Syllabus EDX 4050 CLASSROOM AND BEHAVIORAL …karolyeatts.com/Classroom Management/EDX 4050 Spring...

Dr. Yeatts - EDX 4050 - Spring, 2007 1

Syllabus

EDX 4050 CLASSROOM AND BEHAVIORAL MANAGEMENT 3 HOURS

Course Description: A course to provide the theoretical foundations and assist in the development of a program for behavior management in the classroom. Current classroom and behavior management systems will be covered as well as discussion of classroom management applications. Special emphasis will be on the exceptional child and the development of effective strategies for working with special needs students. The course is appropriate for perspective as well as current educators. The course is required of all Warner Southern College teacher education majors.

Instructor: Dr. Karol L. Yeatts Term: Spring, 2007 Office Location:

Cleary Building Class Location: PC 204

Office Hours: Posted Outside Office Class Time: 2:00 PM – 4:30 PM Work Phone: 638-7243 Class Day Mondays Home Phone: 324-0983 E-mail: [email protected]

Webpage http://karolyeatts.com Texts: Wolfgang, C. H. (2005). Solving discipline and classroom management problems. Hoboken, NJ: John

Wiley & Sons, Inc.

Wong, H.K., & Wong, R.T. (2004). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc.

Supplemental Text Edwards, C.H. (2004). Classroom discipline and management (4th ed.). New York, NY: John Wiley &

Sons, Inc.

Christian Faith and Values “A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher.” Luke 6:40. Central to the New Testament is the concept of valuing of persons and treating others with respect, honesty, and equity. In the areas of classroom management current research supports these traits as central to the management of a classroom environment that fosters learning in all students. Jesus modeled acceptance of others regardless of their backgrounds and problems. Classroom management systems developed by Warner Southern College teacher educators should foster these same values and a faith that all children can learn and grow. To this end, this course has assignments designed for meeting institutional goals 2, 3, 4.


I. Course Goals The purpose of this course is to: 1. provide students with an understanding of the underlying assumptions of, and learn to use, a

variety of classroom management/discipline models that are prevalent in the schools. 2. assist students in developing the knowledge, skills, and dispositions necessary to confidently and

effectively plan, implement and evaluate effective classroom management strategies. 3. assist students as they begin a systematic process of effectively developing a personal approach to

classroom management that is congruent with their teaching philosophy and that addresses the needs of all learners.

II. Course Objectives Students will be able to:

Course Objectives Competencies Addressed

Instructional Opportunities

Assessment and Evaluation

1. compose a philosophy of classroom and behavior management that reflects a concern for the dignity and worth of students and incorporates your Christian faith and the code of ethics for the state of Florida.

FEAP 3, 11 FPEC 3 ESOL 23 INTASC 2, 3, 9

Text Readings Handouts In-class ActivitiesLecture Discussions Library Research Internet Research

Classroom Management Plan

2. compare and contrast classroom management approaches based on behavioral, cognitive, affective, social and ecological theory and practice.

FEAP 9 FPEC 2, 7 ESE 4 INTASC 3, 5, 9


Class Participation Classroom Management Model Presentations Examinations

3. identify issues of school safety that impact the school and classroom learning environment and reflect on observed adherence to laws and mandates.

FEAP 6, 9, 11 FPEC 6, 9 ESE 4 CEC 5, 9


Class Participation Safe Learning

Environment Reflective Paper


4. identify causes of classroom misbehavior and employ one

FEAP 1, 9, 11 ESOL 23

Text Readings Handouts

Class Participation Behavioral Observation


or more techniques for correcting the misbehavior.

ESE 2 INTASC 5

In-class ActivitiesLecture Discussions Library Research Internet ResearchPracticum Observations

Instrument and Analysis in EDU 4175

5. establish a set of classroom routines and procedures for utilization of materials and movement of students.

FEAP 9, 11 FPEC 9 ESOL 18 INTASC 5



6. identify physical, emotional, academic, social development,and learning style that may be impacting a student’s behavior and/or performance.

