A Practical Approach To Classroom Management

T-210L: A PRACTICAL APPROACH TO CLASSROOM MANAGEMENT Summer 2012 Syllabus July 16-20 2-5 PM Gutman 305

COURSE OVERVIEW:

This course is designed to support teachers in developing a practical, effective and low- stress approach to classroom management. The course focuses on a classroom management system with four components: classroom structure, limit-setting, responsibility training and back-up systems. Through course readings, reflective writing, class discussion and simulations, participants will develop effective classroom management practices, break current “high cost” and ineffective strategies, and establish a proactive, positive classroom setting that maximizes time on learning and minimizes classroom disruptions. This course is intended for students who are preparing for (or have already embarked upon) careers as classroom teachers at the middle or high school level.

CONTACT INFORMATION:

Professor Scott Seider [email protected] (617) 353-3223

Teaching Fellow Liza Hansel [email protected]

REQUIRED READINGS:

Peer Reviewed Scholarship on Classroom Management

Gregory, A., & Cornell, D. (2009). ‘Tolerating’ adolescent needs: Moving beyond zero tolerance policies in high school. Theory into Practice, 48, 106-113.

Simonson, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

Walker, J. (2009). Authoritative classroom management: How control and nurturance work together. Theory Into Practice, 48: 122-129.

Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.

1 Classroom Management for Practitioners

Canter, L. (2011). Assertive discipline: Positive behavior management for today’s classroom. Bloomington, IN: Solution Tree Press.

Fay, J. and Funk, D. (1995). “Confronting Myths About Discipline.” Love and Logic Press. Burbank, CA: Love and Logic Press.

Jones, F. (2002). Positive Classroom Discipline. New York: McGraw-Hill. Chapter 16.

Kohn, A. (October-November 1995). Discipline is the problem—not the solution. Learning Magazine.

Kohn, A. (1996 November 20). Beyond discipline. Education Week,

Kohn, A. (1997). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision & Curriculum Development.

Kraft, M. (2010 April). From ringmaster to conductor. Phi Delta Kappan, 91 (7), 44-47.

Marzano, R. (2011 March). Relating to students: It’s what you do that counts. Educational Leadership, 82-83.

Marzano, R. and Pickering, D. (2003). Classroom Management that Works. Chapters 1 and 5.

Classroom Management and Factors beyond the Classroom

Duncan-Andrade, J. (2009). Note to Educators: Hope required when growing roses in concrete. Harvard Educational Review 79 (2), 181-194.

Kohl, H. (1994) “I Won’t Learn From You” in I Won’t Learn from You and Other Thoughts on Creative Maladjustment. New York: New Press. Pp. 1-33.

Noguera, P. (2008). Joaquin’s dilemma. In M. Sadowski (Ed.), Adolescents at School: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.

Shakespear, E. (1999) “What I’d Tell A White Gal: What My Black Male Students Taught Me About Race and Schooling.” In S. Freedman & E. Simons (Eds), Inside City Schools: Investigating Literacy in Multicultural Classrooms, pp. 76-88.

Recommended Book:

Jones, F. (2007) Tools for teaching: Second Edition. Santa Cruz, CA: Fredric Jones Associates. (older editions are fine as well)

2 COURSE REQUIREMENTS

 Attendance and active class participation (25%)  Circulation/Limit-setting simulation (25%)  Final paper (50%)

ATTENDANCE

We only have 5 course meetings, which amounts to 15 hours of class time. Only a genuine emergency or highly contagious disease (e.g. H1N1) should prevent you from attending class. If you experience an emergency or disease, please contact me ASAP to let me know what is going on.

SESSIONS

Session 1: Classroom Structure – Part I

 Defining Classroom Management  Introduction to the 4 Components of the Management System  Classroom Structure Part I o “Arranging the Room, “ o “Working the Crowd”

Reading Assignments Due:

Simonson, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

Marzano, R. and Pickering, D. (2007) Classroom Management that Works. Chapters 1 and 5.

Noguera, P. (2008). Joaquin’s dilemma. In M. Sadowski (Ed.), Adolescents at School: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.

Session 2: Classroom Structure – Part II

 Classroom Structure Part II o Rules o Routines o Relationships

3 Walker, J. (2009). Authoritative classroom management: How control and nurturance work together. Theory Into Practice, 48: 122-129.

Fay, J. and Funk, D. (1995). Teaching with love and logic. Burbank, CA: Love and Logic Press. Chapters 1-3

Marzano, R. (2011 March). Relating to students: It’s what you do that counts. Educational Leadership, 82-83.

Duncan-Andrade, J. (2009). Note to Educators: Hope required when growing roses in concrete. Harvard Educational Review 79 (2), 181-194.

Recommended: Tools for Teaching, Chapters 1, 3, 4, 11, 12

Session 3: Limit Setting

 Meaning Business  Staying Calm  The Regal Turn

Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.

Canter, L. (2011). Assertive discipline: Positive behavior management for today’s classroom. Bloomington, IN: Solution Tree Press. Chapters 2, 10, 11, 12, 13

Shakespear, E. (1999) “What I’d Tell a White Gal: What My Black Male Students Taught Me About Race and Schooling.” In Inside City Schools: Investigating Literacy in Multicultural Classrooms. S. Freedman and E. Simons (Eds.), pp. 76-88.

