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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. $40 lab fee. Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall.


Prerequisite(s) / Corequisite(s):

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:

Most current editions of the following:

Building Classroom Discipline
By Charles, C.M. (Allyn & Bacon)
Course Objectives

  • To understand the central concepts, structures and tools of inquiry of the disciplines. (MoSPE 1)
  • To create learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
  • To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
  • To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. (MoSPE 2)
  • To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
  • To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
  • To continually assess the effects of choices and actions on others to become a reflective practitioner. (MoSPE 8)
  • To grow professionally in order to improve learning for all students. (MoSPE 8)
  • To develop effective working relationships with students, families, school colleagues, and community members. (MoSPE 9)
  • 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 classroom management and behavior plan that reflects their management and behavior philosophy and is supported by an established theory base.
  • 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.

    Measurable Learning

  • 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.
  • Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. 
  • Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
  • Can create and implement interdisciplinary lessons that are aligned with standards. 
  • Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
  • Knows and identifies child/adolescent developmental stages and can apply them to students. 
  • Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth.
  • Applies knowledge of learning theory in all aspects of instructional design.
  • Recognizes diversity and the impact it has on education.
  • Is able to plan lessons and learning activities to address a student's prior experiences, multiple intelligences, strengths, and needs in order to positively impact learning.
  • Demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture, and community.
  • 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.
  • Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  • Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
  • Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
  •  Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in responses to student communications.
  •  Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
  •  Develops skills in using a variety of technology media communication tools. 
  • Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. 
  • 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.
  •  Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
  •  Understands the importance of collegial activities in building 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.
  •  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.
  • Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to
    support students' learning and well-being.

    Topical Outline:

  • Redl and Wattenburg
  • Driekurs
  •  Kounin
  • Canter

  • Jones
  • Fay
  • Albert
  • Glasser
  • Kohn
  • Charles
  • Bentley
  • 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


    Recommended maximum class size for this course: 20

    Library Resources:

    Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

    Prepared by: Paul Hanna Date: December 15, 2013
    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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