The study of classroom management techniques. Students analyze classroom variables related to organization and governance; study theories relevant to classroom motivation, discipline and communications to evaluate classroom practices; and develop a management system. Includes a 15 hour field experience. Students must complete the Field Experience Application at least one semester prior to taking this course. $40 lab fee. Prerequisite: Admission to the Teacher Certification Program or full admit MAT or M.Ed. status.
Prerequisite(s) / Corequisite(s):
Admission to the Teacher Certification Program or full admit MAT or M.Ed. status.
Most current editions of the following:
Most current editions of the following:
Classroom Management and Discipline
By Burdent, Paul (John Wiley & Sons) Required
Building Classroom Behavior
By Charles, C.M. (Longman Inc) Required
Managing Classroom Behavior
By Kaufman, J.M. (Allyn & Bacon) Required
Classroom Management for Elementary Teachers
By Evertson, et. al (Allyn & Bacon) Required
Classroom Management for Secondary Teachers
By Emmer, et. al (Allyn & Bacon) Required
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 indvidual/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 identify and describe the educational theories of current classroom and behavioral management practice.
To identify and describe the major models, principles, concepts, and methods of classroom management that reflects the theories.
To identify and describe theories and methods when given practical situations or case studies in which they might be used, including differentiation, students wih special needs and diverse populations.
To identify and describe the appropriateness of various theories and models for specific learning/teaching situations, including differentiation, students with special needs and diverse populations.
To identify and describe a personal management philosophy and management system that is suitable for implementation in the classroom.
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/adolscent 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.
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
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.
Recommended maximum class size for this course: 15
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.