GONZAGA UNIVERSITY - SCHOOL OF EDUCATION TEACHER EDUCATION PROGRAM. Gonzaga University School of Education Mission Statement

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1 GONZAGA UNIVERSITY - SCHOOL OF EDUCATION TEACHER EDUCATION PROGRAM Course: Classroom Management EDTE 460E/S 3 credits Instructor: J. Nelson Office: N/A nelson@gonzaga.edu Time/Location of Class: W Semester, Year: Spring, 2013 Gonzaga University School of Education Mission Statement SOCIALLY RESPONSIBLE PROFESSIONALS WHO SERVE WITH COMPETENCE, COMMITMENT AND CARE The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession. We model and promote leadership, scholarship and professional competence in multiple specializations. We support an environment that is challenging, inclusive, reflective, and collegial. We foster inquiry, intellectual creativity, and evidence-based decision making to accept the challenges facing a global society. We provide academic excellence in teaching, advising, service, and scholarship. We promote, support and respect diversity The School of Education upholds the tradition of humanistic, Catholic, and Jesuit education Department of Teacher Education Mission Statement As faculty and staff of the Department of Teacher Education, we commit ourselves to facilitate the development of exemplary educators through the integration of knowledge, skills, and attitudes necessary for teaching and learning in a global society. We further commit ourselves, in the tradition of Jesuit education, to foster leadership and ethical behavior by stimulating intellectual vitality, advocating for justice, promoting a spirit of service, and developing life-long learning communities. DEPARTMENT OF TEACHER EDUCATION DISPOSITIONS 1. Commits to Learning and Acquiring Knowledge as Evidenced by: Engaging in the learning process Seeking out new concepts and ideas

2 Developing critical thinking and problem solving skills Engaging in reflective practice 2. Respects Diversity as Evidenced by: Respecting students as individuals with differing personal and family backgrounds and various skills, talents, and interests Opposing racism and sexism, and models this opposition with his/her students Maintaining a belief that each child can learn 3. Exhibits Professionalism as Evidenced by: Accepting personal professional responsibility Demonstrating ethical behavior and maintaining confidentiality Following appropriate procedures Engaging productively in collaborative situations 4. Commits to Social Justice and Service as Evidenced by: Understanding of teaching as a service profession Committing to confronting inequity in classrooms, schools and society I. Course Description: Student teacher candidates are provided with strategies to manage elementary or secondary classrooms, to create a motivated classroom climate, to communicate with parents, school, and community agencies, and to deal effectively with problem situations. II. Overview of Course: EDTE 460 is designed for /elementarysecondary education students. Students will critically analyze the contributions of foundational theories with a view toward the development of a personal, comprehensive system of classroom leadership. The teacher as leader will be the primary metaphor that requires students to investigate the role of power and communication in teaching. This course is built around the major commissions in education such as INTASC, the National Council for Accreditation of Teacher Education, and the Washington State OSPI. III. Goals: 1. Students will explore diverse methods of classroom management, student engagement, democratic classrooms and behavior management. 2. Students will develop their own theory-based classroom management plans. Page 2

3 IV. Outcomes/Standards/Assessments: Discuss, understand, and critically evaluate theoretical foundation models and application models of classroom discipline Become problem-solvers within the classroom environment Practice effective leadership communication skills Assist and collaborate with peers in order to explore and analyze teaching episodes Reflect through personal inventories, writings, and conversation Explore ways to strengthen student engagement Develop a personal, written system of management INTASC Standards 2, 3, 5, 6 TE Program Standards 7 INTASC Standards 2, 3, 5, 6, 10 State Standards TE Program Standards 2 INTASC Standards 6, 9, 10 State Standards TE Program Standards 2,9 INTASC Standards 2, 3, 5, 6, 9, TE Program Standards 2 INTASC Standards 6, 9, 10 TE Program Standards 2, 9 INTASC Standards 2, 3, 5 State Standards TE Program Standards 2,3,4,7 INTASC Standards 2, 3, 5, 6, 9, 10 State Standards TE Program Standards 7, 9 Article reviews Grading Scale: Evaluation system of letter grades, grade point and percentages are described below for your reference. The grade point and letter grades are correlated with the standards established by Gonzaga University Undergraduate Catalogue. A (4.0) % C+ (2.3) 79-77% A- (3.7) 93-90% C (2.0) 76-73% B+ (3.3) 89-87% C- (1.7) 72-70% B (3.0) 86-84% D/F (1.0) % B- (2.7) 83-80% V. Learning Activities/Teaching Strategies A. Reading and writing assignments B. Small and large group discussion and analysis Page 3

4 C. Analysis of teaching scenarios D. Personal, written system of classroom management plan B. Teaching Strategies: Readings, Discussions, Group Projects, and Student Presentations VI. Technology Literacy: In today's society, we have an economy based on information that is not only renewable but selfgenerating. Running out of information is not a problem, but drowning in it is. This course will develop technology skills in the following areas: 1. Blackboard will be used for this course. 2. Engaging teacher candidate discussions will be practiced. 3. Professional teaching aids will be produced. 4. Word processing skills will be employed. 5. The use of one or more computers in a classroom will be modeled. VIII. Bibliography: A. Contemporary References Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A., Stage, E., Zimmerman, T., Cervetti, G., & Tilson, T. (2008). Powerful learning: What we know about teaching for understanding. San Francisco: Jossey-Bass. Darling-Hammond, L., Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass. Enz, B.J., Honaker, C.J., & Kortman, S.A. (2008). Managing the Classroom: Creating a Culture for Middle and Secondary Teaching and Learning (3 rd ed.). Dubuque, Iowa: Kendall/Hunt Publishing Company. Evertson, C., & Weinstein, C. (Eds.) (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Mahwah, NJ: Lawrence Erlbaum. Jones, L.S., & Jones, V. F. (2004). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (7 th ed.). Boston: Pearson. Marzano, R. (2010). On excellence in teaching. Bloomington, IN: Solution Tree. Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2009). Classroom Management that Works: Research-Based Strategies for Every Teacher. Upper Saddle River, New Jersey: Pearson. B. Classical References Arends, R. (1991). Learning to Teach. New York: McGraw-Hill. Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA. ASCD. Hohn, R. (1995). Classroom Learning and Teaching. White Plains, NY: Longman Publishing. Johnson, D., W., Johnson, R., T., and Holubec, E. J. (1988). Cooperation in the Classroom. Revised. Edina, MN: Interaction Book Company. Page 4

5 Jones, F. (1987). Positive Classroom Instruction. New York, NY: McGraw-Hill Book Company. Jones, L.S., & Jones, V. F. (1998). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (5 th ed.). Boston: Allyn and Bacon. Joyce, B. and Weil, M. (1992). Models of Teaching. (4th ed.). Boston, MA: Allyn and Bacon. Kindsvatter, R., Wilen, W. and Ishler, M. (1992). Dynamics of Effective Teaching. (2nd ed.). White Plains, NY: Longman Publishing Group. Marzano, R. J., Pickering, D. & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: ASCD. X. Additional Information: A. Accommodations Statement: Any student with a documented disability needing academic adjustments or accommodations is requested to speak with the professor within the first week of the course. All discussions will remain confidential. If you have not yet contacted Disabilities Resources Education & Access Management (DREAM) (AD 324, extension 4134), you are encouraged you to do so. B. FERPA: This course complies with the Family Educational Rights and Privacy Act (FERPA). C. Fair Process Policy: This class is being conducted in accordance to Gonzaga University s School of Education Fair Process policies. *If you would like to discuss either of these guidelines, please make an appointment at your earliest convenience. Page 5