SYLLABUS ED 312 Classroom Management for the Elementary and Middle School Teacher Cheri Meyers Office: VanZoeren 297B Office phone: 395-7127 Home phone: 616-676-3289 Email address:[email protected] Office Hours: See schedule on office door (VanZoeren 297B) Course Overview Classroom Management for the Elementary and Middle School Teacher--An overview of classroom and behavior management techniques for elementary and middle school teachers in general education settings. Course topics will include classroom organization, setting individual and group behavioral expectations, developing and implementing classroom rules and procedures, working proactively with students, and organizing for small and large group instruction. Prerequisites: admission to the Teacher Education Program and completion of ED 280,281,282, and 283. Co requisite: Ed 310 and ED 311. This course follows Literacy II and precedes Student Teaching. The guiding question for you to consider throughout this course is "How can I create a positive classroom environment, develop a viable management system, formulate effective rules, and deal proactively with inappropriate behaviors so that all students have the opportunity to be successful in my classroom?" Each of the five conceptual orientations in teacher education find expression in ED 312, however the practical and personal orientations are dominant in ED 312. Elementary Curriculum and Methods (ED 310) and Classroom Management (ED 312) are supported by a shared field placement (ED 311). This field placement occurs in a local K5 general education classroom. You will spend at least four hours each week, beginning as soon as possible. The purpose of the accompanying field placement is to prepare you for the rigors of student teaching. Specifically for Ed 312, you will be required to observe and analyze your supervising teacher's classroom and behavior management systems and develop personal goals for student teaching. Please see the separate syllabus for further description of ED 311. Course Objectives/Assignments Course Objectives Related assignments or assessments, Course activities, readings, discussions

Notebook

Professional Standard for Michigan Teachers (PSMTs) 1.a, 2.a, 1.e, 1.g,1.h, 1.k, 2.a, 2. h, 3.b, 3.d,

Elementary Certificate Program Standards for the State of Michigan 3.1, 3.2, 5.4.1, 5.5

National Educational Technology Standards for Teachers (NETS*T)

1.a, 1.b, 1.c, 2.a, 3.a, 4.a,

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Inclusion Activity Cards

3.g, 4.a, 4.d, 4.e, 4.f, 4.g, 5.a, 5.a, 5.c,5.d, 5.f, 5.g, 6.d, 2.d, 2.g, 2.h

Course Readings

1.a-1.l, 2.a-2.j, 3.a-3.g, 4.a-4.h, 5.a-5.g, 6.a-6.f, 7.a-7.g

Midterm Examination

4.c,

Lab Log #1-Classroom Design/Rules Lab Log #2-Brain Considerate Lab Log #3-Lesson Analysis Lab Log #4-Centers Lab Log #5-Cultural Diversity Lab Log #6-Instructional Modifications, Universal Design Lab Log #7-Question Analysis Lab Log #8-Multiple Intelligences Lab Log #9-Cooperative Learning Lab Log #10-Models of Teaching Lab Log #11-Working with Parents/Community Resources Lab Log #12-Techology

1.k, 3.b, 3.c, 4.d, 4.g, 1.k, 3.g, 4.b, 4.c, 4.f, 1.k, 2.h, 3.g, 4.a, 4.g, 1.k, 4.a, 1.k, 2.f, 2.g

Lab Log #13-SpecialistsPhysical Wellness Lab Log #14-SpeicalistsArt, Music Lab Log #15-Math Lab Log #16-Social Studies Lab Log #17-Science Lab Log #18-Units

1.0, 2.0, 3.0, 5.0, 6.0 1.0, 1.3, 1.4, 2.0, 3.0, 4.0, 5.0, 6.0

4.1, 4.2, 4.3, 4.4, 4.6 2.4, 3.1, 2.2

1.a 1.a, 1.b, 1.c 2.a, 2.b, 2.c, 2.d 3.a, 3.b, 3.c, 3.d 4.a, 4.c 5.a, 5.c 5.d 1.a,

