Core Classroom Management Strategies EEX 3616 WEB Spring 2016

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1 Core Classroom Management Strategies EEX 3616 WEB Spring 2016 Course Credit: 3 Semester Hours Instructor: Joseph C. Gagnon, Ph.D. Meeting Place: On-line CANVAS Phone: (352) Office: 1420 Norman Hall Office Hours: Wednesday 11:00-1:00 or make an appointment Meeting Times: Assignments due by Sunday night each week. Required Text: v Emmer, E. T. & Evertson, C. M. (2009). Classroom management for middle and high school teachers (9 th Edition). Upper Saddle River, NJ: Pearson. ISBN-13: v The IRIS Center for Training Enhancements Modules at: v Additional required readings can be found on the course website. Suggested Text: v American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th Edition). Washington, DC: Author. Course Overview: The purpose of this course is to provide pre-service teachers with group and individual behavior management and instructional procedures that can be used in a variety of educational and human environments. Course content will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments for all students including those with disabilities and English Language Learners (ELLs). Emphasis will be placed on (a) instructional procedures rather than the content (i.e., curriculum) of instruction, (b) behavior and program evaluation, and (c) core management principles. Students will be presented course content through readings, lectures/powerpoints, discussions, and practice activities. The student's responsibility is to participate in these activities and provide the instructor with information that indicates an understanding and mastery of course content. The instructor's responsibility is to provide clear expectations and instruction, be available to assist students in applying course content, evaluate student performance and provide feedback that enables the student to meet course objectives. 1

2 Course Goals and Objectives: Goal 1: Students will have knowledge of methods for establishing the classroom community and preventing problem behavior. Students will know how to: Organize classroom and supplies Establish rules and procedures Manage student work Establish a positive climate for learning Plan and conduct instruction to prevent management problems Communicate effectively with students and caregivers (including ELLs) Manage teacher stress in the work environment Goal 2: Students will have knowledge of methods for analyzing and addressing problem behavior. Students will know how to: Use observational techniques and functional behavior assessment techniques to analyze problem behavior and determine appropriate interventions Identify kinds of problem behavior and appropriate (minor, moderate, extensive) interventions Manage crisis situations in the classroom and school Accomplished Practice Documented in this Course Accomplished Practice 9: Learning Environments Indicator 9.1: Creates and maintains a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation. Unit Assessment System (UAS): The College of Education uses the UAS for tracking the progress of students in teacher preparation programs. You will see assignments designated as key tasks in the UAS. Key tasks assess your master of knowledge, skills, and dispositions that the State of Florida requires of all entry-level educators. Your mastery of indicator 9.1 will be measured by your work on a key task. Key Task 9.1 Task Description Each student will develop a classroom management plan that will outline the management practices he or she intends to use. The plan will address each of the main the topics covered in this course. 2

3 Met Met with Weakness Not Met Classroom Management Plan demonstrates reflective practice, but lacks depth. Elements of the plan leading to developing a positive learning environment are minimal. Benefit to students would not be substantial. Classroom Management Plan demonstrates exemplary reflective practice leading to developing a positive learning environment for all students. The plan is realistic and workable while demonstrating understanding of and insight into the needs of students and the roles of education professionals. Classroom Management Plan does not demonstrate reflective practice, lacks depth, and elements of the plan are underdeveloped or missing % 70-79% Below 70% Be Respectful Course Requirements v Respectful language and behavior is expected of all students during class discussions. Potentially controversial topics or issues, on which class members may disagree, may be covered or discussed within the context of this course. Students in this class should feel free to discuss topics and issues in an open and professional manner. Any student who feels uncomfortable or has concerns in the context of a class discussion or other class activities should feel free to talk with me. v When discussing persons with disabilities, use person first language. That is, mention the person before considering or describing any other features of their abilities (e.g., person with autism, or student who is gifted and talented ). This language communicates respect and acknowledgement that ability level is one of many characteristics of a human being. v Please use inclusive and culturally relevant language and terminology akin to what you would use in a professional setting. Be Responsible: v Active Participation is required for this course. Students should be checking into the course at least every other day, if not daily. Please note that participation is essential. Therefore, participation in group discussions cannot be made up. Irregular or poor quality participation will significantly impact your learning and your grade. v Students are expected to engage in group discussions throughout the course. Your participation is important to enhancing everyone's learning. Quality and quantity of your discussion and participation will be considered in determining your grade. Application of the weeks reading materials and IRIS modules should be evident throughout your discussion posts. 3

