OLD DOMINION UNIVERSITY DARDEN COLLEGE OF EDUCATION Dept. Of Educational Curriculum & Instruction [ECI] Norfolk, VA

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1 OLD DOMINION UNIVERSITY DARDEN COLLEGE OF EDUCATION Dept. Of Educational Curriculum & Instruction [ECI] Norfolk, VA Syllabus Instructor: Dr. Lee Manning Office: Educ. Phone: (757) Secretary: 145 Educ. Fax: (757) Mailbox: 148 Educ. Home: (757) Number: ECI Title: Classroom Management and Discipline 3. Course Description: Lecture 2 hours; 2 credits. Prerequisites: ECI 301. Examines theories, research, and practices involved in classroom management, motivation, and discipline. Explores techniques for organizing and arranging classroom environments that are most conducive to learning. Purpose - Educator as a Professional A teacher is an expert in a field of knowledge who can relate his or her wisdom to novices. A professional teacher can defend his or her practices based on the stateof-the-art. The ODU undergraduate and fifth year teacher education programs include extensive experiences in the liberal arts, early field experiences, in-depth content preparation, principals of learning theory, classroom management techniques, methods and materials for teaching specific levels, categories of students, and/or subjects, and practice in the field. Graduate programs provide additional professional development experiences for Inservice teachers. The sum of these components prepare an educator to be a life-long learner and thus constantly at the edge of the state-of-the-art. 4. Course Competencies: Participatory information, simulations, and exercises are used to develop effective classroom management skills for the professional educator in the following areas:

2 1. Developing a solid understanding of learners physiological, psychological, and learning needs. 2. Establishing positive teacher-student and peer relationships that help meet learners basic psychological needs. 3. Implementing instructional methods that facilitate optimal learning by responding to the academic needs of individual learners and the classroom group. 4. Using a wide range of classroom management methods that involve learners in examining and correcting their inappropriate behavior. 5. Acquiring knowledge of classroom management models and developing a personal classroom management plan. Objectives -- [NCATE Standards]-- The student will acquire and learn to apply knowledge about: 1. the social, historical, and philosophical foundations of education, including an understanding of the moral, social, and political dimensions of classrooms, teaching, and schools. 2. _X_ the impact of technological and societal changes on schools. 3. _X_ theories of human development and learning. 4. _X_ inquiry and research. 5. school law and educational policy. 6. professional ethics 7. the responsibilities, structure, and activities of the profession. The student will develop understanding of: 8. _X_ research- and experience-based principals of effective practice for encouraging the intellectual, social, and personal development of students. 9. _X_ different student approaches to learning for creating instructional opportunities adapted to learners from diverse cultural backgrounds and with exceptionalities. 10. _X_ variety of instructional strategies for developing critical thinking, problem solving, and performance skills. 11 _X_ individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation. 12. _X_ effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom. 13 _X_ planning and management of instruction based on knowledge of the content area, the community, and curriculum goals. 14. _X_ formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner. 15. _X_ collaboration with the school colleagues, parents, and agencies in the larger community for supporting students learning and well-being. 16. _X_ effective interactions with parents for supporting students learning and wellbeing. 17 _X_ the opportunity for candidates to reflect on their teaching and its effects on student growth and learning.

3 18. educational technology, including the use of computer and other technologies in instruction, assessment, and professional productivity. The student will integrate general content, and professional and pedagogical knowledge: 19. candidates learn to integrate their content, professional, and pedagogical knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all students. 20 the learning experiences created by teacher candidates build on students prior experiences, exceptionalities, and cultural backgrounds based on membership in ethnic, racial, gender, language, socioeconomic, community, and family groups, to help all students achieve high levels of learning. 5. Course Requirements: A. The student will take a mid-term and final examination on classroom management. B. The student will interview a middle or secondary school teacher about her or his classroom management methods and submit a 3 page (minimum) to 5 page (maximum) page double-spaced typewritten report. This paper should include specific information shared by the teacher during the interview as well as the student s interpretations of the interview. See page 315 of the textbook for suggested interview questions. 6. Students with Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. 7. Attendance Policy: The instructor strongly encourages students to attend classes and to participate in class discussions. Students are expected to maintain regular attendance, arrive on time, and participate in class activities and discussions. Students are allowed three absences additional absences may result in lowering of the students final grade. Because the class period is important and discussions cannot be reproduced, absences cannot be made up. Excessive absences can have a negative effect on the student s learning and performance. A student who must miss class is expected to have the initiative necessary to cover properly all the materials missed. The student must meet all course deadlines and be present for all quizzes, tests, and examinations (ODU Catalog) Student conduct in class should reflect the student s respect for the instructor and for the other students in the classroom. The instructor will abide by the same expectation. Disrespectful or disruptive students will be asked to leave.

4 8. Course Evaluation: The student's final grade will be determined as follows: Mid-Term Examination Final Examination Interview/Written Paper A A B B B C C C D D D F 300 points 9. Honor Pledge: I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member if the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned. By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors. 10. Office Hours: 11. Texts: 9:30-10:45 and 12:30-1:15 Tuesday/Thursday Other times by appointment Manning, M. L., & Bucher, K. T. (2003). Classroom management: Models, applications, and cases. Columbus, OH: Merrill/Prentice-Hall. 12. Outline of Topics / Schedule: Chapter 1 The Concept of Classroom Management Chapter 3 Assertive Discipline - Lee and Marlene Canter Chapter 4 Democratic Teaching - Rudolf Dreikurs and Linda Albert Chapter 12 (pages )

5 Chapter 5 Congruent Communication - Haim Ginott and Chapter 8 Positive Classroom Discipline - Frederic Jones Chapter 6 Instructional Management - Jacob Kounin and Chapter 2 (pages 45-50) Teacher Effectiveness Training - Thomas Gordon Chapter 7 Discipline with Dignity - Richard Curwin and Allen Mendler Chapter 10 Consistency Management and Cooperative Discipline - Jerome Freiberg Chapter 13 Safe Classrooms and Safe Schools Chapter 14 Developing Your Classroom Management Program Chapter 15 Applying a Management Philosophy in Your Classroom 13. Cultural Diversity: The following topics in ECI 360 deal with cultural diversity: (1) the mid-term and final examinations outside annotated readings, (2) the emphasis on organizing and managing positive learning environments, and (3) the text which emphasizes meeting the needs of all students. 14. Use of Instructional Technology: The following topic includes the use of instructional technology: [1] Video classrooms are used throughout the course, [2] extensive usage of computer generated overhead transparencies is made by student presenters and the teacher. 15. Methods Course Connection to Content Courses: NA