FEAP 1, 5, 7 FPEC 5, 7 ESE 3 ESOL 18, 24, 25 INTASC 2, 5 CEC 2, 3

Text Readings Handouts In-class ActivitiesLecture Discussions Library Research Internet ResearchPracticum Observations

Behavioral Observation Instrument and Analysis in EDU 4175

7. identify student behaviors indicating possible emotional or physical abuse, substance abuse, or suicidal tendencies and demonstrate the correct way to report such behaviors.

FEAP 6, 11 FPEC 6, 11 CEC 2, 9

Text Readings Handouts In-class ActivitiesLecture Discussions Library Research Internet ResearchPracticum Observations

Class Participation Journal Responses

8. formulate ways the teacher can assist students in: (1) developing a positive self-esteem; (2) developing positive character traits; (3) fostering constructive group interactions among students.

FEAP 7, 9, 11 FPEC 7 INTASC 3, 5


Class Participation

9. discuss observational survey instruments which aid in

FEAP 1, 2, 11 FPEC 1

Text Readings Handouts

Class Participation Behavior Observation and


determining behavioral problems and which help in formulating an effective classroom management/ discipline plan for a misbehaving student.

ESE 4 INTASC 10

In-class ActivitiesLecture Discussions Library Research Internet ResearchPracticum Observations

Analysis in EDU 4175

10. discuss appropriate alterations in classroom management organization to accommodate students with special needs, including students from diverse cultural backgrounds and demonstrate ways to meet those needs.

FEAP 1, 5, 6, 7, 9, 11 FPEC 5, 7 ESOL 2, 18 INTASC 2, 3 ESE 4 CEC 4



11. recommend a plan for conflict resolution and restitution within the classroom and between students.

FEAP 3, 11 FPEC 7, 9

Text Readings Handouts In-class ActivitiesLecture Discussions Simulations


12. dramatize effective conversations with parents/guardians concerning student behavior.

FEAP 2, 11 FPEC 2 INTASC 10 CEC 10

Text Readings Handouts In-class Activities Discussions Simulations

Class Participation

III. Florida Department of Education Competencies Florida Educator Accomplished Practices (FEAPs) 1-3, 5-7, 9, 11 Florida Exceptional Student Education (ESE) 1-4 Florida Professional Education Competencies (FPEC) 1-3, 5-7, 9, 11, 12 Florida Performance Standards for Teachers of English for Speakers of Other Languages (ESOL) 2, 18, 23-25

IV. National Competencies Council for Exceptional Children (CEC) Interstate New Teacher Assessment and Support Consortium (INTASC)

V. Methodology Class Discussion Case Study Group Work Field Experiences Lectures Observations Presentations Simulations Textbook Questions Videos


VI. Student Evaluation and Assessment Your grade in this course will be determined by your level of completion of all assignments and your participation in class. Any written work deemed unfit by the professor will be returned to the student with comments for improvements. NOTE: There will be no extra credit opportunities.

Assignment/Activity Date Due Possible Points Participation (2 points/class) Each Session 30 Journal Responses (5 points/response) Each Session 100 Classroom Management Resources 2/12/07 100 Midterm Examination 2/26/07 100 Classroom Management Model Paper 3/5/07 100 Classroom Management Model Handout 3/5/07 20 Classroom Management Model Presentation TBA 100 Safe Learning Environment Reflective Paper 3/19/07 100 Child Behavioral Checklist, Analysis and Treatment Plan 4/9/07 100 Classroom Management Plan 4/23/07 150 Final Examination 4/30/07 100

TOTAL POINTS 1000 Grading System A = 100-94% 1000-935 C+ = 78-79% 794-775 A- = 90-93% 934-895 C = 75-77% 774-745 B+ = 88-89% 894-875 D = 70-74% 744-695 B = 84-87% 874-835 F = 0-69% 694-0 B- = 80-83% 834-795 VII. Class Schedule The professor reserves the right to adjust this syllabus and course outline/class schedule. It is expected that adaptation of the learning activities and calendar might require accommodations due to student performance, current issues and special interests, scheduling conflicts, and/or unexpected delays or events at the discretion of the professor as academic leader and facilitator.