5.6 3.3 3.3 5.4

1.k, 2.b, 2.e, 2.g, 2.j, 4.a, 4.g

3.3

1.k, 4.a

4.4

1.k, 2.g

3.3

1.k, 4.f,

3.3

1.k, 2.h, 3.a, 3.d, 4.a 1.k, 5.c, 5.f, 5.g, 6.c, 6.d,

3.3

1.k, 3.a, 3.d, 3.f, 4.b, 4.c, 4.f, 7 ag 1.k, 3.d, 3.c,

2.1, 4.5

1.k, 3.d,

2.1

1.k, 3.d, 3.c, 1.k, 3.d, 3.c, 1.k, 3.d, 3.c, 1.k, 3.d, 3.c,

2.1 2.1 2.1 2.1

2.a

2.d

2a, 2b, 2c

5.2, 5.9, 5.10

1.a-d, 2.a-d, 4.a-d

2.1

1.a-c,2.a-d 2

Lab Log #19-Assessment Lab Log #20-Final Reflection- Self Analysis based on the Ed Dept. 6 Abilities

1.k, 2.b, 2.c, 2.d, 2.g, 4.h 1.k, 5.a, 5.b, 5.d,

2.1, 3.5, 4.1, 4.2, 4.3, 5.6 4.6, 5.6 5.7

2.d 1.d

Standards There are several sets of standards that guide our work in the course. 1. Professional Standards for Michigan Teachers (PSMTs) – these are the standards which guide our department in your preparation. They will also be used to evaluate you during your pre-service and induction years. The standards that are covered in this are indicated on the course objective chart above. http://www.michigan.gov/documents/mde/SBE_approved_PSMT_May_13_2008+co verpg_258601_7.doc 2. Elementary Certificate Program Standards for the State of Michigan – these standards, provided by the state of Michigan, outline the content that beginning teachers must possess. In this class, we will be concerned with the English Language Arts standards from this document.

http://www.michigan.gov/documents/mde/Elementary_Standards_JAN2008_23106 6_7.pdf 3. National Educational Technology Standards for Teachers (NETS*T) – this set of standards recommend what teachers should be able to know and do with their own P-12 pupils in terms of technology. http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NE TS_T_Standards_Final.pdf Course Objectives ED 312 will support the following professional abilities through significant experiences in developing an elementary program: The teacher as curriculum developer… …professional collaborator …effective communicator …problem solver …decision maker …scholarly educator The long-term course objectives for our class sessions and assignments are as follows: Developing teachers will… Course Calendar Date: August 31 Sept. 2 Sept. 7

Topic: Overview of Course Positive Expectations Effective Classroom Management for the Beginning of the School

Assignment Due: Albert’s, Ch 13, 14, 15 Reading Notes Evertson, Emmer and Anderson Article Reading Notes 3

Sept. 14

Year Developing Rules Effective Group Management Practices Sponge Activities

Sept. 16

Transitions

Sept. 21

Motivation

Sept. 23

Challenging Children & Brain Research Mistaken Goals of BehaviorAttention Seeking Mistaken Goals of BehaviorAvoidance of Failure Mistaken Goals of BehaviorPower and Revenge Jim Fay- Love and Logic

Sept. 9

Sept. 28 Sept. 30 Oct. 5 Oct. 7 Oct. 12

Susan Kovalik- Lifelong Guidelines & LIFESKILLS

Oct. 14

Field Placement Applications of Classroom Management Fall Break William Glasser- Quality Schools/Control Therapy

Oct. 19 Oct. 21

Oct. 26

Alfie Kohn-Punished by Rewards

Oct. 28

Procedures

Nov. 2

Lee Canter- Assertive Discipline Case Scenarios Conflict Management/Peer Mediation Bullying

Nov. 4 Nov. 9 Nov. 11 Nov. 16 Nov. 18

The Well Managed Classroom The First Day of School

Kounin Article Reading Notes Sponge Article Reading Notes Transitions Article Reading Notes Hunter Article Reading Notes Kovalik chapter Reading Notes Albert’s Ch. 3 & 4 Reading Notes Albert’s Ch. 9 Reading Notes Albert’s Ch. 6,7, 8 Reading Notes Article, Websites Reading Notes Citizenship Ch. 1-4 Reading Notes Fay Notebook Midterm Exam

Article, Websites Reading Notes Kovalik Notebook Article, Websites Reading Notes Glasser Notebook Wong & Wong pgs. 164-194 Reading Notes Kohn Notebook Article, Websites Reading Notes Canter Notebook Article, Websites Reading Notes Article, Websites Reading Notes Wong & Wong pgs. 8—195 Reading Notes Wong & Wong pgs. 3-30 Reading Notes 4

