Dixie State College of Utah Education Department Syllabus EDUC 3250: Effective Classroom Management/Practicum CRN 23103 Spring Semester 2012 Course Information: Credit: 3 credit hours Location: Education and Family Studies Bldg. #119 Meeting Days and Time: Wednesdays 12:00 to 1:40 Instructor Information Sandy Petersen, Ph.D., Assistant Professor Office Location: Education and Family Studies, Room 139 Office Hours: Mondays 11:00 to 2:00; Wednesdays 11:00 to 2:00 Phone: Office (435) 879-4257; Cell (801) 660-9943 E mail: [email protected] DSC Education Department Program Standards D-Diversity (DM1): Teacher candidates understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, sexual and/or religious differences) affect learning and provide culturally responsive curricula and teaching that meets the needs of all students (TEAC QP1.1.2, Q. 1.3; INTASC 2, 3, 9; UPTS 1, 3, 5) E-Effective Pedagogy (DM2): Teacher candidates create effective and meaningful instruction and assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use technology and implement instruction they have designed to effectively teach students and assess whether students can demonstrate the intended outcomes (TEAC QP1.2; INTASC 4, 6, 7, 8); UPTS 1-4) S-Subject Matter (DM3): Teacher candidates demonstrate a strong knowledge of the subject matter(s) they will teach and facilitate the acquisition of that subject knowledge in their students through appropriate instruction. (TEAC QP1.1; INTASC 1, 6, 7; UPTS 1, 2) E-Environment (DM4): Teacher candidates create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students. (TEAC QP 1.2, 1.3; INTASC 2, 5, 6, 8; UPTS 1, 2) R-Reflective (DM5): Teacher candidates are active learners and reflective practitioners, individually and with their colleagues, in order to improve their professionalism as teachers and their collegiality. (TEAC QP1.3; Learning to Learn; INTASC 9, 10; UPTS 3, 5) T-Teaching Dispositions (DM6): Teacher candidates foster caring and professional relationship with students that focus on acceptance and attention to their educational needs, and foster relationships with colleagues, families, and the community at large to support student success. (TEAC QP1.2, 1.3, Multicultural Perspectives; INTASC 2-8: UPTS 1-5)

Program Standards: D.E.S.E.R.T. (DM) http://new.dixie.edu/education/program_philosophy.php INTASC Standards: http://www.ccsso.org/intascst.html

R-Reflective (DM5): Teacher candidates are active learners and reflective practitioners, individually and with their colleagues, in order to improve their professionalism as teachers and their collegiality. (TEAC QP1.3; Learning to Learn; INTASC 9, 10; UPTS 3, 5)

Teacher Accreditation Education Council (TEAC) http://www.teac.org/accreditation/goals/index.asp\ Course Description For all students accepted into the DSC Elementary Education Program. This course is designed for the management and leadership of the elementary classroom. Areas include: discipline, procedures and routines, interpersonal relationships, classroom environment, learner motivation, and parental involvement. Students will design a comprehensive Classroom Management Plan (CMP). Includes practical experience in public schools. 3 lecture hours per week. Course Objectives Upon completion of this course, the student will be able to: 1. Build an effective and comprehensive classroom management system 2. Understand principles of motivation 3. Produce responsible behavior in students 4. Individualize instruction to create a learning environment conducive to student success 5. Articulate similarities and differences in the beliefs of various behavioral theorists 6. Develop a personal belief system about classroom management built upon respect for and understanding of students Prerequisites Admission to Dixie State College Elementary Education Baccalaureate Program Required Textbook (s) / Recommended Books Jones, F. H. (2007). Tools for Teaching (2nd ed.). Santa Cruz, CA. Fredrich. Jones & Associates, Inc. Assorted journal articles Semester Calendar: http://www.dixie.edu/reg/fall2011.html Important Dates to Remember January 9 January 11 January 16 January 17 January 24 January 31 January 31 January 31 February 1 February 3 February 27 March 2 March 12 - 16 March 19 March 20 March 21