4 v Submit original work and maintain academic integrity. If academic misconduct occurs, the student may receive a zero or a no pass on that assignment and may be required to meet with the instructor/other relevant faculty/program members. Assignments Discussions Students will be involved in online discussions. All students are expected to post responses to the Discussion Question(s) that are posed by the instructor. Each initial post will be scored on a 0-10 scale based on the rubric at the end of the syllabus. Students are also expected to respond to at least 1 of their classmates posts for each discussion questions posed. For example, if the instructor poses two Discussion Questions, each participant will be responsible for two initial posts and a total of two follow-up comments (one for each Discussion Questions). Follow-up discussion posts will be scored on a 0-2 point scale. Follow-up discussion posts will likely be relatively brief. Earning full points for each Follow-up discussion posts requires: (a) collegiality; (b) a response that is related to the initial post; and (c) reference to personal experience and the readings (include appropriate APA citations, references are not needed). Weekly discussion(s) and response(s) to peer(s) must be uploaded on the due date by 11:59 p.m. EST (the Sunday night of the week they are due). Late drafts will not receive any credit. Classroom Management Plan (CMP): Drafts Completion of a classroom management plan (CMP) is the culminating course assignment this semester (please see the CMP rubric for details). All students must receive a grade that either is within the accomplished range or the developing range according to the EAS standards in order to pass the course. Each student will be responsible for submitting drafts of various sections of his or her CMP throughout the semester on assigned dates (see the tentative course schedule for due dates and submission instructions). For each draft section submitted, students will receive 0-5 points. The points awarded reflect that the student has submitted the section draft on time, writing is clear (with appropriate grammar and spelling), and that key requirements are included. The feedback provided is designed to help each student create a strong final CMP that meets (and hopefully exceeds) expectations. ***Note. My comments are designed to be helpful and offer specific recommendations for improvement. While I will do my best to address as many issues as possible, please understand that the feedback on drafts may not be 100% comprehensive. Given weekly time constraints, I will do my best to provide as much detail as possible to every student. However, your final CMP should be based on the requirements in the rubric. Ultimately, it is your responsibility to ensure that every requirement in the rubric is adequately addressed in the final version. Drafts must be uploaded on the due date by 11:59 p.m. EST (the Sunday night of the week they are due). Late drafts will not receive any credit. Classroom Management Plan (CMP): Final Your final Classroom Management Plan will be submitted at the end of class. Because this is such an important part of your grade and mastering course content, it is hoped that you will use the feedback from your section drafts to submit a high quality full plan. Your CMP must be submitted by April 27 at 11:59 PM 4

5 Functional Behavior Assessment (FBA) Activity Each student will complete a Functional Behavior Assessment during the semester. This assignment will focus on identifying the function of a student behavior and developing an intervention to specifically address the student s problem. Requirements for the assignment are posted online. The FBA assignment is Due April 17 at 11:59 p.m. Examination One mid-term exam will be administered during the semester. This exam will cover the material presented in the various on-line materials, discussions, as well as the assigned readings. The exam will be open book and notes. The exam will be timed and may consist of a combination of multiple-choice, fill-in-the-blank, and short-answer items. Make-up exams will be given only in the case of a university-excused emergency. Grading Weighting of Assignments: Discussions 25% FBA 15% Exam 10% Classroom Management Plan Drafts 20% Classroom Management Plan - Final 30% A 92% or above A B B B C C C D D D E 61 or below University of Florida Honor Code The University s policy on academic honesty and plagiarism will be in effect for all assignments. We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. Under this code you are required to inform the instructor if you become aware of dishonest behavior on the part of other students in the class. Also, in this class be especially careful that you do not plagiarize by copying work from the Internet without properly crediting its source. Students are referred to their student handbooks for a thorough discussion of the policy and consequences of academic dishonesty. 5

6 Instructional Modifications Students with disabilities, who need reasonable modifications to complete tasks successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible and to identify and plan specific accommodations. Student will be asked to supply a letter from the Office for Students with Disabilities to assist in planning modifications. Information on the procedures for documentation and/or services can be obtained by contacting the Assistant Dean of Students / Director of the Disability Resources Program at P202 Peabody Hall or call (V), (TDD) Other Resources UF Writing Lab (A great resource if you need support writing and editing) Tigert Hall Phone (352) U Matter, We Care U Matter, We Care serves as UF s umbrella program for UF s caring culture and provides students in distress with support and coordination of the wide variety of appropriate resources. U Matter, We Care is available for Families, faculty, and students seven days a week. Phone: CARE ( ) Website: Counseling & Wellness Center Phone: Website: Dean of Students Office Phone: Website: TENTATIVE COURSE SCHEDULE DATES TOPIC ASSIGNMENTS/ACTIVITIES Week 1 January 5-10 Getting Started Models of Classroom/Behavior Management Read Introduction and Critical Files Module files Read Syllabus and Course Schedule Review Classroom Management Plan & FBA documents Read Knoster Chapters 2, 3, & 5 Participate in Discussion 6

