EDUC 3273 Classroom Management Seminar and Field Experience II (2-0-2)

Transcription

1 1 EDUC 3273 Classroom Management Seminar and Field Experience II (2-0-2) Course Information: EDUC Thursdays 1:40-3:20 p.m. (Brown 102) Credit Hours: 2 hrs. Semester/Year: SP 2016 Instructor: Ryan M. Reece, Ed.S. Office Location: Brown 210 Office Hours: Tuesday (10:45 a.m.-12:00 p.m. & 4:15-5:30); Thursday (10:45 a.m.- 12:00 p.m. & 3:30-5:45) or by Appointment Telephone: rreece@daltonstate.edu Fax: REQUIRED MATERIALS: Emmer, E.T., & Evertson, C. M. (2013). Classroom management for middle and high school teachers (9 th Ed.). Boston, MA: Pearson. Foley, D. (2012). Ultimate classroom management handbook (2 nd ed). Indianapolis, IN: Jist Works. RECOMMENDED MATERIALS: American Psychological Association. (2009). Publication Manual of the American Psychological Association (6 th Ed.). Washington, DC: American Psychological Association. Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. COURSE DESCRIPTION: This course focuses on the continuing development of classroom management techniques and teaching skills for secondary teacher candidates. Included are observations and models in management used in the education and guidance of secondary students. The course must be taken concurrently with EDUC Unit Conceptual Framework The unit s vision is to become a 21st-century regional teacher education preparation program of choice. We firmly believe that our teacher candidates, as they enter the classroom, will have the self-efficacy to appropriately apply their professional content and pedagogical knowledge in a variety of teaching contexts (Gorrell & Capron, 1990). The unit will accomplish this vision by closely working with our public school partners. Through sharing in the preparation of teacher candidates, we will produce teachers who are ready to enter the teaching field demonstrating competence, collaboration, caring, and reflection to build effective classroom environments to support all learners (Eisner, 2005; Gardner; 1985; Lezotte, 1997). Course Content This course is designed to provide undergraduate education students with a developmental

2 2 understanding of the concepts and procedures for developing classroom management procedures for secondary students. The evaluation for this course is structured so that assignments correlate with the knowledge, skills, and dispositions necessary for students to understand and to demonstrate satisfactory proficiency in managing secondary content courses. At the completion of this course, students will have demonstrated professional competencies at an appropriate transition point level commensurate with both the GFT (Georgia Framework for Teaching) and the DSC School of Education Conceptual Framework: Competent, Collaborative, Caring, and Reflective. The seminar will also address INTASC Principle Number 6: Communication & Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom, and the classroom management portion of the course will address INTASC Principle Number 5: Motivation & Management. Interstate New Teacher Assessment and Support Consortium (INTASC) Standards of Effective Practice (Inside Cover of Your Text) National Educational Technology Standards for Teachers (NETS-T) DSC School of Education Conceptual Framework 1. Knowing subject matter 2. Human development and learning 3. Diversity in learning 4. Variety of instructional strategies 5. Motivation and management 6. Communication skills 7. Instructional planning skills 8. Assessment 9. Reflection and responsibility 10. Relationships and partners 1. Technology operations and concepts 2. Planning and designing effective learning environments and experiences 3. Teaching, learning and the curriculum 4. Assessment and evaluation 5. Productivity and professional practice 6. Social, ethical, legal, and human issues 1. Competent 2. Collaborative 3. Caring 4. Reflective Text, Readings, and Instructional Resources Cipani, E. (1998). Classroom management for all teachers. Newark, NJ: Prentice-Hall, Inc. Clark, Ron. (2003). The essential 55. New York, NY: Hyperion. Cunningham, P.M., & Allington, R.L. (1994). Classrooms that work: They can all read and write. New York, NY: Harper Collins College Publishers. Froyen, L.A., & Iverson, A.M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Newark, NJ: Prentice-Hall, Inc. Grant, J. & Richardson, I. (eds.). (1997). Teachers make the difference (10th ed.). Peterborough, NH: The Society for Developmental Education. Jones, V.F., & Jones, L.S. (1998). Comprehensive classroom management: Creating communities of support and solving problems (5th ed.). Boston, MA: Allyn and Bacon. Kane, P.R. & Kopp, W. (1991) The first year of teaching. New York, NY: Walker & Company. Kauffman, J.M., Mostert, M.P., Trent, S.C., & Hallahan, D.P. (1998). Managing classroom behavior: A reflective case-based approach (2nd ed.). Boston, MA: Allyn & Bacon. Knudsvig, G. M. & Smith, D.E., Knudsvig, G.M, & Walter, T. (2002). Critical thinking:

3 3 Building the basics. Albany, NY: Wadsworth. Kronowitz, E.L. (2008). The teacher s guide to success. Boston, MA: Pearson Education, Inc. Orlich, D.C., Harder, R.J., Callahan, R.C., & Gibson, H.W. (1998). Teaching strategies: A guide to better instruction (5th ed.). Boston, MA: Houghton Mifflin Company. Rodd, J. (1996). Understanding young children s behavior: A guide for early childhood professionals. New York, NY: Teachers College Press. Rothstein-Fisch, C. & Trumbull, E. (2008). Managing diverse classrooms. Alexandria, VA: ASCD. Schwartz, S., & Pollishuke, M. (1991). Creating the child-centered classroom. Katonah, New York: Richard C. Owen Publishers, Inc. Silverman, R., Welty, W.M., & Lyon, S. (1996). Case studies for teacher problem solving (2nd ed.). New York, NY: The McGraw-Hill Companies, Inc. Wolfgang, C.H. (1999). Solving discipline problems: Methods and models for today s teachers (4th ed.). Boston, MA: Allyn & Bacon. Zabel, R.H., & Zabel, M.K. (1996). Classroom management in context: Orchestrating positive learning environments. Boston, MA: Houghton Mifflin Company. STUDENT LEARNING OUTCOMES: August 8, 2014 Students will be able to: 1. Understand the importance of the School of Education s Conceptual Framework and its relationship to the INTASC Principles and the Georgia Professional Standards. (INTASC Principle 5; DSC CF: Competent) 2. Understand the significance of the Teacher Classroom Observation Instrument (TCOI) and the Assessment of Professional Behaviors (APB) as they relate to the professional development of the Candidate. (INTASC Principle 5; DSC CF: Competent) 3. Understand the significance of technology in our society and its use in the preparation and delivery of instruction, its use in communication, and its use in assessment. (INTASC Principle 5; DSC CF: Competent) 4. Understand the role of the teacher and how candidates knowledge, skills, and dispositions affect student learning. (INTASC Principle 5; DSC CF: Competent) 5. Demonstrate professional behaviors in school settings and in the DSC classroom. (INTASC Principle 5; DSC CF: Competent) 6. Demonstrate an understanding of the development of a portfolio. (INTASC Principle 5; DSC CF: Competent) 7. Describe and define the role of the classroom teacher as decision maker and reflective thinker to facilitate learning in the classroom (Froyen & Iverson, 1999). (INTASC Principles 8 and 9; DSC CF: Reflective) 8. Demonstrate the ability to set criteria that will meet the needs of children in a pluralistic