Mondays Class Activities Assignment(s) 1 1/8/07 Introductions

Overview of the Class • Classroom Management Model • What is Classroom Management? • What is Your Classroom Management

Profile?

• Chapter 1 pages 1-9 • Wong Chapter 10 pages 68-78 • Journal Response #1: Wong

describes five significant concepts that enhance positive expectations. Reflect on and write about the concept(s) that


• Beliefs About Discipline Inventory • Positive Expectations

you feel most comfortable using and ones you may need to work on.

1/15/07 HOLIDAY – NO CLASS 2 1/22/07 • How to Have a Well-Managed Classroom

• Characteristics of Effective Teachers • Wong Chapters 11-13 pages 82-111 Journal Response #2: Defend or refute Wong’s statements: Teachers almost never think about managing their classroom.” Include at least three reasons to support your position.

3 1/29/07 Successful Beginnings • Video: The First Day of School • Arranging and Assigning Seats • Posting Assignments • Taking Roll

• Wong Chapters 14-16 pages 112-131 • Journal Response #3: Present a case

(give at least three reasons) for assigning seats or allowing students to sit where they choose.

4 2/5/07 How to Have an Effective Discipline Plan Video: Procedures and Routines • Rules • Consequences and Rewards

Beyond Discipline • Alfie Kohn

The Essentials 55 • Ron Clark

• Wong Chapters 18-19 pages 140-165 • Review the information on the

following websites: • http://www.kaganonline.com/Kaga

nClub/FreeArticles/ASK15.html • http://alfiekohn.com/index.html

• Journal Response #4: Defend or refute the statement that students should be involved in forming the class rules. Remember to include at least three reasons to support your position.

5 2/12/07 How to Have Students Follow Classroom Procedures • Video: Discipline and Procedures Sharing Classroom Management Resources

• DUE: Classroom Management Resources

• Wong Chapter 20 pages 166-193 • Journal Response #5: Elaborate on

the importance of procedures and provide examples of three procedures.

6 2/19/07 Managing Special Groups Strategies for Individual Differences Providing a Safe Learning Environment • Reporting Abuse and Suicidal Tendencies • Dealing with Bullies

• Journal Response #6: Defend or refute the statement: “Adjustments in classroom management practices are needed in order to meet the needs of different groups of students.”

• Journal Response #7: Describe the role that you believe schools should take regarding abused children.

7 2/26/07 Midterm


8 3/5/07 The Behavior Analysis Model

• B. F. Skinner

Tools for Teaching Model • Positive Classroom Discipline • Fredric Jones

• DUE: Classroom Management Model Paper

• Chapters 2-3 pages 13-78 • Journal Response #8: How can you

determine what students find to be reinforcing? List 4 to 8 reinforces.

• Journal Response #9: Describe the kinds of problems that might be encountered by teachers achieving too close a physical proximity to students.

9 3/12/07 Assertive Discipline • Lee and Marlene Canter

Cooperative Discipline-Adlerian Model • Rudolf Dreikurs and Linda Albert Positive Discipline • Jane Nelson

• Chapters 4-5 pages 79-133 • Journal Response #10: Describe at

least two obstacles that you believe you are likely to experience in implementing the assertive discipline model in the schools.

• Journal Response #11: Defend or refute the assumption that the purpose of misbehavior is to achieve social acceptance. Remember to include at least three reasons to support your position.

10 3/19/07 Discipline with Dignity • The Curwin/Mendler Model

Love and Logic Discipline • Jim Fay, Charles Fay and David Funk Reality Therapy • William Glasser

• DUE: Safe Learning Environment Reflective Paper

• Chapters 6-7 pages 134-162 • Journal Response #12: Elaborate on

your understanding of the concept of “fair and not equal.”

• Journal Response #13: Love and Logic view schools as either warm and friendly or cold and uncomfortable. Describe what you believe constitutes a warm and friendly and a cold and uncomfortable school.

3/26/07 SPRING BREAK


11 4/2/07 • Teacher Effectiveness Training/Rogerian

Model • Thomas Gordon

The Peer Mediation Model • Conflict Resolution

Discipline Preferences • Deciding on a Discipline Approach

• Chapters 8-10 pages 165-221 • Journal Response #14: Defend or

refute removing a disruptive child removing from the classroom.

