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Online classes

Effective: Late Fall 8-Week, 2017/2018

EDUC 564: Classroom Management

Course Description

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.

Prerequisite: Admission to the Teacher Certification Program or full MAT or M.Ed. status

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Henley, M. (2009). Classroom management: A proactive approach (2nd ed). Upper Saddle River NJ: Pearson.
    • [ISBN-978-0-13-501063-1]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course is designed to offer you, the emerging master educator, information and support in the field of classroom management.  We’ll take a problem-solving approach as we investigate case studies and apply the pragmatic portions of the best theorists on the subject.  We’ll synthesize all of the learning in the class in a classroom and behavior management plan.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


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 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 with 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.

Measurable 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.
  • 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.

Grading

Grading Scale
Grade Points Percent
A 742-825 90-100%
B 660-741 80-89%
C 578-659 70-79%
F 0-577 0-69%
Grade Weights
Assignment Category Points Percent
Discussion 325 39%
Dropbox Assignments 500 61%
Total 825 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction 0 Sunday
Discussion 1 25
Week 2
Assignment Points Due
Expert Theorist 0 Sunday
Discussion 2 25
Week 3
Assignment Points Due
Discussion 3: Groups - Theory and Practice 25 Sunday
Expert Theorist Report 100
Week 4
Assignment Points Due
Discussion 4: Expert Theorist 25 Sunday
Discussion 5: Student 25
Week 5
Assignment Points Due
Discussion 6 25 Sunday
Discussion 7 25
Week 6
Assignment Points Due
Discussion 8 25 Sunday
Discussion 9 25
Case Study 1 100
Week 7
Assignment Points Due
Discussion 10 25 Sunday
Discussion 11 25
Case Study 2 100
Week 8
Assignment Points Due
Classroom Management and Behavior Plan 200 Thursday
Discussion 9 25 Saturday
Discussion 13 25
Total Points 825

Assignment Overview

Discussion

Discussion postings should be completed by Sunday of each assigned week. Discussion is the heart of learning for this course.  Therefore, you are expected to thoroughly answer discussion questions, participating in one or two discussion topics per week. You are expected to respond to the original question and to at least two of your classmates in each discussion topic. 

Dropbox Assignments

Expert Theorist Report: Write an “Expert Report” on at least 2 theorists (see the list in the course Content). Your report should include at least six key ideas about each theorist assigned. It should be no longer than 3 pages and follow APA style. See the rubric below for more guidance in the completion of this assignment. After the report has been written, you will post your report to the discussion and be responsible for leading discussion about your assigned theorists. The report is due at the end of week 3; post a copy of your report to Discussion 4 by Tuesday of week 4.

Case Studies: You will present two cases based on your readings and/or your field experiences. You will present each case to the class as a “problem to solve,” with appropriate theoretical support. Each case will become the basis of a discussion for the class.
You should post your case – the problem and the context – to the discussion by Tuesday of Weeks 6 and 7. Once your case study is presented, it will become a discussion topic for that week.

Post your final case report – including potential strategies for resolution of the problem and theoretical foundations – to the dropbox by Sunday night of Weeks 6 and 7. You are expected to utilize the suggestions, comments, and possible solutions of your classmates, posted in the discussion area, as you synthesize the information in the final case study report. You will receive a grade for each case study as well as for the discussion of

Classroom Management and Behavior Plan: Synthesize your readings, case studies, discussions, and other class activities to develop a classroom management and behavior plan that maximizes engagement for each student in the class. The plan should be prefaced with your personal behavioral and management philosophy and address:
1. Classroom communication
2. Philosophical and psychological environment (climate)
3. Physical classroom environment
4. Special problems and people
5. Classroom procedures, routines, and records
6. Data collection and decision making
7. Discipline
8. Implementation of the plan

Be sure to provide concrete examples to illustrate the plan. Explain how the plan is consistent with your educational philosophy and is supported by theory.

Note: Several sample plans will be posted in the course Content to guide your preparation of this project.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Creating a Positive Classroom Community
Readings
Chapters 1-2
Introduction
Introduce yourself to the class.  Be sure to include your current job position and any personal information that you are willing to share to help us get to know you better.  To set the tone for this class, please share any tips that you have about classroom management or discipline.  Please note:  This discussion is not graded.
Discussion 1
Let’s talk about classroom community.  Why is it vital?  What role does a positive classroom community have in student learning?  In student behavior?
Week 2: Relationships
Readings
Chapter 3
Expert Theorist
Select a theorist about which you will write an expert report, due next week. Please share your top 2 choices of theorists about whom you’d like to report.  (A list of theorists can be found under the content tab.) Each class member will be assigned 2 theorists, so check back to this discussion topic to determine your assigned theorists.  I will strive to assign at least one of your top picks, but the goal is to for the class to report on all of the theorists on the list.
Discussion 2
Many educators argue that all learning is affective and that teaching is all about relationships.  Do you agree or disagree? Provide thoughtful reasoning about this issue.  Of course, your reflections and your personal experiences are welcome components of the discussion.
Week 3: Group Dynamics
Readings
Chapter 4
Discussion 3: Groups - Theory and Practice

Many theorists, including Spencer Kagan, advocate the use of groups to enhance student learning. What other theorists advocate for group work? Which parts of their theories do you think are especially

What chapter 4 guidelines do you find necessary to form productive, cohesive groups? What experiences have you had with group work? How can the use of groups increase student talk, while decreasing teacher talk?

