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SYLLABUS FOR Management
Stratgies
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Term: Spring, 2005
Instructor: Mr. John Potocki
Course Number: 10436x
Office Phone: 773-535-5605
E-mail: apotocki@aol.com/john.s.potocki@cps.k12.il.us
Cell Phone:
312-405-8133
Office Hours:
TBA or by appointment
Instructor
Background:
Educational:
M.A. in General
Administration from Governors State University (1995); Illinois State
Certificate in Behavior Disorders (1980); M.A. in Interpersonal Communication
from Governors State University (1981); B.S.E in Education from Northern
Illinois University (1971); A.A. General Wilson Junior College (1968).
Professional:
I have served the educational community as a Principal of Henry Clay
Elementary from 1999 to present, a director/principal at Proctor Transition
Center 1997-1999, the Asst. Principal of George Washington High School. I have also been an Instructor at CCSJ for 3
years.
Course Time:
Thursday from 7:00 to 10:00 p.m.
Course
Description:
The teacher
candidate will gain knowledge and practical experiences in order to develop
knowledge, disposition, 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:
Educ. 200, 300, 311, 342, 430
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 a 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 his/her 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 Lickona’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 competences.
Thus, in this
course, the students will:
Come to understand the
employment of various management strategies reflect and implement philosophy of
education. Educational value judgments
can and do “fuel” management practices.
In the light of the above, to
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 field 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:
The First Days of School:
How to Be an Effective Teacher by Harry K.
and Rosemary T. Wong (Mountain View, CA: Harry T. Wong Publications, 1998).
Beyond Discipline: From Compliance to Community by
Alfie Kohn (Washington, DC: ASCD Publications, 1996).
Educating for Character by Thomas Lickona (New York: Bantam, 1992).
Before you can Discipline by Robert L. DeBruyn Publisher Leadership Lane.
Assessment:
Exams (Midterm-
Final ) __35___%
of grade
Class
participation/collaboration/attendance/assignments __40___% of grade
Class
presentation and assessment instruments __25___%
of grade
Class Policy
for 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. Please note the timetable for the deadline
for late assignments. Quizzes and
assignments are usually announced in advance and will typically cover readings
assigned for class that day.
Grading Scale:
|
Grade |
Points |
|
A |
100-90 |
|
B |
89-80 |
|
C |
79-70 |
|
D |
69-60 |
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F |
59 and below |
Class Policy on
Attendance:
Students are expected to be present and on time for all classes. Hands on experience and class interaction
are invaluable – and cannot be “made-up” individually.
Class
Cancellation:
I will make every effort to contact you if a class is cancelled due to
the unexpected absence of the instructor.
In addition, an announcement will be posted on the Education Bulletin
Board and the Classroom door.
Portfolio:
As of the 1996-1997 academic year, the Education Program of Calumet
College of St. Joseph requires student teachers to develop a professional
portfolio as part of the student teaching course. This portfolio, however, should contain examples of professional
development from various courses and activities. Projects connected with this course would make appropriate
additions to such a portfolio.
INTASC
Principals addressed in this course:
Principal #4- The teacher understands and uses a
variety of instruction strategies to encourage students’ development of
critical thinking, problem solving, and performance skills.
Principal #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.
Course
Requirements/Major Assignments: Each
teacher candidate is responsible for the weekly readings in the text before
each class. They will be asked to teach
the weekly reading at assigned times.
There will be two tests, a midterm and final. Two papers (3-5 Pages Typed) on some aspect of this course to be
approved by the instructor. These
papers should be taken from some Educational Professional Periodical. They will be presented to the class. A position paper (3-5 pages) on some
author’s perspective of classroom management.
An observation of the classroom must be summarized (2-3 pages). Date
TBA.
Course Outline:
|
Class Dates: |
Topics/Assignments: |
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1/13/05 |
Introduction
of Class Assignments, Topics, Syllabus, Course Requirements, 1st
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
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1/20/05 |
2nd
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
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1/27/05 |
3rd
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
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2/03/05 |
4th
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
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2/10/05 |
5th
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
|
2/17/05 |
Class
Research |
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2/24/05 |
6th
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
|
3/03/05 |
7th
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
|
3/10/05 |
Midterm Exam |
|
3/17/05 |
8th
Wong Video, Discussion, (2) Teacher Candidate Presentations of Lickona. |
|
3/24/05 |
History video- Presentation of Kohn. |
|
3/31/05 |
History video- Presentation of Kohn. |
|
4/07/05 |
History video-Presentation of Kohn. |
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4/14/05 |
Video,
Discussion, Presentation of Kohn. |
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4/21/05 |
Final Exam |
The “Position Paper” must take a stand on some author’s perspective on
classroom management. The paper must be
no longer than five pages (typed and double spaced). It must contain the following essential elements:
1.
Statement of thesis, i.e., agreement or
disagreement with the author’s thesis.
2.
This statement of the thesis must
include a clear understanding/description of the authors’ perspective.
3.
A presentation of a contrary position
with accompanying support for that position.
4.
A well reasoned argument for the
rejection of one thesis in favor of the other.
5.
Thus, at least two major reference
perspectives must be included in the argument: your author vs. author.
6.
All references must be made according to
APS standards.
The “Field Experience” Reflection Paper must adhere to the following
guidelines:
1.
The Field Experience must comprise one
full day of classroom observations.
2.
Every effort should be made to observe
the classrooms of at least two teachers with one teacher being a veteran of 5
years experience or longer.
3.
The Reflection Paper summarizing the
Field experience must include: some anecdotal information identifying and
supporting the employment of a recognizable program of classroom management;
indication of a failure to employ a systematic approach towards classroom
management (if that be the case from observations); an evaluation by the
teacher candidate of the effectiveness of the management strategies observed.
You must also write three short papers that must be no shorter than two
pages in length. They must be on some
outside source on classroom management other than what is being
introduced.
Class
Participation: (per instructor)
Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance
for an entire class period, it will be assumed they are
participating. Students are expected to
be present and on time for all classes.
Class interaction is invaluable – and cannot not be made up individually.
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.
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.
Please note:
Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and
may be submitted for checks on plagiarism from the Internet/Electronic
sources/Databases.
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). 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.
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. The Registrar must receive written
request for withdrawal 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).
School Closing Information:
Internet:
http://www.ccsj.edu
http://www.EmergencyClosings.com
Facility:
Calumet College of St. Joseph
Phone:
219.473.4770
Radio:
WAKE
– 1500 AM
WGN - 720 AM
WIJE
– 105.5 FM
WLS
– 890 AM
WZVN
– 107.1 FM
WBBM
NEWS RADIO 78
TV Channels:
2,
5, 7, 9, 32