• Journal Response #15: Defend or refute the advisability of students serving as mediators.

12 4/9/07 The Judicious Discipline Model • Forrest Gathercoal • Moral Growth and Constitutional Rights

Skillstreaming • Teaching Prosocial Skills

• DUE: Child Behavioral Checklist, Analysis and Treatment Plan

• Chapters 11-12 pages 222-260 • Journal Response #16: Describe at

least two problems that might be encountered in using judicious discipline on a school-wide basis.

• Journal Response #17: Describe your philosophical position related to using the skillstreaming approach.

13 4/16/07 Classroom Management: A Discipline Preventive Process • Jacob Kounin Win-Win Discipline Model • Spencer Kagan, Patricia Kyle and Sally Scott

• Chapter 14 pages 293-304 • Journal Response #18: To what

extent do you feel that you could put the Win-Win Discipline Model into effect in your class. What components do you think you could implement easily? What components do you believe might present difficulty?

14 4/23/07 The Teacher’s Helping Behaviors • Working with Parents Review for Final Examination

• DUE: Classroom Management Plan • Chapter 15 pages 307-322 • Journal Response #19: Describe at

least five ways that you can communicate with and involve parents.

15 4/30/07 • FINAL EXAMINATION • Journal Response #20: Describe how this course has helped you develop your own personal approach to classroom management that addresses the needs of all learners.


VIII. Description of Assignments NOTE: Written work submitted by the student should be professional in nature. Written work

should be typed, double spaced, and properly cited using APA guidelines. 1. Participation and Attendance

Attendance at all class meetings is essential and your active participation is required. Participation is integral to the success of this course. All participants will be asked to share their thoughts, ideas, research, and experiences at each class session. A maximum of two (2) points may be earned for each class session. Students who are absent receive zero (0) points for that day’s participation score. Students who are late to a class or leave a class early will be deducted one (1) point from the two (2) point maximum for that day’s participation score.

2. Journal Responses Students will be required to respond to readings or to prompts that are based on the principles, theories, issues, and educational implications of teaching and learning related to classroom management. The readings will be central to course discussions and journal responses will help students be prepared for class. Journal responses must be typed written and are due on the day indicated on the class schedule. Responses will be assessed using the attached Journal Response Rubric. Late journal responses will receive a one (1) point deduction for each class session that the response is late.

3. Classroom Management Resources

Students will read two articles and review three websites related to classroom management. For each resource, students will write a summary of the important content and provide a personal reaction to the content. Students must include how the content of the articles and websites can be applied to the teaching profession. A complete bibliographic citation using APA format (American Psychological Association) must be provided for each resource. Students will share the resources with peers and must provide peers with a clear and concise annotated review of resources along with a complete bibliographic citation for all of the resources. The Classroom Management Resources will be assessed using the attached rubric.

4. Classroom Management Model Paper, Hand-out, and Presentation

Students will research a classroom management model and write a paper describing the model. Students will present the model in class. The paper and presentation must make reference to the textbook readings and at least two additional references. The paper and presentation must include (i) an introduction; (ii) the basic assumptions; (iii) teacher behaviors; (iv) guidelines, planning, and preparatory teacher actions; (v) the strengths and limitations of the model; (vi) a demonstration scenario and (vii) a closure summary/recap of the model. Students must prepare for their peers a concise hand-out of the information presented. The Classroom Management Model paper, handout, and presentation will be assessed using the attached rubrics.


5. Safe Learning Environment Reflective Paper (FEAP #9 - Box 2 or FEAP #6 - Box 4)

Students will identify issues of school safety that impact the classroom learning environment. Students will write a paper reflecting on what they can do to establish a safe learning environment in order to maximize children’s learning. Include how the code of ethics, laws, and mandates will be adhered to. The paper will be assessed using the attached Safe Learning Environment Reflective scoring criteria.