Classwork Starts Last Day to Add Without Signature Holiday Drop/Audit Fee Begins ($10 per class) $50 Late Registration/Payment Fee Pell Grant Census Last Day for Refund Last Day to drop without receiving a "W" grade Courses dropped for non-payment Last Day to ADD Classes Mid-Term Grades Due Last Day to DROP/AUDIT Classes Spring Break Registration open to Seniors (90+ credits) Registration open to Juniors (60+ credits) Registration open to Sophomores (30+ credits)

March 22 April 6 April 26 April 27-May 3 May 4

Registration open to all students Last Day for Complete Withdrawal Classwork Ends Final Exams Commencement

Date & Time of Final Exam

The final exam will be given on Wednesday, May 4 at 10:00 in Room 119. Student Information Link http://new.dixie.edu/reg/syllabus As a student at DSC you have access to several helpful resources: Disability Resource Center/ Statement If you suspect or are aware that you have a disability that may affect your success in the course you are strongly encouraged to contact the Disability Resource Center (DRC) located in the North Plaza Building. The disability will be evaluated and eligible students will receive assistance in obtaining reasonable accommodations. Phone # 435652-7516

Tutoring

Writing Center

Tutoring services are provided for all registered DSC students and is available for all subjects. http://dsc.dixie.edu/tutoring/

The writing center is in the Browning Learning Center. The online writing center can be accessed at

Library

Testing Center

Online help for the Browning Library can be accessed at:

Information and hours are posted online at http://new.dixie.edu/testing/

http:// library.dixie.edu/

Location: North Plaza

http://dsc.dixie.edu/english/d sc_writing_center.php

IT Help The Student Help Desk is located in the Smith Computer Center in office 107. A technician will be available Monday through Friday, 9:00 AM to 6:00 PM, to assist you in your technological needs. They can provide assistance with the following: 1) Blackboard Vista 2) Dmail (Dixie College student e-mail) 3) Wireless Network Configuration 4) Software Resources for Students 5) The Dell Laptop Student Lease Program Academic Honesty As stated in the DSC Student Handbook: “Academic dishonesty in any form will not be tolerated at Dixie State College” (Academic Discipline Policy, 3.34) including cheating and plagiarism. These acts of academic dishonesty are strictly prohibited.

Dmail Important class and college information will be sent to your D Mail email account. This information includes your DSC bill, financial aid/scholarship notices, and notification of dropped classes, reminders of important dates and events, and other information critical to your success in this class and at DSC. All DSC students are automatically assigned a Dmail email account. If you don't know your user name and password, go to www.dixie.edu and select “Dmail,” for complete instructions. You will be held responsible for information sent to your D Mail email, so please check it often. Instructors Policy on Late Assignments, Missed Exams/Quizzes, and Unexcused Absences You will be expected to conduct yourself in a manner that will reflect your apprenticeship into the teaching profession. To that end, I expect you to demonstrate courtesy and respect to everyone in the class. I anticipate your undivided attention, your wholehearted participation, and honest and ethical behavior. Academic dishonesty in any form will not be tolerated (See Academic Discipline Policy 3.34). Any time you are in the public schools you must also adhere to the highest standards of the profession. You are to follow the instructions of your teacher/supervisor. It is never our place to criticize the school, the teacher, or the students in a practicum. Please be scrupulous in following this reminder. You are expected to be in attendance at every class session in its entirety. Two points will be taken from your overall grade for each unexcused absence. Absences Related to College Functions Appropriate documentation must be provided for any emergency or college sponsored absences (See Attendance Policy 23.5). Each Unexcused absence will result in a two point loss of credit in the course. Assignments must be turned in on time. Late assignments will not be accepted. All written assignments must be typed. Quizzes on assigned reading may be given at any time to encourage you to complete reading assignments. Quizzes cannot be made up. Please do not ask for an exception to that policy. Phones Please turn off and put away cell phones before class begins. If you have an emergency situation, see me prior to class. Disruptive Behavior DSC disruptive behavior policy states, “Teachers at Dixie State College have the right to aggressively manage the classroom environment to ensure an effective learning climate. Toward this end, teachers may dismiss and remove disruptive students from individual class activities. If a student’s behavior continues to disrupt class activities, the teacher may dismiss and remove disruptive students from their courses.” This policy will be followed. Major Assignments:

