SYLLABUS FOR MANAGEMENT STRATEGIES

SYLLABUS FOR MANAGEMENT STRATEGIES

FOR THE CLASSROOM

Term: Summer 2004 à May 24, 2004, to June 10, 2004; Mon-Thur, 8:00--noon

Course Number: Education 436—Management Strategies for the Classroom

Instructor: Kevin T. Zajdel, Ed.D. Office: Room 300

Instructor Background: B.A. in English (St. Meinrad College); M.S.Ed. in Secondary Education (Indiana University Northwest); Graduate coursework in counseling and administration (Purdue University Calumet); Ed.D. in Instructional Leadership (National-Louis University). Experience teaching middle school, high school, and higher education; administrative experience at the elementary, high school, college, and district levels.

Office Phone: 219.473.4304 CCSJ Switchboard—219.473.7770 or 773.721.0202 or 877.700.9100

E-mail: kzajdel@ccsj.edu (In the RE: section, indicate “ED 342 and YOUR NAME”) !!!!!

Office Hours: Before class, during break, and after class; and by appointment (Mon—Thur afternoons)

Course Time: Summer 2004 à May 24, 2004, to June 10, 2004; Mon-Thur, 8:00--noon

Course Description: The teacher candidate will gain knowledge and practical experiences in order to develop knowledge, dispositions, and performance skills about classrooms and instructional organization, that is, about selection and arrangement of classroom materials, implementation of rules and procedures for the management of student work, problem behavior and special student groups, planning for the beginning of the school year, maintenance of appropriate student behaviors, and communication strategies for effective classroom management. Field experience required.

Prerequisites: ED 200 (Introduction to Teaching); ED 300 (Educational Psychology), ED 311 (Foundations of Education), ED 342 (Curriculum Development), and ED 430 (Educating Exceptional Students).

Learning Outcomes/Competencies: This course invites the teacher candidate to view the management of the classroom from a broad perspective. That is to say, this class will not merely focus on the understanding and possible application of given “programs” for classroom management (to use a more traditional term, “student discipline”), but on a more holistic approach to classroom management, taking as its cue the noted educator Harry Wong’s threefold perspective on the ‘effective teacher.” This is the perspective wherein the effective teacher succeeds as teacher by developing the inter-related skills of positive motivation, planning and executing lessons for mastery, and managing the learning environment.

Furthermore, the teacher candidate will be asked to come to understand and evaluate various programs or models of classroom management as to their effectiveness and consonance with her/his philosophy of education. This will be done in the light of Alfie Kohn’s understanding of classroom management as an exercise of building an educational community.

Finally, the student will be asked to come to understand and apply to lesson planning Thomas Licona’s belief that “educating for character” should animate one’s educational efforts.

In this sense, then Bloom’s taxonomy of educational objectives, both from the cognitive (especially “evaluating”) and affective (especially “valuing”) domains, will figure into the achievement of course competencies.

Thus, in the course, the student will

Come to understand that employment of various management strategies reflect an implicit philosophy of education. Educational value judgments can and do “fuel” management practices.
In light of the above, come to an informed, i.e., personally appropriated and adequately defended, position on the value of a given perspective on classroom management.
Come to observe, understand, and evaluate the effectiveness of various management strategies employed by veteran practitioners in the filed by way of field experience.
Come to understand and evaluate the effectiveness of the holistic Harry Wong claims for the nature of the “effective teacher” by way of text and video analysis accompanied by evaluative discussion in the light of timely educational research.
Demonstrate the ability to research, share collegially, and evaluate appropriate literature on effective teaching and management strategies.
Come to apply the Lickona concept of “educating for character” by creating and executing a lesson plan on “value education.”

Textbooks (required):

1. Wong, H.K. and Wong, R. T. (2001). The first days of school: How to be an effective teacher. Mountain

View, CA: Harry T. Wong Publications.

2. Kohn, A. (1996). Beyond discipline: From compliance to community. Washington, D.C.: ASCD

Publications.

3. Lickona, T. (1992). Educating for character. New York: Bantam.

Learning Strategies: Professional literature analysis, student discussions, small group activities, professional consultation (interviewing), professional observation (classroom), and personal reflection.