Recommended: Tools for Teaching, Chapters 13

Session 4: Limit Setting II

 Beyond the Turn  Low rollers  Medium Rollers  High rollers

Kohn, A. (1996 November 20). Beyond discipline. Education Week.

4 Kohn, A. (1997). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision & Curriculum Development. Chapter 2 (Blaming the Kids)**

Kohn, A. (October-November 1995). Discipline is the problem—not the solution. Learning Magazine.

Kraft, M. (2010 April). From ringmaster to conductor. Phi Delta Kappan, 91 (7), 44-47.

Recommended Reading: Tools for Teaching, Chapters 15-19

Session 5: Responsibility Training and the Back-Up System

 Introducing and Implementing Responsibility Training  The Back Up System  You Make the Call

Gregory, A., & Cornell, D. (2009). ‘Tolerating’ adolescent needs: Moving beyond zero tolerance policies in high school. Theory into Practice, 48, 106-113. Jones, F. (2002). Positive Classroom Discipline. New York: McGraw-Hill. Chapter 16**

Recommended Reading: Tools for Teaching, Chapters 24-25

5 FINAL PAPER ASSIGNMENT DUE FRIDAY, JULY 27th

For all three of the assignment options below, you can utilize 4-6 typed double-space pages as a guideline (but not a governor) for optimal length.

You do not need to draw upon sources outside the course’s assigned readings, but please do draw upon (and cite) in your writing the readings with which you chose to engage.

Please use APA style citation (which is utilized earlier in this syllabus).

Please submit a HARD COPY of the paper to Susan Kandel (TEP administrator) in Longfellow 307 by 5 PM on Friday, July 27th

6 OPTION #1:

How have the methods presented in T-210L influenced the way you will approach the first 2 weeks of the school year (or spring semester)? Please make reference to specific course themes and readings. What strategies that we have discussed in T-210L are you quite certain you will use? What strategies do you have concerns or are quite certain you will not use (and why)? The paper should have two parts:

A. Offer the general philosophy with which you will approach classroom management. B. Outline your specific plan for succeeding from Day 1 C. Include as an appendix a draft of your ‘Class Expectations’ hand-out

0 Points 2 Points 4 Points General Philosophy Paper does not Paper presents a clear Paper presents a detailed present a guiding philosophical and compelling approach philosophical approach to classroom to classroom management approach to classroom management that acknowledges the management complexities of the enterprise

Strategies Paper does not present Paper presents 1-2 Paper presents multiple specific strategies that specific strategies that strategies raised in course will be utilized or will be utilized or and readings that will be avoided avoided utilized or avoided Succeeding from Day Paper does not offer a Paper offers plan for Paper offers detailed plan One blueprint for the the opening days of for succeeding from day opening days of the school year overly one school reliant on generalities

Textual Evidence Paper does not Paper offer minimal Paper offers robust support claims with support of claims with support of claims with references to assigned references to assigned references to assigned readings readings readings

Organization and Paper is not logically Paper contains Paper is structured Clarity structured distracting grammar, logically, written clearly, AND/OR typographical, or and error-free (or mostly Writing is not clear mechanics errors free). and easy to understand

7 OPTION #2:

Read “Blaming the Kids” by Alfie Kohn. In this essay, Kohn offers several criticisms of other classroom management systems. Though he does not specifically reference Fred Jones, some might read this piece as critical of the system Fred Jones espouses in Tools for Teaching. Compare and contrast Jones and Kohn’s perspectives on classroom management and discuss where you fall now in your own classroom management philosophy.

0 Points 2.5 Points 5 Points Comparison of the two Paper fails to present Paper provides a clear Paper presents a detailed systems clear differences or comparison of the two and nuanced comparison similarities between classroom of the two classroom the two classroom management systems management systems management systems

Your own perspective Paper does not present Paper presents a clear Paper presents a detailed a philosophical philosophical and compelling approach approach to classroom approach to classroom to classroom management management management that acknowledges the complexities of the enterprise Textual Evidence Paper does not Paper offer minimal Paper offers robust support claims with support of claims with support of claims with references to assigned references to assigned references to assigned readings readings readings

8 OPTION #3:

Fred Jones notes it’s the rare class that does not have has at least one “Larry” (male or female). In this paper, offer a brief description of the “Larry” with whom you have worked this summer and the types of behavior that are of concern to you as a teacher. Drawing on strategies and course themes from T-210L, discuss your specific plan for effectively working with “Larry” to optimize his or her chances of success, if you found out you would be teaching him/her again in the spring.

0 Points 2.5 Points 5 Points Description of Larry Paper does not Paper presents a clear Paper presents a detailed and the classroom describe Larry or and factual account of and vivid portrait of Larry management challenges classroom Larry and his/her and specific examples of he/she presents management accompanying the challenges challenges classroom encountered in the management classroom challenges

Strategies Paper does not present Paper presents 1-2 Paper presents multiple specific strategies that specific strategies that strategies raised in course will be utilized or will be utilized or and readings that will be avoided avoided utilized or avoided Textual Evidence Paper does not Paper offer minimal Paper offers robust support claims with support of claims with support of claims with references to assigned references to assigned references to assigned readings readings readings