Calumet
Leadership in Teaching
Term: Summer, 2005
Course: Education 63251X: Effective Management Strategies
Instructor: Barbara O’Block Ed.D
Office Phone: (219) 473-4294
Email Address:
boblock@ccsj.edu
Office Hours: By Appointment
Course Time: June 13 - July 30, 2005
Tuesdays/Thursdays 7:00PM -10:00PM
Course Description: The course of study allows the practitioner the opportunity to research, reflect, and dialogue on the critical ingredients that support and sustain effective and successful classroom instruction, organization, and management: respectful relationships, effective teaching strategies, meaningful content, and reflective practice. The participant applies the knowledge gained to personal and professional practice.
Field experience required.
Prerequisites: Permission of LIT Program Director
Learning Outcomes/Competencies:
Participants in this course will
Integrate the knowledge gained through assigned readings with instructor input and reflective group dialogue; research, experience, and practice are shared in a respectful manner.
Explore and understand
the construct of “reflective practice.”
Examine personal beliefs about effective classroom management in light of current and emerging research to increase personal self-efficacy.
Investigate theories
or “systems of discipline” and judiciously interpret the many models available.
Research school
based models of school as a “caring, democratic community.”
Review the Vision and
Review
current school/system policies on discipline and behavior management (especially
chronic misbehavior) and reflect on how these policies align with best
practice.
Analyze current local professional development opportunities; describe their effectiveness in enabling faculty/staff to operate within an ever-changing classroom/school/system environment; plan professional development opportunities to inform and assist faculty with these issues.
Research and design strategies to effectively relate to today’s students and families -
especially
strategies to keep communication – teacher to student, student to teacher,
teacher to parent, parent to teacher - open and effective.
Textbooks:
Charles, C.M.
(2005). Building Classroom Discipline, 8th edition.
Larrivee, Barbara
(2005). Authentic Classroom Management:
Creating a Learning Community and Building
Reflective Practice, 2nd edition.
Tentative Calendar:
Week One The “reflective practitioner”
The teacher’s role as learning facilitator
and social mediator
Characteristics of teachers who are effective classroom managers
Week Two Basic models or systems (theories) of discipline
Which model/philosophy is most consistent with one’s personal belief? that of the school/system?
School Foundational
statements:
Week Three The basic rights of students, teachers, and schools with respect to classroom discipline
Discipline as it relates to emotional intelligence and social and emotional learning
Field Experience
Oral reports: theories/models
of discipline
Week Four School-based models of “democratic, caring
communities”
The roles of teacher-student relationships and classroom climate in the
development of self-discipline
Professional development for more effective classroom management
Oral Reports: models of school
as a “caring, democratic communication
Week Five Discipline as it relates to character
education
The school’s responsibility for teaching morals and values
The role of student motivation (self-discipline; self-regulation); the relationship of motivation to academic achievement and behavior
Strategies and techniques to enhance student motivation: praise,
encouragement, punishment, natural and logical consequences
Oral Reports:
Foundational Statements: Mission and Vision
Week Six Management strategies; issues to be considered when developing and implementing classroom rules
Issues of long-term suspension, expulsion, and pervasive zero tolerance
Working with parents and families to enhance the effectiveness of classroom management
Designing cooperative strategies and techniques
Week Seven Oral Reports: Professional development
opportunities
Summative assessment
Assignments:
1.
Chapter
readings
2.
Research
theories/models of discipline
3.
Research
models of “democratic, caring” schools
4.
Analyze
Foundational Statements: Mission/Vision
5.
Analyze current
discipline policies and procedures
6.
Research
and design professional development opportunities
Assessment:
Point values
1. Attendance and Participation 15
2. Theories/Models of discipline (5 oral, 10 written) 15
3. Models of “democratic,” caring schools
(5 oral, 10 written) 15
4. Mission/Vision and current practice (5 oral, 20 written) 25
5. Professional Development Plan 15
6. Summative Assessment 15
100 points total
Grading will be according to the following point scale:
A: 90-100 B: 80- 89 C: 70-79 D: 60-69 F: 59 and below
A theory/model of classroom management is researched and presented to enhance understanding of the variety of desirable techniques promoted to enhance student behavior and classroom management.
The presentation of the theory is conducted within a ten minute time frame. The report is typed, double-spaced, and at least three pages in length.
A concept of a “democratic, caring school” is researched and presented to give impetus to the creation of the school as a community of learners. Effective schools research, literature on the ethic of caring, and the concept of community, support the oral and written presentations.
The presentation of the model is conducted within a ten minute time frame. The report is typed, double-spaced, and at least three pages in length.
The Foundational Statements report identifies the Mission/Vision statements of the school and describes the essential components of the statements. The report answers the following questions:
Ø Are the foundational statements evident in the culture/climate of the school?
Ø How are the foundational statements evident in practice?
Ø How do they correlate with policies and procedures related to student discipline?
Ø How do teachers correlate the foundational statements to classroom management?
The report is typed, double-spaced, and at least five pages in length. The oral presentation of the survey is conducted within a five minute time frame.
Plans for Professional Development are designed for practicing teachers and incorporate the research and “best practices” for student engagement, motivation, and management. The inservice is planned for at least) two consecutive sessions and includes strategies and activities appropriate for adult learners.
The plan is shared orally in a ten minute time frame and submitted, in writing (minimum five pages).
Format for Written
Assignments/Citation Guidelines
The professional communities of psychology and education have adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work – the fifth edition, 2001 – is available in the bookstore and the library.
Statement Regarding Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel finds 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 the CCSJ Handbook, which addresses student grievances. (Academic Planner).
Please
note:
Withdrawal Policy:
After the last day for class changes has passed (see College calendar), a student may withdraw from a course in which she/he is 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. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a “W” grade on the student’s transcripts. Dropping a course without written permission automatically incurs an “F” grade for the course (see Refund Schedule).