6. Child Behavioral Checklist, Analysis, and Treatment Plan (FEAP #1 - Box 2) A Child Behavior Checklist will be used in assessing a student’s behavior in the practicum classroom. Students will select a P-12 student who exhibits signs of behavioral problems. Students will observe the P-12 student at least three hours for three or more days. The idea is to use the checklist over several weeks of the practicum experience. The checklist will be used to note the P-12 student’s overt behaviors. After observing the P-12 student, write narrative observation notes about the P-12 student’s physical appearance and demeanor as well as how the P-12 student compares socially, emotionally, and academically with peers. Then, using the information accumulated on the checklist and narrative observation notes students will write a paper describing their proposal of a treatment plan. Begin the paper by describing the P-12 student’s performance academically, socially, physically, and emotionally. Use your observation notes to describe what your assessment of the P-12 student’s behavior might be. Create a treatment plan to aid the P-12 student in managing his/her behavior. You may need to add to, or take away elements in the curriculum, change the environment, or change social interactions between the P-12 student and the classroom teacher and/or student with peers. Your paper should be written using the past tense (“The behavior observed ‘was’…”) and in third person. The Child Behavioral Checklist, Analysis and Treatment Plan will be assessed using the attached scoring guide.

7. Classroom Management Plan (FEAP #9 - Box 4)

Students will develop a classroom management plan that identifies their beliefs and concrete plans for structuring the classroom in a way that supports all students’ learning. The Classroom Management Plan will be assessed using the attached Classroom Management Plan scoring criteria.

Midterm and Final Examinations The midterm and final examinations will include short answer and essay questions to provide an overall demonstration of the application of knowledge gained through all readings, activities and experiences related to classroom management. Students will be expected to respond clearly and concisely in a manner that would demonstrate student understanding.

“Teachers are not in private practice. We are in the helping and caring profession, a service profession to help people enhance the quality of their lives.”

– Harry K. Wong from The First Days of School (1998)


IX. Attendance Policy

• Class attendance at Warner Southern College is extremely important. • Students are expected to attend all classes as part of the normal learning process. • Extended absences for illness and emergency reasons must be approved by the Dean of the appropriate

school. • If a student is absent more than four times during the semester, the professor is obligated to

administratively withdraw the student from the course. • In addition, students must be especially consistent in attendance during the first two weeks of the

semester in order to confirm registration and to be listed on the official course roster. • Students must attend the entire class session in order to receive attendance/participation points. • For students who are representing the college in an official capacity, the professor needs to be notified

by the students’ supervisor (athletics, music, drama, etc.) in advance. • Make-up work must be completed at the discretion of the professor.

X. Academic Integrity Policy Warner Southern College accepts no form of dishonesty. Accepting admission to WSC automatically commits students to academic honor and to pledge to abide by those rules that are considered by the community as part of its life-style commitment which are listed in the 2006-2007 Catalog and the Student Life Handbook. XI. Bibliography

Albert, L. (1989). A teacher's guide to cooperative discipline: how to manage your classroom and promote self-esteem. Circle Pines, MN: American Guidance Services.

Baloche, L. A. (1998). The cooperative classroom: empowering learning. Upper Saddle River, NJ: Prentice Hall.

Burden, P. R. (2003). Classroom management: creating a successful learning community. NY, NY: John Wiley & Sons, Inc.

Canter, L., & Canter, M. (1992). Assertive discipline: positive behavior management for today's classroom. Canter and Associates.

Charles, C. M. (2005). Building classroom discipline (8th ed.). Boston, MA: Pearson.

Charney, R. S. (1992). Teaching children to care: management in the responsive classroom. Greenfield, MA: Northeast Foundation for Children.

Clark, R. (2003). The essential 55. NY, NY: Hyperion.

Curwin, R. L., & Mendler, A. (1999). Discipline with dignity. Alexandria, VA: Association for


Supervision and Curriculum Development.

Emmer, E. T. (2003). Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Grossman, H. (1995). Classroom behavior management in a diverse society. Mountain View, CA: Mayfield Publishing, Co.

Johnson, D. W., & Johnson, R. (1995). Reducing school violence through conflict resolution. Alexandria, VA: Association for Supervision and Curriculum Development.