File Folder Activities You will be required to design three educationally relevant activities, appropriate to your practicum age group that students can use when they have finished an assignment. Directions and examples will be given to you in class. Management Philosophy Paper You will write a one page paper that summarizes your personal beliefs on classroom management in the elementary classroom. Your reflection should show evidence of a good understanding of the theories and practices we have studied as they inform your own thoughts and beliefs. Group Project You will be assigned to participate in a group project to thoroughly research a particular behavioral theory and/or theorist. A rubric will be provided. Your group will present a 30 minute lesson to the class where you will teach, explain, demonstrate, provide notes, and give practical examples of what you have learned. You will be expected to demonstrate best practices in teaching as you present your findings to your peers. Please dress in a professional manner. Classroom Management Plan (CMP) By the end of the course, you will be expected to have developed a classroom management plan. The plan must be in a sturdy binder, typed, and professional in appearance. Each piece of the CMP will be reviewed by me or by a peer as it is due during the semester, allowing you an opportunity to change/improve the assignment before including it in your CMP. Detailed instructions will be provided in class. Practicum Assignments: Contextual Factors Identify the key contextual factors of the classroom to which you have been assigned. A rubric will be provided. Developmental Stages Outline You will research the developmental stages of the age group of children in your practicum and outline what you find. Your research must include: 1) intellectual development, 2) physical development, 3) psychological development, and 4) emotional development. Be as thorough as possible, use at least three scholarly references and include your references in APA format. This assignment will help you understand what a “typical” child looks like. Teacher Procedure Chart (not to be included in final CMP) Collect the following information identifying ways your teacher accomplishes specific tasks. Put your data into a chart form. How does he/she:  assign and collect homework  pick class helpers  distribute materials  take attendance  take lunch count  contact parents  help a student that has been absent  get the class’s attention  manage unacceptable behavior  manage students who complete their work ahead of others

Behavioral Case Study Write a four to six page case study of a student you have observed who displays some negative behavior (No Identifying Information). Part One - Describe the behavior at length, giving specific examples, conversations, descriptions, including the reactions of others to the child. How does the teacher deal with the behavior? Is there a plan in place? What services are being provided? To what do you attribute the behavior? How is the behavior impacting the child’s learning, self-esteem, social standing, etc.? Part Two - What ideas do you have for helping this child?

Grading This is a practicum course. Twenty percent of your final grade in this course will be based on your practicum scores. There are three scores entered by your practicum supervisor for your performance in practicum, they are: formal lesson evaluation #1, formal lesson evaluation #2, and the practicum final evaluation. These scores will constitute your practicum grade and will be weighted as twenty percent of your final overall grade in this course.

A failing grade in your Practicum translates to a failing grade in the course.

Course Assignments/Assessments/ Due Dates Date

Topics to be studied during that week

Reading Assignments

These ungraded assignments will be part of your final Classroom Management Plan and must be brought to class for review the day they are due. Corrections and suggestions should be incorporated into your final (graded) CMP.

These assignments will be graded independently but most will also be included in your Classroom Management Plan with instructor suggestions incorporated.

(Failure to turn in an assignment for review on time will result in a 2 point grade reduction in the course.)

January 18

January 25

Introduction to the Course Characteristics of an Effective Teacher Learning from the “Natural” Teachers Focusing on Prevention

Chapter 1 and 2

Developmental Stages outline due

February 1

Working the Crowd

Chapters 3 and 4

Arranging the Room

February 8

Develop procedures for each of these categories: Starting the Day Tardy Absences

Weaning the Helpless Chapters 5 Handraiser and 6

File folder activities due (not to be included in final CMP) (15 pts.)