Nov. 23

Capturing Kids Hearts

Nov. 25 Nov. 30

Thanksgiving Behavioral Contracts

Dec. 2

Early Childhood vs. Elementary vs Middle School Classroom Management Parents As Partners

Dec. 7 Dec. 9 Dec. 13 See ED 310/311

Unique events: parties, lockdowns, etc. Exam Week Lab Logs #1-20

Article, Websites Reading Notes Article, Websites Reading Notes Article, Websites Reading Notes

Article, Websites Reading Notes Article, Websites Reading Notes Notebook final turn in See ED 310/311 Syllabus

Course Requirements and Evaluation Your final grade for the semester will be based on a series of written assignments. All assignments and requirements must be completed satisfactorily to receive a passing grade in the course. Specific guidelines and grading criteria for course assignments are described below. Evaluation of the requirements will be assigned as follows: Grading 95-100= A 93-94 = A90-92 = B+ 87-89 = B 85-86 = B82-84 = C+ 77-81 = C 75-76 = C70-74 = D+ 68-69 = DAssignment Descriptions Field Placement Reflective Logs Logs will be kept for this course that pertain only to classroom rules, procedures, and behavior management. These may be word processed, but have been designed to be handwritten. Logs in ED 312 are part of the class grade because some students may take this class as an elective if they are not general elementary education students. Graphic Organizers-reflection of readings Application of Theories Taught- A notebook project to show the understanding and application of theories taught. Examinations There will be a mid-term examination in this course. Details will follow.

Required Texts It is important that you come to class having read the assignments for each session. Class sessions will be an extension of—and not a substitute for—the readings.

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Cooperative Discipline – Albert How to be an Effective Teacher The First Days of School- Wong Tools for Citizenship & Life - Pearson Additional articles given in class Course Policies • Attendance is required. Promptness is expected. • Grades will be lowered significantly for absences. • Grades will be lowered significantly for lack of participation—both in the small groups and in the full-class discussions • Neatness always counts—in everything. • All written assignments will need to be word-processed—except for the logs. • Please Spell Check, Grammar Check, and Proofread all assignments prior to submitting them. • Please dress professionally for your field placement. • Please use me as a resource. Ask questions! • ALL work MUST be original to you and this course. Each assignment stands alone and is built off the previous learning and knowledge. The Hope College policy on plagiarism will be strictly enforced. • All sources used in your lessons and unit must be cited properly—including websites. • HAVE A POSITIVE ATTITUDE! (The harder you work, the more you will learn.) Education Department Policies Throughout this course you will be practicing the six professional abilities identified by the Education Department faculty at Hope College. • Effective Communicator • Professional Collaborator • Problem Solver • Curriculum Developer • Decision Maker • Scholarly Educator The Teacher Education Program at Hope College is committed to the preparation of teacher candidates who successfully meet all Education Department course objectives and who make continuous progress toward meeting the Department's established goals for future educators, as outlined in the Department's Six Professional Abilities. To achieve these ends, we believe that students must successfully complete all courses for which they are enrolled through the Education Department. They must also successfully complete the field placements that may be attached to these courses. Successful completion will be demonstrated when students earn a C+ grade or better in each course and field placement. Students who fail to earn a C+ grade or better in any Education Department course offering or field placement after admission to the Teacher Education Program will not be allowed to continue in the program until they have successfully completed the course or field placement. Field Placement Recommendation Policy 6

