GNED 455 Classroom Management

Classroom Management

Semester: Spring 2014 Course No. GnEd 455 Classroom: RR 203/ Sininger 119/ Farm 223/ Raton 4 Class Meeting: Wed 4-6:50 pm Instructor: Emily Williams Office Hours: TBA Office: TEC 124 Phone: 505-454-3535 Credit Hours: 3 Email: [email protected]

Course Catalog Description & Course Prerequisites This course is an examination of behavior management techniques, reward systems, fading and intermittent reinforcement schedules used with students who exhibit more severe behavior exceptionalities. School-wide, classroom and individual student behavior intervention plans will be reviewed with emphasis on behavior manifestation determination and other IDEA mandates for addressing students behavioral needs.

School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors.

Required / Supplemental Materials & Supplies 2, 3  Chalk & Wire license - All Undergraduate students admitted during the fall of 2009 and after, are required to purchase Chalk & Wire. All Graduate students admitted in the fall of 2010 and after are required to purchase Chalk & Wire. Graduate students admitted to the School of Education prior to fall 2010 must verify the status of Chalk & Wire utilization in their program of study with course instructors. If the program or course requires Chalk & Wire, then the student is required to purchase a license. Please see below for more information about Chalk & Wire.  All students will be required to upload one assignment to Chalk & Wire. The assignment selected for this course is a Classroom Management Plan (CMP) for use during the student teaching assignment. Students not enrolled in student teaching will still be required to develop a CMP and implement it as part of a practicum or other field-based experience.  Students will also be required to submit and receive assignments and exams electronically through Blackboard. To obtain assistance with Blackboard technology contact the Educational Outreach Services Department (505-426-2058 ) Toll Free 1-877-248-9854.

Course Text:

Please choose the text for your appropriate educational job setting. (Example: Preschool and k-5 should buy Classroom Management for Elementary Teachers. Middle and high school candidates should buy Classroom Management for Middle and High School Teachers.

Course Objectives, Requirements/Expectations The course objectives correspond with the SOE themes of: (a) Reflective Practitioner (RP) (b)Practice (Pra) (c)Knowledge (K) (d) Professionalism (P) (e) Diversity (D) (f) Leadership (L) (g) Culturally Inclusive (CI) (h) Authentic Setting (AS)

New Mexico Public Education Department Teacher Competencies (NM-PED – TC) http://bit.ly/NMPED

NMPED Special Education Licensure Competencies http://www.nmcpr.state.nm.us/nmac/parts/title06/06.061.0006.htm

North Central Association / Higher Learning Commission Student Traits (NCA) (a) Mastery of content knowledge and skills (b) Effective communication skills (c) Critical and reflective thinking skills (d) Effective use of technology

Course Outcomes correspond to: SOE NMPED- NCA CEC INTASC TC Develop a comprehensive classroom management plan D, CI, AS, 1, 2, 3, 4, 6, A, B, C, 1, 4, 5, 1, 4, 5, that promotes a positive classroom environment Pra, K, Pro, 7, 9, 8, conducive to learning for all students. L Link knowledge about students' learning styles and D, RP, CI, 1, 2,4 A,C 1, 2, 3, 1, 2, 3, 5, unique needs with theories of learning, motivation and K, AS 4, 5, 7 7. behavior management. Learn how use of effective use of time and space along D, RP, CI, 2, 3, 7, A, C 7, 8, 7, 8, with routines, and organization of materials and human Pra, K, AS resources aid in the creation of an effective classroom. Understand and demonstrate examples of positive and RP, K, AS 3, 7, A, B, C 7, 8, 7, 8 negative reinforcement techniques.

Discuss and demonstrate the value of group generated D, CI, RP, 6, 7, 8 A, B 2, 5, 2, 5, classroom rules and reward systems. AS, Pra, K, Pro, Understand and demonstrate the importance of K, Pra, Pro, 1, 6, 8, 9, A, B, C 1, 7, 1, 7, 9, 10 professional educator behavior traits, especially those L 9, 10 identified by the National Education Association. Understand the three-tier Positive Behavior Support D, CI, K, 6, 7, 9, A, C 2, 5, 8 2, 5, 8 Model and how it is used in the state of New Mexico. Use of and discussion of available technology and how it Pra, K 2 A, D 9, 10 9, 10 pertains to classroom manangement. Culture and Language as they pertain to effective CI, D 6, 9 B 6, 7 6, 7 classroom management.

Instructional Strategies This class will utilize lecture, whole and small group discussion opportunities, cooperative learning break- out groups, individual student PowerPoint presentations, and asynchronous lesson delivery. There will be 5 basic groups in this class with the understanding that those groups will be combined at times depending on the activity and chapter length. Larger groups will receive more sections /pages while smaller groups will Revised Syllabus Template, MAI, 1/11

receive shorter sections. All students are responsible for reading the entire chapter or assigned reading.