Jones, F. J. (1987). Positive classroom instruction. NY, NY: McGraw Hill.

Jones, F. J. (1998). Effective discipline for the difficult child: a guide for parents and teachers. Louisville, KY: Research Profiles.

Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: creating communities of support and solving problems (7th ed.). Boston, MA: Pearson.

Kohn, A. (1993). Punished by rewards. Boston, MA: Houghton Mifflin.

Kraut, H. (1996). Teaching and the act of successful classroom management (2nd ed.). Staten Island, NY: Aysa Publishing.

Levin, J., & Shaken-Kaye, J. (2003). The self-control classroom: understanding and managing the disruptive behavior of all students including students with ADHD. Dubuque, IO: Kendall/Hunt Publishing.

Mendler, A. (1997). Power struggles, successful techniques for educators. Rochester, NY: Discipline Associates.

Queen, J. A., Blackwelder, B. B., & Mallen, L. P. (1997). Responsible classroom management for teachers and students. Upper Saddle River, NJ: Prentice Hall, Inc.

Savage, T. V. (1991). Discipline for self-control. Upper Saddle River, NJ: Prentice Hall, Inc.

Zirpoli, T. J. (1995). Understanding and affecting the behavior of young children. Upper Saddle River, NJ: Prentice Hall, Inc.

“Example isn't another way to teach, it is the only way to teach.” -Albert Einstein


TEACHER EDUCATION DEPARTMENT ACADEMIC INTEGRITY POLICY

As prospective teachers, our students are held to a higher standard of behavior, just as they will be once they are in the classroom. For this reason, our Department is selective in those who are allowed into the major, rigorous in the professional preparation of those individuals, and vigilant in any activities that might jeopardize principles required by those who serve. Institutions of higher learning are sometimes confronted by situations in which students have, either consciously or unconsciously, violated the principles of the institution, the department, or the instructor. The main breach of academic integrity seems to be cheating, which is defined by our Department in a very broad manner.

Cheating Defined

Cheating harms the offender, other students, and the academic process. All acts of cheating cannot be identified. If you have any question concerning whether an act is appropriate, please consult me or the appropriate college official before acting. What follows are examples of cheating/dishonorable behavior and the consequences. Consequences are linked to the severity of the infraction.

Action Consequence Plagiarism. You must give credit to another person when (1) you use a direct quote from another individual’s work or (2) when you use another’s idea.

Failure to cite sources. The instructor may re-grade the work if the over-sight is one of omission, not commission. For a student’s work to be re-graded, the student must show proof of attendance at a PRC Citation workshop and the re-submitted paper must be properly cited. This is a one-time offer per course. Late penalties may be assessed as per the instructor’s syllabus. If the act is one of commission, the final grade for the work will be calculated out of an initial grade of C.

Exam Cheating. Unless indicated otherwise, you may not use your books, notes, other individuals, other exams, etc. when answering your exam questions. Instructors occasionally have “open book” exams and “take-home” exams where the rules are different. Instructors will make it clear when such is the case.

An F grade or comparable percentage grade will be assigned to that exam.

Submission of previously credited work. You may not resubmit work you created and submitted in another class without the

An F grade will be assigned to that assignment.


instructor’s approval. The second project is intended to enhance your knowledge of the material and this does not occur if you use previously completed work. If appropriate, instructors may design a new project (possibly with some overlap) that will increase your knowledge of the subject. To do otherwise is cheating yourself out of an opportunity to learn. Having another complete your work for you. Seek only approved assistance with your assignments.

In terms of a paper, the student must re-do the work and late penalties will be assigned as per the instructor’s syllabus. In terms of group work, collaboration is imperative. Collaboration is critical in the professional world. When an assignment is given, discussion with a colleague is wholly appropriate. Each individual should, however, take the ideas and information gained from the collaborative process and then produce the assignment on his/her own. *Please note that assistance from SARC is encouraged.

Completing another student’s work for him/her.

In terms of an individual assignment, the student will receive counseling on the Ethics of the Profession and will produce a paper centered on Ethics and the Role of the Teacher as specified by the instructor In terms of group work, collaboration is critical in the professional world. When an assignment is given, discussion with a colleague is wholly appropriate. Each individual should, however, take the ideas and information gained from the collaborative process and then produce the assignment on his/her own.

