COLLEGE OF EDUCATION DEPARTMENT OF TEACHER EDUCATION EDTD 6491 COURSE TITLE: Classroom Management Techniques and Strategies COURSE PREFIX AND NUMBER: EDTD 6491 HOURS: 3 PREREQUISITES: Admission to graduate program INSTRUCTOR: Gordon Eisenman – Office UH 375; phone 667-4174; email – [email protected]

COURSE DESCRIPTION: Designed to examine a variety of approaches for effective classroom management, the course will lead participants to create a classroom atmosphere designed for optimal learning. It is designed specifically for teachers who are working in K-12 classrooms. The primary focus is upon the concepts and skills needed to design, implement, and evaluate classroom management research, philosophies, and programs. This course also will allow students to review, broaden, and update their understanding of applied classroom management theory and related issues in educational settings.

REQUIRED TEXTS: No specific text is required. Students are required to get a management or discipline text to use in the course. The text can come from the GRU library or any other source. The text will be used for multiple assignments during the semester. EXPECTED LEARNING OUTCOMES: 1. The student will understand, evaluate, and apply theory- based and research- based techniques of fostering developmentally appropriate self- management. 2. The student will understand a variety of developmentally appropriate intervention techniques exemplifying best practice for positive guidance of students’ behavior and learning. 3. The student will produce a philosophy of management based on theory, research, and an ethical view of the learner. 4. The student will produce a plan for a developmentally appropriate learning environment, which fosters self-management skills (including organization of time and instruction, setting and materials, motivation techniques, and appropriate communication and feedback). 5. The student will demonstrate a variety of competencies, which foster friendly and clear 1

communication with students, peers, parents, and other community agencies. 6. The student will demonstrate a variety of techniques for involving himself or herself with parents in the role of co-educators. COURSE POLICIES: • • • • • • •

Attendance and punctuality are required. The maximum number of absences for this class is one. Any further absence will result in withdrawal from the course. All assignments must be professionally done in APA style. Points will be deducted for errors. All assignments are to be turned in on time. Any work accepted late will be penalized one letter grade for each day late. Students are expected to read and strictly adhere to the entire Academic Honesty Policy found in the Georgia Regents University catalog. Students are expected to check your GRU campus email account on a daily basis. This will be the main method of communication for the course. The Instructor will be using technology (software programs, google, etc.) to check for plagiarism. All assignments completed in this course must be designed around your content/certification area and reflect your content area expertise.

COURSE ASSIGNMENTS: All assignments completed in this course must be designed around your content/certification area and reflect your content area expertise. 1. Movie Study-You will select a movie about teaching and analyze the movie in terms of classroom management theories and principles. 2. Book Review-You will select a book from a selected list and review the classroom management theories and principles discussed in the book.

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3. Animated Cartoon-Using an online program such as xtranormal.com, you will create an animated cartoon that demonstrates a common error teachers make in classroom management and how middle grades students exploit them. The second scene of the cartoon will demonstrate the teacher utilizing a classroom management principle correctly.

2. Classroom Management Topic Literature Review: (100 possible points) Choose one component from the class content or text reading to research. Your written summary will consist of the following parts: Choice: Explanation of the component with a rationale for your choice. Context: Literature: What do the major researchers in this area have to say about this topic? Synthesize the literature. minimum of: MAT students - 7 references APA style MED students - 10 references APA style EDS students – 15 references APA style Instruction: Description of how you would apply what the literature states to your class. Include handouts, materials, etc. if applicable. How would it affect student learning? Evaluation: How would you assess the effectiveness of the application? Be very specific. You are primarily interested in the learning of your students. *Attach APA information of all research articles used. Be careful to cite all work used. See example on-line. Due date to be set in class. Topics will be chosen in class. Students will sign up for topics on a first come first served bases. Examples of possible topics: Positive reinforcements Punishment Corporal punishment Time out Parents in classroom management Conflict resolution Student needs Classroom Arrangement Classroom environment Classroom organization Teacher organization Time management Procedures Teacher/ student relationship Classroom meetings Token economies