4 4 classroom (Jones & Jones, 1998; Schwartz & Pollishuke, 1991). (INTASC Principle 4; DSC CF: Competent, Caring) 9. Define and develop steps in how to manage curriculum, instruction, facilities, resources, and children (Zabel & Zabel, 1996; Cipani, 1998). (INTASC Principle 2; DSC CF: Competent) 10. Analyze and prescribe classroom management strategies to solve problems embedded in case studies (Silverman, Welty, & Lyons, 1996). (INTASC Principle 4; DSC CF: Competent) 11. Implement classroom management techniques in a field-based setting. (INTASC Principle 10; DSC CF: Competent, Reflective) ASSESSMENT OF STUDENT LEARNING OUTCOMES: 1. One hundred percent of students will earn 70% or better on a Secondary Field Experience Placement that requires documentation of a minimum of 133 contact hours with documentation, a completed PES II activities checklist, and a critical reflection journal (SLO s 1, 2, 5, 8, and 9). *TC s must successfully complete PES II field placement experiences (133 clock hours) as demonstrated by the Assessment of Professional Behaviors and Dispositions (APBD) and TCOI s, being evaluated on developing and teaching three lesson plans in the content area. As well, all secondary checklist activities must be completed by the end of PES II. Any activities not completed by a TC in PES I will be included as an addendum on the PES II checklist. 2. One hundred percent of students will earn 70% or better on PES II Technology Training Workshops that require the students to attend two mandatory technology workshops, begin developing a LiveText portfolio, and complete the SOE surveys at the end of the term (SLO s 3 & 6). *Candidates who do not complete all In Tech / LT Training will not pass EDUC Seventy percent of students will earn 70% or better on Classroom Management Assignments that require students to analyze learning contexts and develop appropriate classroom procedures and routines, and also present a minute video segment to the class for peer feedback (SLO s 4, 8, 9, 10, and 11). 4. Seventy percent of students will earn 70% or better on a Critical Assignment that requires students to effectively develop and present a Classroom Management Plan to be used in active classrooms and schools (SLO 7). EVALUATION: Major Assignments

5 5 1. Field Experience Assignment: Field Experience Activities Checklist & Journal (25%) Successful completion of a minimum of 133 hours of Field Experience is a mandatory requirement to pass this course. Students will complete the field experience hours in either a middle or high school setting. During this field placement, students will develop and deliver 3 lessons and complete field observations and reflections (EDUC 4901). Students will complete field requirements for EDUC 4901 that include developing and teaching the lesson plans developed therein. For EDUC 3273, the student will be required to submit a copy of each scored TCOI. The lesson plans and field hours will be scored for EDUC 4901, while the completed Field Journal and Activities Checklist will be scored for EDUC PES II Technology Training Workshops (2) and LiveText Portfolio (25%) 3. Classroom Management Assignments (25%) 4. Critical Assignment (25%) Classroom Management Plan & Video Lesson Presentation Grading Policy A (90-100%) B (80-89%) C (70-79%) D (60-69%) Student MUST repeat the course. F (Below 60) Student MUST repeat the course. EMERGENCY INSTRUCTIONAL PLAN: MAY 3, 2014 If the college is closed for inclement weather or other conditions, please consult the course calendar that I gave you at the beginning of the semester and complete the assigned readings and assignments. Then, check your for additional assignments, activities, and due dates. If it is not possible for me to you additional assignments because of loss of power, please write a summary of the assigned reading, complete all exercises within the chapter, and bring them to the next class. If conditions allow, I will load a PowerPoint of the missed lecture in DSConnect, and I will be available to answer questions through . Compensatory make-up days may be required if the total number of days lost exceeds the equivalent of one week of class time. This Emergency Instructional Plan will allow the instructional hours to count toward the credit hours earned by the student. School placement hours will be made up accordingly. LATE WORK/MAKE-UP POLICY: Work is due on the date and time as specified in the weekly course calendar in class. An absence does not change an assignment s due date. Late work will not be accepted without approval by the instructor. If a student is absent, it is his/her responsibility to get any missed work done and submit the assignment(s) prior to the day and time due. Quality work, high expectations, and