Treating the instructor or another student with disrespect.

Depending on the instructor’s perception of the severity, the student may receive counseling from the instructor, or from another Office on campus if that is more appropriate. Severe cases of disrespect may lead to a student’s removal from a course.

Interfering with another’s education or disrupting the learning environment.

Depending on the instructor’s perception of the severity, the student may receive counseling from the instructor, or from another Office on campus if that is more appropriate. Severe cases may lead to a student’s removal from a course.


Falsifying research, data, or other information submitted for credit or otherwise used to support your completion of the class or presenting misleading information to agencies regarding the professional path.

On-campus papers will receive an F. The appropriate authorities, i.e. School Districts or Educational Practices Commission, will deal with intentionally misleading information concerning information submitted for professional purposes.

Other acts as setout in the Warner Southern College catalog, otherwise prohibited, and generally regarded as unethical.

Other acts as prohibited in the WSC Catalog will be dealt with on an individual basis.

Appeals

In all cases, the student has the right to appeal. The appeal process is formalized as follows: • The student should contact the Department Chair, in writing, within 7 calendar days. • If denied, the student may contact the Dean of Arts and Science, in writing, within 14 days of the

initial appeal. • If denied, the student may contact the Chief Academic Officer, in writing, within 21 calendar days of

the initial appeal. • If denied, no further avenues exist and the Departmental action will stand

A PIECE OF ADVICE: If in doubt, don’t do it!

“Ethics, too, are nothing but reverence for life. This is what gives me the fundamental principle of morality, namely, that good consists in maintaining, promoting, and enhancing life, and that destroying, injuring, and limiting life are evil.” - Albert Schweitzer from Civilization and Ethics (1949)

Adopted: 10/13/03


ACADEMIC ATTIRE

Academic attire is required in this class. Inappropriate attire will result in the reduction of participation points. Definitions Academic Classroom Setting: Clothing should be clean, ironed, nondistracting, and appropriate to the temperature in the classroom, i.e. bring a jacket for cold rooms. Examples of clothing that is distracting in an academic setting includes: inflammatory sayings or symbols on clothing, headgear that blocks the view of others, clothing clearly meant for another setting, i.e. the gym, clubbing, the beach, or clothing that exposes too much skin or is provocative. Academic class sessions are intended to inform and stimulate the intellect. Clothing should honor the time, effort and expense necessary to successfully complete a college degree. Students enrolled in courses requiring gym attire or students going to practice immediately following class, please meet with the professor privately. Academic Studio Setting: Includes all of the above, however, select clothes that are comfortable and can withstand the substances used in an art studio. These would include paint, dyes, markers, etc. Presentational Attire: Whenever a student is officially presenting a report or project to the class, presentational attire is required. This could be described as shirt, tie, and dress pants for men and tailored blouse, dress slacks/skirt, or tailored dress for women. Comparable ethnic clothing is also appropriate. Rationale

Confusing Times: During the past few years a trend toward casual attire has been observed at many levels. Some businesses have allowed employees to wear casual clothes on Fridays. Unfortunately, productivity and customer service have suffered from this practice. Confusing Styles: Clothing designers are marketing outerwear that is really underwear. As a culture, we are eliminating the lines between indecent and modest attire. We have become desensitized to the image that we project. The State of Florida: The State of Florida welcomes vacationers and retirees. Both are good for our economy. Both tend to dress very casually, which is quite appropriate. Remember, vacationers and retirees have earned the time to live a casual lifestyle. Bottom line: Fit the attire to the occasion and situation; one of the signs of a well educated and cultured person. Observe persons in important, responsible, high paying positions are likely to see a person who understands and practices this concept.


EDX 4050 Classroom and Behavioral Management

Journal Response Rubric

5 This is the highest rating. • The student is extremely knowledgeable about the topic. • The student demonstrates in-depth understanding of the relevant and important ideas. • The student includes the important ideas related to topic and shows a depth of understanding of important

relationships. • The answer is fully developed and includes specific facts or examples. • The answer is organized somewhat around big ideas, major concepts/principles in the field. • The response is exemplary, detailed and clear.