Expert Theorist Report
Write an “Expert Report” on at least 2 theorists (see the list in the course Content). Your report should include at least six key ideas about each theorist assigned. It should be no longer than 3 pages and follow APA style.  After the report has been written, you will post your report to the discussion and be responsible for leading discussion about your assigned theorists. The report is due at the end of week 3; post a copy of your report to Discussion 4 by Tuesday of week 4.
Week 4: Student Motivation
Readings
Chapter 5
Discussion 4: Expert Theorist

Please post your expert theorist report to the discussion by Tuesday this week for others to read. Then answer the following questions about at least one of the other reports. Please do not answer these questions about your own report. Be sure to respond to at least two other posts.

  1. What are the most salient points from these theorists?
  2. How do these theorists compare/contrast with the theorists you reported on?
  3. What pieces of these theories do you see exemplified in your own practice and that of teachers whom you know?
  4. What would you have to do to change what you are now doing in your classroom to implement what these theorists purport?
Discussion 5: Student
Please visit with at least two other experienced teachers and ask them their thoughts about student motivation.  What works for them?  What tips do they have for the rest of us?  How do grades play a role in their motivation of students?  Synthesize the responses of your teachers with the information from your reading and post your comments.
Week 5: Instruction
Readings
Chapter 6
Discussion 6

Alyssa is a 5th grade girl who completes all her assignments, often before they are due.  She often tells me how right, good, and wonderful I am.  Alyssa volunteers to help me, often anticipating what my needs will be. 

Lately, I’ve been thinking that Alyssa’s behavior is manipulative, as she goes out of her way to curry my favor, attention, and praise.  What is most troublesome to me, especially when I think about the social development of 5th graders, is that Alyssa seems to place her relationship with me ahead of those of her peers.

  1. What would Kohn have to say about the student in the case study?
  2. What recommendations would he have for this student, this teacher, and this class?
  3. Do you agree with Kohn? If so, why?If not, what other theorist would you recommend to help with this situation?
Discussion 7
Instruction is at the heart of a school’s mission. As you read chapter 6, think about this guiding question: How do the theorists we discussed last week relate to instruction? Synthesize the Expert Theorist Reports, your readings, and information from the discussion, as you answer this question.
Week 6: Proactive Behavior Interventions
Readings
Chapter 7
Discussion 8

Present your first case and supporting information to the discussion area by Tuesday.  Then, review what your classmates have posted and answer the following questions about the other cases

  1. What recommendations would the theorist have for this student, this teacher, and this
  2. Do you agree with this theorist? If so, why? If not, what other theorist would you recommend to help with this situation? What would you do based on the work of other theorists?
  3. How has this case study manifested itself in your classroom?

Please note:  Answering the above questions for at least one of your classmates’ case studies constitutes the “main ; you are also required to post at least 2 responses.  The responses can be to any developing thread and are not required to be within the “main post.”

Discussion 9
How do you handle interventions in your classroom?  What support comes from the theorists that we’ve studied so far for helping us with knowing when to intervene, how to intervene, when to ignore, and when to seek outside guidance?
Case Study 1
Submit the case study you presented in Discussion 8 to the dropbox for evaluation.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Managing Problem Behaviors
Readings
Chapter 8
Discussion 10

Present your second case and supporting information to the discussion area by Tuesday. Then, review what your classmates have posted and answer the following questions about the other cases presented.

  1. What recommendations would the theorist have for this student, this teacher, and this
  2. Do you agree with this theorist? If so, why? If not, what other theorist would you recommend to help with this situation? What would you do based on the work of other
  3. How has this case study manifested itself in your classroom?

Please note: Answering the above questions for at least one of your classmates’ case studies constitutes the “main post” criterion of the Discussion Rubric; you are also required to post at least 2 responses. The responses can be to any developing thread and are not required to be within the “main post.”

Discussion 11
In your estimation, what are the most challenging behaviors detailed in chapter 8?  Why do you think so? What do you think is the most promising practice?  Why?
Case Study 2
Submit the case study you presented in Discussion 10 to the dropbox for evaluation.
Week 8: Emotional Problems/Course Wrap up
Readings
Chapter 9
Classroom Management and Behavior Plan
Submit your Classroom Behavior and Management Plan to the dropbox by Thursday night.
Discussion 9
What do you think the theorists we’ve studied would have to say about the 5 problem behaviors outlined in chapter 9?
Discussion 13
In terms of your own practice, think about the text we’ve read, the case studies with supporting information, the Expert Theorist Reports, and the Behavior and Classroom Management Plan you have crafted.  Synthesize your learning from all of these venues to determine what parts of your classroom management needs to change. How will you make those changes?  What have you been doing that has been particularly reinforced in this course? 


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late dropbox assignments will be accepted up to 1 week past the due date, but a 20% penalty will be imposed.  After 1 week, no late assignments will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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