6 6 meeting deadlines are standards reflected in the teaching profession. If you are to miss a field placement visit, you must contact the mentor teacher and the professor at least 24 hours in advance. CHEATING AND/OR POOR CONDUCT: The College Catalog, which contains the Student Handbook, addresses the topics of dishonest and disruptive behavior; in short, DSC does not tolerate violations of the student code of conduct. Violations will be documented and enforced according to the DSC Student Handbook. These events can result in expulsion, prosecution, and/or may result in no credit for the course. Additionally, any violations of the code of ethics for educators will be subject to college and GAPSC standards. Professional Behavior Throughout the professional literature, it is documented that effective teachers are knowledgeable, responsible, enthusiastic, energetic, interactive, cooperative, attentive, participatory, and have a sense of efficacy. These same professional behaviors will be expected of students enrolled in this course. School of Education faculty will utilize the Assessment of Professional Behaviors and Dispositions (APBD) when necessary to encourage and support students in developing and exhibiting professional attitudes and dispositions within college classroom setting. The APBD is used by exception only to assess and document Teacher Candidate s behaviors and professional dispositions during in-class settings after less direct means have failed to result in improvement. Should it become necessary to implement the In-Class APBD, the professor will meet privately with the student to discuss and document behaviors and dispositions that are of concern. PLAGIARISM (Academic Honesty Statement): Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers or materials. It also occurs when a student utilizes the ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be reported to the Office of Student Affairs. Refer to the Academic Irregularities Section of the Student Handbook in the Dalton State College catalogue. Plagiarism or dishonesty may result in failure of the course. COURSE CALENDAR: Please see the attached course calendar. Read ahead, do assigned work, and keep up. However, note that this calendar may be amended as needed. OFFICE HOURS: Tuesday (10:45 a.m.-12:00 p.m. & 4:15-5:30); Thursday (10:45 a.m.-12:00 p.m. & 3:30-5:45) or by Appointment ATTENDANCE POLICY: Important Note: Students are solely responsible for managing their enrollment status in a class;

7 7 nonattendance does not constitute a withdrawal. Attendance will be taken every class (face-to-face) and is a component of assessment for the course. Students are expected to arrive on time and stay until class is dismissed. If you arrive late, it is your responsibility to see the instructor after class to make sure you are counted present/tardy. If you are not in class, you cannot participate in discussions or in-class assignments. Your grade may be impacted if you miss class assignments, quizzes or the opportunity to turn in assignments on time. Two (2) absences in classes that meet 1 day per week and 4 absences in classes that meet 2 days per week (2 tardies/early dismissals = 1 absence) may warrant a deduction in a letter grade. Excused absences due to court, military duty, maternity and/or family leave, or a student's documented medical treatment will be reviewed on a case-by-case basis per Dalton State College policy. If you must miss a class it is YOUR responsibility to find out what you missed. Please use the discussion tool on Desire2Learn or get the name and contact information of a class member to provide you with information on what you missed. DISABILITY SUPPORT SERVICES: June 19, 2014 Students with disabilities or special needs are encouraged to contact Disability Support Services. In order to make an appointment or to obtain information on the process for qualifying for accommodations, the student should visit the Disability Support Services Library Guide or contact the Coordinator of Disability Support Services. Contact information: Andrea Roberson, Coordinator Pope Student Center, lower level 706/ aroberson@daltonstate.edu DROP/WITHDRAWAL POLICY: Revised June 25, 2014 Students wishing to withdraw from the course may do so without penalty until the mid-point of the semester, and a grade of W will be assigned. After that point, withdrawal without penalty is permitted only in cases of extreme hardship as determined by the Vice President for Academic Affairs. Otherwise, a grade of WF will be issued. (Please note: At Dalton State College, the Hardship Withdrawal process requires students to withdraw from all classes at the college). The proper form for dropping a course or for withdrawing from the college is the Schedule Adjustment Form, which may be obtained at the Enrollment Services Office in Westcott Hall. The Schedule Adjustment Form must be submitted to the Enrollment Services Office. Students who leave, completing neither the official withdrawal procedure nor the course work, will receive a grade of F. This instructor will not withdraw students from the class. Withdrawal from any Dalton State College classes is a student responsibility. The last day to drop classes without penalty is March 17, TITLE IX: Sex Discrimination, Harassment, & Assault Sexual harassment is unwelcome, gender-based verbal or physical conduct that is sufficiently

