analyze their own behavior, various learning environments, and the interaction between both, using a variety of methods, sources and instruments.
  • Develop a notebook that contains resources appropriate for effective personal management and management of the teacher/learner environment and behavior.
  • Develop a management and behavior philosophy that has a strong theoretical and practical base and is congruent with their philosophical orientation and established principles of learning and development.
  • Develop a classroom management and behavior plan that reflects their management philosophy and is supported by an established theory base.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special reachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.
 
Topical Outline:

Theories/Management Systems of:

  • Redl and Wattenburg
  • Driekurs
  • Kounin
  • Canter
  • Jones
  • Fay
  • Albert
  • Glasser
  • Kohn
  • Charles
  • Bentley
  • PBS/PBIS
  • BIST Management in the areas of:
  • Classroom communication
  • Philosophical and psychological environment
  • Special problems and people
  • Classroom environment - physical and climate
  • Classroom procedures, routines, and records
  • Data collection and decision making
  • implementing an effective plan Philosophy of classroom management and discipline
  • Overview of field experience
  • Observation participation
  • Performance based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • MoSTEP standards and portfolio construction
  • The classroom/behavior management plan will be a benchmark assignment for the certification portfolio (6.1, 6.2, 6.3)
 

Recommended maximum class size for this course: 25

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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12/04