Assignments, Assessment, & Schedule Course outcomes will be measured through topical quizzes, exams, written assignments, class participation, and presentations.

Course Attendance Policy Course attendance is expected and attendance accounts for 5% of the final grade.. If absenteeism becomes a problem, students will be expected to meet with the professor. You will lose point for tardiness and leaving early. Plan to participate fully each night. Each team member should contribute and present equally.

NMHU Academic Integrity Policy Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it simply will not be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying to pass off someone else’s intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook, page 28; http://bit.ly/nmhustudenthandbook).

UnderGraduate Students Attendance 10% Participation 10 % Project Pieces (100 pt each) 10% Article Reviews & Presentation 10% Midterm 20% Final Exam 20% Classroom Management Project(Completed) 20%

Tentative Schedule

Date Jan 15 Syllabus Overview; CM Project; APA Guidelines Jan 22 Ch 1 Introduction to CM Jan 29 Ch 2 Organizing Your Classroom and Materials Feb 5 Ch 3 Choosing Rules and Procedures Feb 12 Ch 4 Managing Student Work; Ch 5 Getting Off to a Good Start Feb 19 Bullying Feb 25 Midterm Exam Mar 5 Ch 6 Planning and Conducting Instruction Mar 12 Spring Break Mar 19 Ch 7 Managing Cooperative Learning Groups Mar 26 Ch 8 Maintaining Appropriate Student Behavior Apr 2 Ch 9 Communication Skills for Teaching Apr 9 Ch 10 Managing Problem Behaviors Apr 16 Ch 11 Managing Special Groups Apr 23 Suicide Awareness Apr 30 Good bye and Good Luck May 7 Final Exam

Philosophy of Rules, Procedures, Disabilities and other issues Education and Psychology Impacts on CM 1 . Abraham Maslow The Canters Learning Disabilities 2. John Dewey William Glasser Adhd Revised Syllabus Template, MAI, 1/11

3. Benjamin Bloom Carl Rogers Conduct Disorder 4. Howard Gardner PBIS Anxiety /Depression 5. Lev Vygotsky B. F. Skinner Classic Autism & Asperger’s 6. Metacognition Rudolf Dreikers Sexual Differences 7. Cultural Influences Wong & Wong Sensory Disorders 8. Eric Ericson Fred Jones Giftedness 9. Jean Piaget Alfred Bandura Poverty and Homelessness 10. Lawrence Kohlberg John Watson Cultural differences

Course Grading Policy Percent correct scores are calculated for attendance (percent of classes attended), assignments and exams, and a weighted sum (see weights above) is used to assign the course grade. Cut-off scores for each grade are: A=90% B=80% C=70% D=60% F<60% and Below

Course Attendance Policy

Course attendance is expected and attendance accounts for 10% of the final grade. If absenteeism becomes a problem, students will be expected to meet with the professor. Attendance is worth 3 points each night, with 7 points for participation. You will lose 1.5 point for tardiness and 1.5 point for leaving early. Plan to participate fully each night. Each team member should contribute and present equally. Assignments Policy  Assignments should be turned in by the due date. Late graded assignments will not be accepted without prior permission of four (4) days. Late permission will be given by professor discretion.  Non-graded assignments will be accepted, feedback will be delayed until all on- time assignments have been returned.  ALL assignments will be turned in electronically via the D2L System. Assignments turned in to the professors email will not be graded or given feedback and will be treated as late if they are submitted to D2L late.

Disabilities Accommodations (ADA Policy) NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit the Felix Martinez Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services

NMHU Inclement Hotline 505-426-2297 1-866-231-2366 www.nmhu.edu

Instructional Disposition Inventory The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These surveys will be used to help students identify strengths and areas for improvement in their dispositions for their professions. All students in designated courses will complete a dispositions inventory at midterm and at the end of the semester. The professor will also complete a dispositions inventory for each student at those times. Any dispositions suggesting the need for support will be discussed.

Revised Syllabus Template, MAI, 1/11

Chalk & Wire (a) Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program assessment, and the development of the electronic based portfolio required for Field III (student teaching). Within each undergraduate and graduate program, SOE faculty has designated courses that represent the core of the program. Each designated course will have one common assignment that provides opportunities for students to demonstrate mastery of core concepts. Each student who takes a designated course, regardless of location, will complete the common assignment. Upon completion of that assignment, students will submit it via Chalk & Wire for assessment. (b) The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to keep professional portfolios updated for future employment or use in further educational endeavors. Students may elect to renew their licenses (directly through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and results to their personal computers. (c) Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm (d) For help, contact: [email protected]

CMP Template Title Page

Philosophy of Classroom Management

Professionalism, Ethics, and Law

Relevant and Meaningful Curricula

Rules and Procedures

Theories and Theorists

Classroom Plan Dissemination

References

APA

Overall Presentation and Quality Classroom Management Project (CMP) RUBRIC Download the CMP Template. You will use this template to create your CMP. Failure to use the Template will result inloss of points, a delay in feedback, and may ultimately lower your grade on this project. The template can be found in D2L under Templates. You should turn in the template with appropriate sections completed by the individual due dates. Failure to turn in the template will result in loss of the points allotted. The points cannot be made up. Late completed project will lose 1 letter grade per day calendar day late. A completed project that is more than 4 days late will not be graded and will receive a grade of F or zero (0).