At this point, the teacher candidate will have reached a certain maturity in understanding the art and science of teaching. Therefore, the course will, in many instances, seek to combine instructor input with carefully reflected discussion of the topics identified in the outline below. In other words, the course should take on the tone of a “seminar” where researched knowledge and educational values are shared in a respectful manner.

Therefore, it is essential that all students read the assigned readings well in advance of the class and provide input to the seminar via timely research study.

Several videos on the effective teacher will be examined along with the correlated research done by each student, resulting in discussion for the first part of the course.

Selected videos representing the basic tenets of various popular programs for classroom management will be compared with Alfie Kohn’s critique of them. This exercise will serve to stimulate the teacher candidate to take a personal and informed position not only on a management program, but also on the underlying values grounding such a program.

Finally, Thomas Lickona’s claim that education is a matter of skills and character development will be examined. The resulting “values education” lesson plans will be exhibited in class.

Assessment: In order to demonstrate the relative importance of these requirements as they comprise a course grade, the following percentages are provided:

· 20%--Six one-page summaries of Wong and Kohn reading assignments

· 10%--1 class presentation from Kohn text

· 10%--1 class presentation from Lickona text

· 20%--Field experience analysis and reflection (of two observations and two interviews)

· 20%--Unit plan (or three separate lesson plans) on character education

· 20%--Position paper on management

Class Policy for Missed Quizzes and Late Assignments: There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a grade reduction. In addition, scheduled presentations need to be made during the scheduled class to avoid disrupting the educational process for the entire class.

Format for Written Assignments: The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association, 4^th edition (1994). The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community. [This is not a required text. It is available, however, in the bookstore and in the reference section of the Specker Library (REF. BF/76.7/.P82/1994)]. In addition, staple papers together; do not use paper clips.

Statement of Plagiarism: If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner)

Citation Guidelines: Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., APA). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Class Policy on Attendance: Teacher candidates are expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made up" individually.

Class Policy on Electronic Devices: Cell phones, beepers, and pagers are considered a distraction from the educational process and are, therefore, discouraged.

Center for Academic Excellence: Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Withdrawal from Classes Policy: After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Course Outline, Dates, and Topics:

1. 5.24.04 Introduction to course, assignments, and concept of management strategies

2. 5.25.04 Wong chapters 1-5; summary paper due

3. 5.26.04 Wong chapters 6-10; summary paper due

4. 5.27.04 Wong chapters 11-20; summary paper due

x. 5.28.04 Suggested observation day

x. 5.31.04 Memorial Day

5. 6.01.04 Wong chapters 21-26; summary paper due

6. 6.02.04 Kohn chapters 1-4; summary paper due; class presentations

7. 6.03.04 Kohn chapters 5-8; summary paper due; class presentations

x. 6.04.04 Suggested observation day

8. 6.07.04 Lickona Part I; class presentations; field experience analysis and reflection due

9. 6.08.04 Lickona Part II; class presentations

10. 6.09.04 Lickona Part III; class presentations; unit plan (or lesson plans) due

11. 9.10.04 Position paper (exam) due

Bibliography and Resource Materials:

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York:

Longmans.

Bronfenbrenner, U. (1993). Ecological systems theory. In R. H. Wozniak (Ed.), Development in context. Hillsdale, NJ: Erlbaum.

Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.

Davidman, L. (1994). Teaching with a multicultural perspective: A practical guide. New York: Longman.

Dewey, J. (1910). How we think. Boston: D. C. Heath. Dewey, J. (1916). Democracy and education. New York: Macmillan.

Dewey, J. (1990). The school and society (1900) and The Child and the curriculum (1902) Chicago: The University of Chicago Press.

Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum Publishing Company.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Book.

Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Book.

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.

Kohlberg, L. (1984). Essays on moral development: Vol. II. The psychology of moral development. New York: Harper & Row.

Kohlberg, L., & Gilligan, C. (1972). The adolescent as a philosopher: The discovery of the self in a postconventional world. In J. Kagan & R. Coles (Eds). 12 to 16. Early Adolescence. New York: Norton.

Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown Publishers, Inc.

Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. New York: Crown

Publishers, Inc.

Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay.

Louis Harris and Associates, Inc. (1996). Students voice their opinions on: Their education, teachers, and schools, part II: The Metropolitan Life survey of the American teacher. New York: Louis Harris and Associates, Inc.

Maslow, A. H. (1962). Toward a psychology of being. New York: Van Nostrand Reinhold.

Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.

Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley: University of

California Press.

Noddings, N. (1992). The challenge to care in schools: An alternate approach to education. New York: Teachers College Press.

Rich, J. M. (1992). Innovations in education: Reformers and their critics (6th ed.). Boston: Allyn and Bacon.

Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.

Rogers, C. R. (1983). Freedom to learn for the 1980s (2nd ed.). Columbus, OH: Merrill.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupil's intellectual development. New York: Jolt, Rinehart and Winston.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons.

Shedd, J. D. (Ed.). (1996). Confronting reality: Dealing with present and future challenges to today's educators. Ninth Annual Midwest Spring Conference. Illinois-Indiana Association of Teacher Educators.

Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. New York:

Bergin & Garvey.

Tishman, S., Perkins, D., & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston: Allyn and Bacon.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners (2^nd ed). Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Vygotsky, L. S. (1962). Thought and language. New York: Wiley.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zemelman, S. (1998). Best practice. Portsmouth, NH: Heineman.

Portfolio:

As of the 2002-2003 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Students submit their portfolios twice: the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles. The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

Principle #1: The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principal #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS OF EARLY CHILDHOOD

Standard #1: Core Knowledge. The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

Standard #2: Child Growth & Development. The early childhood education professional understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children.

Standard #3: Foundations of Education & Learning. The early childhood education professional understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.

Standard #4 : Curriculum and Instruction. The early childhood education professional understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.

Standard #5: Family, Culture, and Community. The early childhood education professional understands the influence of the family, community, and culture on the learning and development of the young child.

Standard #6: Observation and Assessment. The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families.

Standard #7: Professionalism. The early childhood education professional embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.

Standard #8: Learning Environments. The early childhood education professional promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children.

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS OF MIDDLE CHILDHOOD

Standard #1: Development The middle childhood generalist understands that the developmental changes that occur in children aged 7-12 are more radical than those for any other age group.

Standard #2: Curriculum. The middle childhood generalist creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.

Standard #3: Instruction. The middle childhood generalist plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community.

Standard #4: Assessment. The middle childhood generalist understands the importance of multiple assessments (informal and formal, formative and summative) and uses a variety of developmentally appropriate assessments, some of which are performance-based, to improve student learning.

Standard #5: Professional Role. The middle childhood generalist demonstrates professionalism through collegiality, peer support, and professional self-assessment.

Standard #6: Student Learning. The middle childhood generalist understands the complexity of how children aged 7-12 learn and creates a learning environment that supports all children and their development.

Standard #7: Family/Community. The middle childhood generalist develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.

Standard #8: Professional Development. The middle childhood generalist actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning.

TEACHER STANDARDS—DEVELOPMENTAL: EARLY ADOLESCENCE GENERALIST TEACHERS

Standard #1: Young Adolescent Development. The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard #2: Healthy Development of Young Adolescents. The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.

Standard #3: Middle School Philosophy and School Organization. The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.

Standard #4: Middle School Curriculum. The early adolescence generalist understands and can implement the established middle school curriculum

Standard #5: Middle School Instruction. The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.

Standard #6: Family Involvement. The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.

Standard #7: Community Involvement. The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.

Standard #8: Teacher Roles. The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.

Standard #9: Collaborative Behavior. The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS Of ADOLESENCE AND YOUNG ADULTHOOD

Standard #1: The Development of Adolescents and Young Adults. The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard # 2: Decision Making. The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

Standard #3: The High School Learning Community. The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Standard #4: Curriculum. The teacher of adolescents and young adults understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.

Standard #5: Instructional Strategies. The teacher of adolescents and young adults understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.

Standard #6: The Home-School Connection. The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Standard #7: Community and Transition to the Future. The teacher of adolescents and young adults understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.