Praise, Prompt, and Leave: The Verbal Modality February 15

Visual Instructional Plans: Visual Modality

Chapters 7 and 8

Presentation/Grinder Group: Sandy Michelle Carissa Cynthia

Chapters 9 and 10

Presentation/ TRIBES group Carolyn April Georgianna Morgan

Say, See, Do Teaching: Physical Modality

February 22

Envoy/Michael Grinder Creating Motivation Providing Accountability TRIBES/Gibbs

Develop procedures for each of these categories: Homework Finishing early Getting help Bathroom use February 29

Midterm (to include chapters 1 through 12 and class presentations, discussions, articles,

Chapters 11 and 12

Find or design 5 awards for things you think are important.

Contextual factors due (15 pts.) (not to be included in final CMP)

etc.)

March 7

Understanding Brat Behavior Staying Calm

Chapters 13 and 14

Love and Logic/ Faye

March 21

Being Consistent: Our Thoughts

Chapters 15 and 16

Presentation/Love and Logic Group: Mary Kristy Ariel Cheyenne Awards due Write a letter of introduction to parents.

Setting Limits: Our Actions March 28

Following Through

Chapters 17, and 18

Behavioral Case Study due

Eliminating Backtalk April 4

Dealing with the Unexpected

Chapters 19 and 20

Building Cooperation

Invitational Education/ William Purkey April 11

Teaching Responsibility

April 25

Chapters 21 and 22

Alfie Kohn/Punished by Rewards Initiating Preferred Chapter Activity Time 23and 24 Dealing with Crises Exploiting the

Management Philosophy paper due

Write a welcome letter to your students.

Turning Problem Students Around

April 18

Presentation/Purkey Group: Katie Debbie Ashley Mackenzie

Presentation/Kohn Group: Camille Melissa Nicole Leslie

Teacher Procedures Chart due (not to be included in final CMP)

Construct a Table of Contents for your CMP (need not be turned in for review) Final Classroom Management Plan due

Management System May 4 10:00 Room 119

Final Exam (to include chapters 13 through 24, theorists and class notes since midterm)

Classroom Management Plans will be returned to you.

Grade Tracking Sheet / Classroom Management Name____________________________________________ Assignment

Points

Points Earned

Possible Article 1 response

20

Developmental Stages Outline

15

File Folder Activities

15

Contextual factors

20

Quiz 1-2

10

Quiz 3-4

10

Quiz 5-6

10

Quiz 7-8

10

Quiz 9-10

10

Midterm Exam

30

Midterm Grade

150

Behavioral Case Study

20

Teacher Procedures Chart

15

Management Philosophy Paper

20

Quiz 13-14

10

Quiz 15-16

10

Quiz 17-18

10

Quiz 19-20

10

Quiz 21-22

10

Quiz 23-24

10

Practicum

80

Midterm Total

Classroom Management Plan

25

Final Exam

30

Final Score

400

Midterm Grade Calculation Grading Scale/ 150 points possible A AB+

= 95% – 100% (142-150 pts.) = 90% - 94% (135-141pts.) = 87% -89% (130-134 pts.)

B

= 83% - 86% (125-129pts.) B- = 80% - 82% (120-124pts.) C + = 77% - 79% (115-119pts.)

C

= 74% -76% (111-114pts.) C- = 70% - 73% (105-110pts.) D+ = 67 -69% (101-104 pts.)

D = 64 -66% (96-100pts.) D- = 60 -63% (90-95 pts.) F = below 59% (below 90 points)

C

D

Final Grade Calculation Grading Scale/ 400 points possible A AB+

= 95% – 100% (380-400 pts.) = 90% - 94% (360-379 pts.) = 87% -89% (348- 359 pts.)

B

= 83% - 86% (332-347 pts.) B- = 80% - 82% (320-331pts.) C + = 77% - 79% (308-319 pts.)

= 74% -76% (296-307 pts.) C- = 70% - 73% (280-295 pts.) D+ = 67 -69% (268- 279 pts.)

=

64- 66% (258-267 pts.) D- = 60 -63% (240-257 pts.) F = 59%and below (below 240 pts.)