3. Classroom Management Observation: (100 possible points) Using an observation template supplied by instructor, candidates will conduct one observation during the semester. The observation will focus on topics discussed in class and their effect on student learning. Observation sign-ups will be done in class. Observation write up is due one week after observation. 4. Personal Management Approach: (100 possible points) This paper allows you to formulate your own personal model of classroom management based on the information you have learned in this course from assigned readings, postings, 3

responses, and other outside readings you may have completed related to classroom management. Which theories, strategies, methods, principles, and techniques of this course ring true to you? In this paper you will synthesize your favorite theories and methods into a practical model of classroom management, which best fit your personality and beliefs. You will explain the theoretical concepts as well as describe in detail how you see yourself actually applying these theories in your setting. Essentially, this paper allows you to pick and choose your favorite theories, strategies, concepts of motivation, and classroom management. (See Livetext rubric for details)

5. Case Studies: (4 case studies – 25 points each -100 possible points) Candidates will read, reflect, and report on four case studies during the semester. Each case study report should contain a review of the positive management exhibited by the teacher, problems facing the teaching in the situation, possible solutions to the situation, and how the management text the candidate has chosen would suggest handling the situation.

PERFORMANCE EVALUATION CRITERIA: All assignments will be evaluated on the following criteria: demonstration of course content, accuracy, completeness, clarity, depth of analysis and insight, coherence, well reasoned or argued, integration of references; clarity of expression, consistent correct usage of Standard English. *****You will need to add assignments from this class to your M.Ed., Ed.S., or MAT Portfolio. At a minimum for this class you will add the Personal Management Approach and the Disposition Self-evaluation to your portfolio. Guidelines for grades: A – 100 – 93% Outstanding scholarship – Performance that significantly exceeds the requirements and qualitative expectations of the course. Superior mastery of subject matter. Initiative and selfdirection leading to significant study and related activity beyond course requirements. B – 92 – 84 % Good scholarship – Performance that fully meets the requirements and qualitative expectations of the course. Solid mastery of subject matter. C – 83-75 % Marginal scholarship – Performance that falls somewhat short of the requirements and qualitative expectations of course. Limited mastery of subject matter. THIS IS THE LOWEST GRADE YOU CAN RECEIVE TO GET CREDIT FOR THE COURSE.

D – 74 – 70% Substandard work – Performance that fall short of the requirements and qualitative expectations of the course. Little demonstration of mastery of subject matter. F – 69-0 % Failing work – Performance shows no attempt to fulfill course requirements. Expectations fall extremely short of course requirements.

CONCEPTUAL FRAMEWORK: Prepared, Able, & Responsive (PAR) Principles Addressed in this course: Standard - Prepared: Disposition: To think critically about the process of teaching, learning, and assessment. P2 – use self-assessment and analysis as a basis for collaboration with colleagues, continuing professional development and lifelong learning. P4 – demonstrate an understanding about how students learn and develop (intellectually, socially, and individually) and provide developmentally appropriate curricula, learning opportunities and support. Standard – Able: Disposition: To be creative, challenging, and flexible in teaching/professional practices. A1 – understand, use and support a variety of instructional strategies to encourage critical and creative thinking, problem solving and achievement. A2 – create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners. A5 – organize, allocate and manage resources to support learning. Standard – Responsive: Disposition: To act in a fair manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers and others. R1 – respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so. R3 – accept responsibility for teaching and working in authentic settings with diverse populations of learners. R4 – demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner.

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R5 – reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community). R6 – foster professional relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students.

Curriculum and Instruction Standards Addressed in this Course: Element 1.1 Completers give evidence of planning that recognizes the needs of students, the contexts which must be considered when planning curriculum, and the philosophical frameworks that undergird curriculum design. Element 2.1 Completers demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. Element 4.2 Completers exhibit ability to meet the diverse needs of students. Element 6.5 Completers demonstrate the ability to use assessment data to identify longitudinal trends, achievement gaps, and establish goals for improvement and are able to articulate pertinent information to a variety of audiences.

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