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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: Classroom Management for Elementary Teachers, 9/E Evertson & Emmer ISBN-10: 0132693267 • ISBN-13: 9780132693264 ©2013 • Pearson Classroom Management for Middle and High School Teachers, 9/E Emmer & Evertson, ISBN-10: 0132689685 • ISBN-13: 9780132689687 ©2013 • Pearson 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
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