Revised Syllabus Template, MAI, 1/11

1. Philosophy of Classroom Management

What is CM, and Why is It Classroom Management is discussed. Discussion shows excellent Important? understanding of the construct. What is discipline and what is its Discussion of discipline shows an excellent understanding of the similarities purpose; and differences of discipline and punishment. How does student engagement Student Behavior is discussed based on different levels of student impact CM? engagement and teaching application. How does disability impact how I Discussion includes disability information indicating an excellent will manage my classroom? understanding of how disability characteristics may influence the classroom environment. Possible interventions and modification are included with extensive discussion. Social Skills Training A plan for teaching self-regulation, social, and life skills is included with examples. Metacognitive skills as well as social skills for getting along with others is included. Specific interventions and skills are explained and discussed as to the utility in the classroom and life-long learning.

2. Professionalism, Ethics & Legalities of Teaching How will my behavior support or Discussion includes dress, image, earning respect form students and the community detract from my classroom as well as identified how their behavior will support or detract from my classroom management/ discipline plan? management/ discipline plan. Professionalism The basic discussion will include a description of the teacher candidate view of their own abilities. Teaching efficacy and personal and professional presentation are included. Teaching Efficacy The student described social persuasion and vicarious learning teaching self-beliefs. Gave a excellent answer to the question how does my sense of efficacy affect my teaching. Stress Reduction Personal stressors are examined in detail and an well- thought out plan for dealing with those stressors. Ethics Student is able to identify ethical issues, stakeholders, risks to others, impact, or management techniques. Legal Knowledge Identifies and discusses central legal issues, as well as procedural aspects, impact on Chose an situation dealt with or the environment, and possible reflective alternative actions. Student confidentiality observed and discuss areas of legal is highly valued and maintained. Demonstrates thorough knowledge of the IEP understanding. process, extended school year procedures, transition services, and student differences. 3. Relevant and Meaningful Curricula The curriculum is authentic and Relevant, current connections between life experiences and the curriculum are current incorporated with differentiation. How is my curriculum culturally Modifications/adaptations for culture, religion, and other areas of culture are given. sensitive? What part does differentiation play in Differentiation is discussed based on different levels of student behaviors. classroom management. Differentiation is also discussed based on student engagements and curriculum. Motivation Positive and negative reinforcement are described with a leveled plan which utilizes both extrinsic and intrinsic reinforcers for increasing motivation for academic progress. Discussion will include token and social approval management plan. Examples will be included. Grading Policies A thorough and notated discussion of your grading policies and contingencies is given with examples. Classroom grading theorist (discussed in class and found in class discussion and personal research is included.

Revised Syllabus Template, MAI, 1/11

4. Rules of Behavior? Target Rules Clearly written rules are included, with extensive discussion. Rules are not redundant or punitive. Rationale is given. Procedures Extensive classroom organization is evident with procedures which clearly set the tone for academic, emotional, and extra-curricular progress. Behavioral Intervention Discussion of reinforcement and consequence with rationale are included, with extensive discussion. Discipline Discussion of discipline with rationale is included with extensive discussion. Punishment A thorough discussion of planned punishment and punitive, painful, or intrusive interventions. Different types of interventions are discussed. Examples are given. 5. Theory of Classroom Management What are the necessary Target components of an effective system Clear specification of a theory & a link to teacher needs of management & discipline? Name and describe the theory set An in depth discussion of Theory Set is given. Theory set is compared with you see as informing your PBIS. Critical thinking skills are evident. More than one theory is discussed. management plan (Behavioral, Cognitive, Preventative, Reactive, Group) What theorist (s) do you see as Your knowledge of the theory and theorist (s) are evident and thorough. informing your teaching behaviors and beliefs in the area of classroom management? 6, CBM Dissemination How do you plan to communicate A thorough description of how parents will be given information about with parents and involve them? classroom management and involvement in their child’s classroom. Examples of letters home, class brochure, ect. Are given. What are the roles of teachers, In-depth discussion of roles and responsibilities includes teachers, students,

Revised Syllabus Template, MAI, 1/11 students, parents, administrators in parents, and administration. the plan? Discussion of School Wide A copy of the school behavior intervention plan is included and a discussion Positive Behavioral Intervention how it compares with the School Wide Positive Behavioral Intervention Supports Supports (SWPBIS) theory. Improvements to a non-PBIS school wide program is discussed.

CMP Section 1 is Due February 22 at 5 pm CMP Section 2 is Due April 19 at 5 pm

Revised Syllabus Template, MAI, 1/11