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Boyce College
Department of Teacher Education
ED 430 Classroom Management, 3 Credits
Professor: TBA Class location: Carver Building
Office: TBA Class meeting time: TBA
Phone: Office Phone: Home-
Cell-
Email: Office- Email: Home-
Mail: Campus- Office hours:
Home Address-
Course Description
An investigation of the theories, research, school safety, and diversity issues that bear on school
and classroom management. Issues of classroom organization, rules and discipline, planning,
student self-regulation and participation, consistent communication, assessment, and problem
solving also comprise the content of the course. Prerequisite: Admittance to the Teacher
Education Program. Field Experience Required
Instructional Materials:
th
Texts: Charles, C. M. (2005). Building Classroom Discipline. (9 ed.). Boston: Allyn & Bacon.
Wong, Harry K. and Rosemary T. Wong. (1997). The First Days of School: How to be an Effective
Teacher. Mountain View, CA: Harry K. Wong Publications. Revised edition, 2001
Other: Websites- www.theteachersguide.com/ClassManagement.htm
http://scholar.google.com/scholar?hl=en&q=author:%22Pintrich%22+intitle:%22Motivational+and+self
-regulated+learning+components+of+...%22+&um=1&ie=UTF-8&oi=scholarr
The Boyce Teacher Education Program Mission and Theme: The primary purpose of the
Boyce Teacher Education Program (TEP) is to provide Christ-centered quality teacher education,
preparing teacher candidates for both Christian and public school teaching under the theme of
teachers as leaders. The goal of the TEP for each teacher candidate is to develop the knowledge,
the skills, the dispositions, and the intent to serve as a professional Christian educator.
Course Methodologies:
This course will be taught using various models of instruction including instructor lecture, group
discussions, student workshops, guest presentations, and multimedia presentations. Application
exercises will provide practice in analyzing classroom problem situations, selecting effective
management strategies, and developing desired student responses.
Learning Outcomes: Each of the learning outcomes and learning activities of this course
are aligned with the 10 Kentucky Teacher Standards, which identify the competencies of
knowledge, pedagogical skills, and dispositions that each student should achieve through
this course. The learning outcomes are also aligned with certain of the EPSB Themes, and
desired Boyce TEP Dispositions for teacher candidates, and with the National Teacher
Standards (NTS)
National
To Develop Teachers as Leaders Kentucky Teacher Boyce TEP EPSB
this course purposes for teacher Teacher Standards- Dispositions Themes
candidates to… Standards Gen. Middle
Childhood
1. address inclusion of all
students and any 3 I,II,IV,V,VIII 2,4
accommodations for diversity
among the students,
2. describe various theories of 1 III 3
classroom management,
3. discover the importance of
and work on the development
of effective communication 8,9,10 III,IV 3
skills with students, parents,
co-workers, and the
community,
4. develop skills in minimizing
disruptive behavior and 3,10 I,III 2,3,4
increasing learning by
effective classroom
management,
5. develop skills in minimizing
disruptive behavior and 3,10 I,II,III 2,3
increasing learning by
effective classroom
organization and instruction,
6. identify and implement
alternative methods, based on 3,10 I,III 2,4
research, for dealing with
undesirable behavior solving
problems in the classroom,
7. describe appropriate
classroom management and 1,3 III, V, VIII 3,4
organizational systems for
primary, middle schools, and
high schools
Course Requirements:
Report on “A Personal System of Discipline” (30%) Appropriate evidence of goal
attainment is an end-of-course written “E-Portfolio Artifact” in which the personal
classroom management system is detailed. Five typewritten, double-spaced pages is the
expected length. Chapter 15 “Formalizing Your Personal System of Discipline” in the
Building Classroom Discipline text provides guidance. The due date will be announced
in class.
Your “Personal System of Discipline” should include the following:
1. Two examples of text or website models
2. A basic “Rules for the Classroom” that you would post in your room
3. Step by step procedures for maintaining order in certain classroom activities that
you will routinely have in your daily/weekly schedule (e.g. recess, going to lunch,
end of class time, handing in work, group activities, storing student materials, etc)
4. Concepts or principles that form your philosophy of discipline.
5. Plan for Invoking Consequences when a student breaks the rules
6. Redflags or inappropriate concepts or procedures that you wish to avoid.
NOTE: Consult the rubric in the appendix for specific grading details and
components to be sure you have included all required components of this report.
Attendance and active participation (10%) are expected for all class sessions.
Students are expected to take an active approach to classroom participation. The material
in this class is best understood and mastered when each student takes the initiative to be
fully engaged.
WORKS Notebook: (25%) This course requirement will be achieved through your Field
Experience assignment. During your visits to the school you will note 20 specific
instances of classroom management (10 positive and 10 negative) using the form in the
appendix.
Tests (25% after being averaged) Tests will be given as scheduled and will not be
cumulative in nature. Deviations from the schedule must be pre-approved and will be
granted on a very limited basis.
Final Exam (10%)
Evaluation:
Scoring and Grading:
Activity Percent
Tests 1-4 25%
WORKS Notebook 25%
Report on “A Personal System of Discipline” 30%
Attendance and participation 10%
Final Exam 10%
Grades are assigned using the following scale:
A = 95 A- = 90
B+ = 89 B = 85 B- = 80
C- = 70
C+ = 79 C = 75 Minimum Passing
Grade
D+ = 69 D = 65 D- = 60
F = 59
SPECIAL POLICIES
1. Classroom policies – In order to ensure full class participation, any student with a
disabling condition requiring special accommodations (e.g., tape recorders, special
adaptive equipment, special note-taking or test taking needs) is strongly encouraged to
contact the professor at the beginning of this course.
Male students are not to wear hats or facial jewelry in class.
No food or drinks are allowed in class, except water. Given the technological classroom,
only fully-closeable containers of water are permitted.
2. E-campus - There will be other resources available for this class on e-campus. All grades
will be recorded through e-campus so you may check your grades (and attendance)
throughout the semester.
Selected BIBLIOGRAPHY
Canter, Lee and Marlene Canter. Assertive Discipline Positive Behavior Management for
Today’s Classroom. Santa Monica: Canter and Associates, Inc., 1992.
th
Charles, C. M. Building Classroom Discipline. 9 ed. Boston: Pearson Education, Inc. 2008.
Cipani, Ennio. Classroom Management for All Teachers11 Effective Plans. Upper Saddle River:
Prentice-Hall, Inc., 1998.
Edwards, Clifford H. Classroom Discipline and Management. 2nd ed. Upper Saddle River:
Prentice-Hall, Inc., 1997.
Emmer, Edmund T., Carolyn M. Evertson, Barbara S. Clements, and Murray E. Worsham.
Classroom Management for Elementary Teachers. 4th ed. Boston: Allyn and Bacon,
1997.
Emmer, Edmund T., Carolyn M. Evertson, Barbara S. Clements, and Murray E. Worsham.
Classroom Management for Secondary Teachers. 4th ed. Boston: Allyn and Bacon,
1997.
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