1. A student receiving a “Recommended” or “Highly Recommended” rating from the field placement mentor teacher will continue in the program. 2. A student earning a “Recommended with Reservations” rating for a field placement: a. Will be notified in writing that s/he will continue in the next placement on probationary status. b. If a student earns a second “Recommended with Reservations” rating for a field placement s/he will not be allowed to continue in the education program 3. A student earning a “Not Recommended” rating from the field placement mentor teacher: a. Will be notified in writing that s/he will not be allowed to continue in the education program. 4. A student will retain the right to appeal any decision made by the Education Department through procedures outlined in the Education Department’s Handbook. Dispositions Policy 1. A student receiving an Excellent, Proficient, or Developing Proficiency from his/her field placement mentor teacher will continue in the program. 2. The first time a student earns one or more unsatisfactory ratings on any disposition from the field placement mentor teacher the student will: a. Be notified by the professor for that course. b. Have a meeting with that professor. c. Complete a form which includes action steps for rectifying the unsatisfactory rating. The professor will: a. Copy the field placement form, attach it to the student’s goals/action plan form, and place in the student’s file in the Education Department. b. Contact the Student Support Chair. 3. The second time a student earns one or more unsatisfactory ratings on any disposition for a field placement the student will: a. Be notified by the professor for that course. b. Have a meeting with that professor. c. Be given the option to take part in Student Support. d. Be informed, by letter from the Education Department chair that a third unsatisfactory rating will result in dismissal from the Education Department. 4. The third time a student earns one or more unsatisfactory ratings on any disposition from the field placement mentor teacher the student will: a. Be notified in writing, by the chair of the department that he/she will not be allowed to continue in the education program. 5. A student will retain the right to appeal any decision made by the Education Department through procedures outlined in the Education Department’s Handbook. Policy adopted January, 2001; amended August 19, 2003 College Policies Hope College expects all students to assess each course in an effort to continuously improve student learning. At the end of the semester, you will be asked to assess how well this course met its stated goals. Your responses will be kept anonymous, but I will take the collective results seriously in thinking about how to provide Hope students the

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best possible education. Your responses matter. You are urged to participate in this important process. AMERICANS WITH DISABILITIES ACT: Any student whose disability falls within ADA guidelines should inform the instructor at the beginning of the semester of any special accommodations or equipment needs necessary to complete the requirements for this course. Students must register documentation with the Office of Disability Services and/or Academic Support Center. If you have questions, call Student Development at extension 7800. Official Hope College Policy on Plagiarism The following statements appear in the Hope College Catalog. Plagiarism is the dishonest presentation of the work of others as if it were one's own. Writers, speakers, musicians, artists, or computer programmers-whether students or professionals-commit plagiarism when they present, without proper acknowledgement, all or part of another person's work as if it were their own. Because plagiarism violates the expectations of trust and honesty necessary for academic work in an ethical community, it is a serious offense. In addition, plagiarism undercuts the basic purposes of higher education by short-circuiting the processes of inquiry, reflection, and communication that lead to learning. Plagiarism can take several forms, including but not limited to: •

Using the exact words of another writer in part of a paper without both citation and quotation marks (or block indentation in the case of longer quotations).

•

Cutting and pasting material from Internet or other electronic resources without proper citation of sources.

•

Including the paraphrased or summarized idea of another writer without acknowledging its source.

•

Accepting excessive assistance from another person in writing a paper without informing readers of the nature and extent of that collaboration.

•

Submitting for credit a complete paper or portion of a paper written by another person, no matter whether the paper was purchased, shared freely, stolen, found, or acquired by other means.

•

Submitting music, drawings, paintings, sculptures, or photographs that copy or rely closely on the work of other artists, without explicitly citing the original source.

•

Writing a computer program that is the same or closely similar to existing sources.

•

Accepting credit for a project, multimedia presentation, poster, or other assignment that draws dishonestly on the work of others.

Duplicate submission is also a violation of academic integrity, because every assignment presumes that new inquiry and effort will produce new learning, and submitting a paper already written for another occasion subverts this learning. Submitting the same original paper for credit in more than one class in the same semester, without the expressed permission of both instructors involved, is not acceptable. Using the same paper or closely 8

similar material from one semester to fulfill a requirement in another semester is normally not allowed without specific permission from the instructor. If students receive the same or similar assignments in different courses, they should consult with the professor about alternate assignments. Recognizing that students may sometimes commit plagiarism unintentionally because they do not know the conventions of quotation, citation, and acknowledgement, professors may deal with cases of plagiarism in different ways. When in the professor's judgment the student intends to do honest work but doesn't yet understand the conventions of academic quotation and acknowledgment, the professor may require the student to rewrite the paper, may lower the grade on the paper, or may fail the paper. However, when a case of plagiarism results not from ignorance of conventions but from actions by which the writer deceives the professor about sources of words or ideas, or by which the writer tries to fulfill an assignment without doing all of the necessary work, the ordinary sanction will be failure in the course. Cases of plagiarism that result in a failing grade for an assignment or for a course must be reported to the Provost in order to prevent any individual from plagiarizing repeatedly and each time professing ignorance. If a student plagiarizes repeatedly, the Provost may apply additional penalties, including dismissal from the college.

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