Calumet College of St

Calumet College of St. Joseph

Education 436: Management Strategies for the Classroom

Term: Evening Cohort – Spring 2005

Instructor: Barbara O’Block, Ed.D.

Office Phone: (219) 473-4294

Office Hours: By Appointment

Course Time: Monday thru Thursday from 5:00PM. to 8:45PM

Course Description: The course of study provides an opportunity for the teacher candidate to gain the knowledge, disposition, and performance skills for effective classroom and instructional organization; the selection, arrangement, and utilization of classroom materials; the implementation of rules and procedures for the management and assessment of student work; the maintenance of appropriate student behaviors; and communication strategies for effective classroom management.

Planning for a positive classroom environment, celebrating classroom diversity, examining preventive discipline strategies and strategies for dealing with problem behaviors, as well as, planning for the beginning of the school year, will be explored through reading, dialogue, and reflection.

At this point in the program of preparation for the teaching profession, the teacher candidate has reached a level of maturity in understanding the art and science of teaching. Therefore, this course takes on the tone of a “seminar” in which researched knowledge, a personal philosophy of education, and educational values are shared respectfully. Participants read assignments in advance of the class and provide input to the seminar via timely research and study.

Field experience required.

Prerequisites: ED. 200, 300, 311, 342, 430

Texts:

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).

Learning Outcomes/Competencies:

Participants in this course will

Ø View the management of the classroom from a broad perspective.

Ø Focus on the understanding and possible application of given “programs” for classroom management (student discipline). A holistic approach to classroom management will be examined (through text, video analysis, and journaling) using the theory of the noted educator, Harry Wong.

Ø Research, share, and evaluate appropriately, the literature on effective teaching and management strategies.

Ø Understand that the use of various management strategies reflects an implicit philosophy of education; educational value judgments can and do “fuel” management practices.

Ø Understand and evaluate various programs or models of classroom management for their effectiveness and consonance with the participant’s personal philosophy of education.

Ø Come to an informed, i.e., personally appropriated and adequately defended, position on the value of a given perspective on classroom management.

Ø Reflect on Alfie Kohn’s understanding of classroom management as an exercise in the building of an “educational community.”

Ø Understand the theory and application of Thomas Lickona’s belief that “educating for character” should animate the teacher’s educational efforts. Apply Lickona’s concept of “educating for character” by creating and executing a lesson plan on “values education.”

Ø Observe, understand, and evaluate the effectiveness of various management strategies employed by veteran practitioners in the classroom through field experience.

Assessment:

1. Attendance and Participation 15 points

2. Summary of a Major Discipline Model 20 points

2. A Reflective Video Analysis Journal 10 points

2. Field Observation/ Reflection 15 points

3. Position Paper 20 points

4. Lesson Plan on Character Education 20 points

100 points total

Please note: All written assignments are in appropriate grammar/sentence structure; citations are made appropriately. Please note the expectations for the length of the assignments. All assignments are due on Monday, June 20, 05. No exceptions.

Also please note: in the matter of class attendance – students who miss more than two full or partial days of class will have their final grade reduced by one letter grade.

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

Assignment Rubrics:

The Major Model Presentation is identified by title, author, and thesis. The presentation may use any appropriate venue to summarize the author’s perspective; it includes the teacher candidate’s perspective of/or evaluation of the author’s claim. Each student contributes to the seminar discussion from the perspective of the research completed.

A Video Analysis Journal is recorded in a notebook; it will follow a writing repertory (noting down, looking into, thinking over/thinking through). The journal describes the progression of knowledge and skill acquisition that characterizes the successful/effective classroom teacher and reflects on this progression appropriately.

The Position Paper takes a stand on Alfie Kohn’s perspective on classroom management. The paper is typed, double-spaced, and at least five pages. It contains the following essential elements:

1. Statement of thesis, i.e., a clear description/understanding of the Kohn perspective.

2. A position of agreement or disagreement with the Kohn thesis.

3. The statement of the thesis 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. At least two major reference are included in the argument: Kohn and another author.

6. All references are made according to APA standards.

The comparison might include: the effectiveness of the model(s) in suppressing inappropriate behaviors and improving long-term behavior; the ease of implementation; the effect on student self-concept; the effect on the bonds of trust between teacher and student; the degree to which each model accurately depicts the realities of student attitude and behavior.

The Field Observation/Reflection is typed, double-spaced, and at least three pages. It adheres to the following guidelines:

1. The Field Observation/Reflection comprises one full day of classroom observations.

2. For comparison, every effort is made to observe the classrooms of at least two teachers; one teacher being a veteran of 5 years experience or longer.

3. The Reflection (summarizing the Field Observation) includes some anecdotal information identifying and supporting evidence of the use of a recognizable program of classroom management, or, indicates a failure to employ a systematic approach towards classroom management (if that be the case from observations) and, an evaluation by the teacher candidate of the effectiveness of the management strategies observed.

The Lesson Plan on “Character Education” includes the following:

1. The characteristics of the hypothetical class in which the lesson is to be delivered.

2. A clear description of the state standard and the “character education” goals the Lesson seeks to accomplish.

3. The activities to be employed in order to accomplish the Lesson goals.

4. Method(s) of assessment/evaluation that measure the success of the Lesson in achieving its goals.

5. Presentation of the actual lesson in class (inviting colleagues to role play the hypothetical class).

Tentative Calendar:

Day One Goals, Tasks, Syllabus Clarification

The Effective Teacher: Video

Ch 1-5 of Wong Text

The First Days of School: Video

Ch 6-10 of Wong Text

Day Two Discipline & Procedures: Video

Ch 11-20 of Wong Text

Readings/discussion

Day Three Cooperative Learning & Culture: Video

Ch 21-24 of Wong Text

Readings/discussion

Day Four Field Experience

Day Five No Classes – Memorial Day Holiday

Day Six The Professional Educator, Ch 25-26 of Wong Text

Readings/discussion

Day Seven Positive Expectations – Wong Concluded and Evaluated

Readings/discussion

Day Eight Examining the contributions of Jacob Kounin and Haim Ginott

Group Discussion and Reflection

Day Nine Investigating other models of discipline

Individual Presentations, Group Discussion and Reflection

Day Ten Investigating and Evaluating Kohn’s Claims

Strategies for Constructing an Adequate Position Paper

Day Eleven Discussion of Lickona’s Thesis

Day Twelve Presentations of Sample Lessons for Character Education

Portfolio:

As of the 2002-03 academic year, the Education Department of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. The portfolio contains examples of professional growth/experiences from various courses and activities. Many of the projects connected with this course would be appropriate additions to the portfolio. Portfolios are submitted twice: the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

INTASC Principles Applicable To This Class:

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.

Principle 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 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.

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).

Withdrawal From Class 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 requests 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).