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. Prerequisites: EDUC 300 or EDUC 505; and admission to the Teacher Certification Program. $40 lab fee. Offered Fall.
Prerequisite(s) / Corequisite(s):
EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.
Course Rotation for Day Program:
Most current editions of the following:
Building Classroom Discipline
By Charles, C.M. (Allyn & Bacon) Recommended
Classroom Management: Creating a Successful K-12 Learning Community
By Burden, P. (Wiley) Recommended
Classroom Management: Sound Theory and Effective Practice
By Tauber, R. T. (Praeger) Recommended
Course Learning Outcomes
Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline. (1.3)
Can create interdisciplinary lessons that are aligned with content standards. (1.4)
Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. (1.5)
Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth. (2.2)
Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
Recognizes diversity and the impact it has on education. (2.4)
Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)
Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction. (5.4)
Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. (6.3)
Develops skills in using a variety of technology media communication tools. (6.4)
Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)
Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
Understands the importance of collegial activities designed to build a shared mission, vision, values, and goals; participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district, and community.(9.1)
Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2
Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)
Major Topics/Skills to be Covered:
Classroom management vs. behavior management
Theories/management systems of: Canter; Redl and Wattenburg; Jones; Albert; Glasser; Curwin and Mendler; Rogers; Ginott; Kounin; Gordon; Berne and Harris; Nelson, Lott, and Glen; Kohn; Fay; Bailey; PBIS and PBS; BIST; collaborative problem solving
Management in these areas:
Classroom communication: parents, community, school personnel (support staff and administration)
Philosophical and physiological environment: Teacher and student rights and responsibilities; guidelines or rules and how to develop and establish them; consequences of complying and violating; developmental theory.
Special problems and people: Death, lack of resources, undernourishment, drug abuse, classroom theft, homosexuality, AIDS victims, critical loss, racial prejudice, components for dealing with students with special behavior problems such as lying, bullying, cheating, etc.
Classroom environment - physical
Classroom procedures, routines and records
Data collection and decision making
Philosophy of classroom management and discipline
Calendar of events for implementing an effective management plan????
The relationship between instruction and management
Teacher observation review
Recommended maximum class size for this course: 20
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 learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
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.