8 8 severe, persistent or pervasive that it has the effect of interfering with, denying or limiting someone s ability to participate in or benefit from the college s educational program and/or activities, and is based on power differential (quid pro quo), the creation of a hostile environment, or retaliation. Sexual misconduct is a form of sexual harassment prohibited by Title IX. Sexual misconduct refers to physical sexual acts perpetrated against a person s will or where a person is incapable of giving consent due to the victim s use of drugs or alcohol. An individual also may be unable to give consent due to an intellectual or other disability. Sexual misconduct includes dating violence, domestic violence, rape, sexual assault, sexual battery, stalking, and sexual coercion. Reporting Options Call 911 if you are in an emergency situation Dalton State Public Safety (this report is not confidential) Tech Building- Upper Level Online Sexual Assault Report c-a8bd-4a31-9c25-1a3d35110a51 If you would like to report to Dalton State Administration: (this report is not confidential) Report Title IX complaint online - Report Student-on-Student Title IX complaint in person: Brittnie Lee, Office of Student Life Coordinator for Student Responsibility & Service/ Deputy Title IX Coordinator Pope 113 balee@daltonstate.edu, Report Title IX complaint involving Faculty or Staff in person: Faith Miller, Human Resources Director of Human Resource/ Title IX Coordinator Memorial 122 fmiller@daltonstate.edu If you would like to talk with someone confidentially: Dalton State Counseling & Career Services, Academic Resources Lower Pope counseling@daltonstate.edu WORKFORCE DEVELOPMENT: Revised August 17, 2015 If a student receiving aid administered by the DSC Workforce Development Department drops this class or completely withdraws from the College, the Schedule Adjustment Form must be taken to the Workforce Development Office located in Room 112 of the Technical Education Building. The Office is open on the following schedule: Monday/Tuesday/Thursday: 9:00 a.m.-12:15 p.m. and 1:30 p.m. - 5:00 p.m. Friday: 8:00 a.m. - 12:00 p.m. The office phone number is

9 9 Course Contract for EDUC 3273 Education Spring, 2016 Reece I have received, read, had explained this syllabus, and have had chances to ask questions about anything I did not understand. I do understand the syllabus and agree to abide by its provisions. I received the syllabus for EDUC 3273 Spring I read and understood the syllabus for this course. I understand that I am required to complete all 133 hours of my field placement (EDUC 4901) and turn in copies of the Field Experience Timesheets, TCOI s, and final APBD critical commentary to pass the course, as well as attend both In-Tech Training Sessions. Print Name: Signature: Date:

10 10 EDUC 3273 Class Schedule of Chapters Spring 2016 Date Topic Chapter Assignment Reading 1/07 Introduction to EDUC 3273 Syllabus FDS 13 & PES II 1/14 Complete FDS FDS /21 Introduction to Classroom 1 & SA 1 Management Foley 1 1/28 Organizing Your Classroom 2 & SA 2 & Checklist and Materials Foley 2 2/04 Choosing Rules and 3 & SA 3 & Checklist Procedures Foley 3 2/11 In-Tech Training 1 Activboard* (Randy Ware) 2/18 Managing Student Work 4 & SA 1 & SA 4 & Checklist Foley 4 2/25 Getting off to a Good Start 5 & SA 3 & SA 5 & Checklist Foley 5 3/03 Planning and Conducting Instruction 6 & Foley 6 SA 1 (Midterm grades due March 4) 3/07-3/11 SPRING BREAK WEEK No Field Placement *Read FDS and complete journal entry for Thursday s class reflecting on the reading. *For Tuesday s journal entry, write This is my journal entry for Spring Break. 3/17 In-Tech Training 2 (Randy Ware) 3/24 Managing Cooperative Learning Groups 3/31 Maintaining Appropriate Student Behavior 4/07 Communication Skills for Teaching & Managing Behavior Problems & Managing Special Groups 7 & Foley 7 8 & Foley 8 Movie Maker* (Last day to drop) SA 2 & Checklist SA 3 & Discipline Plan Assignment (InTasc #3) 9-11 ACT 9.1 Chpt SA 3 & SA 7 Chpt 11. Problem Scenarios Discipline Plan PPT Due 4/14 Video Lesson Presentation Bullock, Headrick, Merritt, Quintero, & Skiffen

11 11 4/21 Video Lesson Presentation Burris, Jumper, Parsons, Rodriguez, & Spence 4/28 FINALS (1:00-3:00) Video Lesson Presentation Brooks, Cantrell, Martinez, Pettyjohn, & Silvers SOE Surveys