7 DATES TOPIC ASSIGNMENTS/ACTIVITIES Week 2 January Defining Classroom Management Understanding Student Needs Learning Theories Overview Read Emmer & Evertson Chapter 1 Complete IRIS Module: Classroom Management Part 1 Read Simonsen et al., 2008 Participate in Discussion Complete and submit CMP Teaching Position Draft Complete and submit CMP Teaching Philosophy Draft Week 3 January Week 4 January Organizing the Classroom/Materials Establishing Rules/Procedures Managing Student Work Getting off to a Good Start Culturally Responsive Classrooms Read Emmer & Evertson Chapters 2 & 3 Complete IRIS Module: Classroom Management Part 2 Complete and submit CMP Classroom Rules Read Emmer & Evertson Chapters 4 & 5 Complete IRIS Module SOS: Helping Students Become Independent Learners Read Weinstein et al., 2004 Read How to Create a Welcoming Classroom for ELL s Read ELL s Day by Day Curriculum Help Read Stages of Second Language Acquisition Participate in Discussion Complete and submit CMP Classroom Diagram Draft 7

8 DATES TOPIC ASSIGNMENTS/ACTIVITIES Week 5 February 1-7 Planning & Conducting Instruction Managing Cooperative Learning Groups Emmer & Evertson Chapters 6 & 7 Read MacSuga-Gage et al., 2012 Read Haydon et al., 2012 Review IRIS Case Study Fostering Student Accountability for Classroom Work (review STAR sheets) Week 6 February 8-14 Week 7 February Maintaining Appropriate Student Behavior EXAM (Material from Weeks 1-6) Participate in Discussion Complete and submit CMP Community Building Draft Complete and submit CMP Instructional/Grouping Practices Draft Read Emmer & Evertson Chapter 8 Complete IRIS Module Addressing Disruptive and Noncompliant Behaviors (Part 1) EXAM will be open 6:00 a.m. on Monday (2/15) and must be submitted by Thursday (2/18) by 11:59 p.m. Week 8 February February 27-March 6 Week 9 March 7-13 Social Curriculum Revise CMP Sections for which you have received feedback Spring Break Communication Skills for Teaching Read Skiba & Peterson, 2003 Use this time to revise the CMP sections you ve completed (You don t need to submit revisions. However, include revisions in your final CMP) Emmer & Evertson Chapter 9 Review IRIS Case Study Norms & Expectations (review STAR sheets) 8

9 DATES TOPIC ASSIGNMENTS/ACTIVITIES Week 10 Managing Problem March 14- Behaviors Emmer & Evertson Chapter IRIS Module Addressing Disruptive and Noncompliant Behaviors (Part 2) Week 11 March Week 12 March 28- April 3 Week 13 April 4-10 Week 14 April Week 15 April Work on CMP Behavior Management System Complete and submit CMP Behavior Management System Managing Special Groups Emmer & Evertson Chapter 11 Participate in Discussion Complete and submit CMP Involving Families Draft Functional Behavior Assessment Social Problem Solving Conflict Resolution Stress Management for Students and Teachers Developing a Crisis Plan April 27 Classroom Management Plan (CMP) is DUE IRIS Module Functional Behavior Assessment: Identifying the Reasons for Problem Behaviors and Developing a Behavior Plan No Group Discussion this week Work on your FBA assignment (Due 4/17) Read Lane et al., 2005 Read Miller et al., 2005 Read Smith & Gilles, 2003 Read Stevahn, 2004 Read Daunic et al., 2006 FBA assignment Due 4/17 at 11:59 p.m. Stress Booklet for Kids Stress in Children Read Giliam, 1993 Read Sugai & Colvin G Primer on Crisis and Emergency Responses Read Crosby et al., 2006 Read Shukla-Mehta et al., 2003 Complete and submit CMP Crisis and Emergency Draft Your CMP must be submitted by April 27 at 11:59 PM 9

10 Guidelines for Discussion Board Posts: The form was adapted from Finch & Connelly (2001) Category Quality of Information Resources: Use details from your readings to support your opinions (only applicable for weeks where reading is required) Exceeds Expectations Information clearly relates to the main topic and adds new concepts or information. It includes several supporting details and/or examples Provides specific and relevant citation of text and/or reading using APA Meets Expectations Information clearly relates to the main topic. It provides at least 1 supporting detail or example Provides general or somewhat relevant citation of text and/or reading using APA Below Expectations Information clearly relates to the main topic. No details and/or examples are given Provides citation of text and/or reading with little relevance and/or APA not used Unacceptable Information has little or nothing to do with the main topic or simply restates the main concept Provides no citation of text and/or reading Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven & Paul, 1987) Critical Thinking Professional Language Clear evidence of critical thinking Both professional vocabulary and writing style are uses consistently throughout the discussion Some evidence of critical thinking Both professional vocabulary and writing style are used frequently throughout the discussion Little evidence of critical thinking Both professional vocabulary and writing style are used occasionally throughout the discussion No evidence of critical thinking Professional vocabulary and writing style are not used 10

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