4 The student is knowledgeable about the topic. • The student has a good understanding of the topic. • The student includes some of the important ideas related to the topic. • The student shows a good understanding of the important relationships. • The answer demonstrates good development of ideas and includes adequate supporting facts or examples. • The answer may demonstrate some organization around big ideas, major concepts/principles in the field. • The response is good, has some detail, and is clear.

3 This is the middle score of the scale. • The student demonstrates some knowledge and understanding of the topic. The overall answer is OK but

may show apparent gaps in his/her understanding and knowledge. • The student includes some of the important ideas related to the topic. • The student shows some but limited understanding of the relationships. • The answer demonstrates satisfactory development of ideas and includes some supporting facts or

examples. • The response is satisfactory, containing some detail, but the answer may be vague or not well developed

and may include misconceptions or some inaccurate information.

2 The student has little knowledge or understanding of the topic. • The student may include an important idea, part of an idea, or a few facts but does not develop the ideas or

deal with the relationships among the ideas. • The response contains misconceptions, inaccurate or irrelevant information. • The student may rely heavily on the group activity. • The response is poor and lacks clarity.

1 The student shows no knowledge or understanding of the topic. • The student writes about the topic using irrelevant or inaccurate information • The student shows little or no understanding of the topic.

0 The student • did not submit a journal response or left the answer blank • wrote about a different topic


Name: __________________________________________ Date: _______________________

EDX 4050 Classroom and Behavioral Management Classroom Management Resources Rubric

10-9 8-6 5-3 2-0 Total

Appropriateness of Resources

identifies appropriate classroom management

resources

identifies adequate classroom management

resources

identifies a few appropriate classroom management resources

identifies inappropriate classroom management

resources

Quality of Information of Articles

exceptional, extremely detailed and accurate

reviews of two articles

detailed with accurate reviews of two articles

somewhat detailed reviews with some accurate

information of two articles

limited information and lacks details and accurate

information of two articles

Quality of Information of Websites

exceptional, extremely detailed and accurate

reviews of three websites

detailed with accurate reviews of three websites

somewhat detailed reviews with some accurate information of three

websites

limited information and lacks details and accurate

information of three websites

Reaction to Resources

provides an exemplary personal response to all of

the resources

provides an adequate personal response to most

of the resources

provides a vague personal response to the resources

provides little or no personal response to the

resources

Application to the teaching profession

provides a clear connection between the

articles and websites and their implications to

teaching

provides an adequate connection between the


teaching

provides a vague connection between the


teaching

provides little or no connection between the


teaching

Organization and

Development of Paper

exceptionally clear, logical, mature, and thorough development of the paper

clear and logical order with good transitions between paragraphs

somewhat clear and logical development with adequate transitions between paragraphs

paper lacks clear and logical development of ideas with weak transition between ideas and paragraphs

Language Conventions

paper is very concise, clear, with consistently proper grammar, spelling and

paragraphing

paper is clear, with mostly proper grammar, spelling

and paragraphing

paper has some errors in grammar, spelling and

paragraphing

inconsistent grammar, spelling and paragraphing

throughout paper

Citations documented all sources; sources are properly cited

documented sources with some care; sources are cited with few errors

noted

documentation was poorly constructed or

absent

clearly plagiarized materials

Bibliography proper APA format mostly proper APA format

some errors in APA format

lack of proper APA format

Sharing Information

Provides a clear and concise annotated review of resources with complete

bibliographic citations

Provides annotated review of resources with incomplete bibliographic

citations

includes annotated review of resources but does not

include bibliographic citations

does not provide annotated review of

resources and bibliographic citations

Comments:


Name: __________________________________________ Date: _______________________

EDX 4050 Classroom and Behavioral Management FEAP #9 (Box 2) or FEAP #6 (Box 4)

Safety Reflection Paper Scoring Criteria

Assignment Safe Learning Environment Reflective Paper Students will identify issues of school safety that impact the classroom learning environment. Students will write a paper reflecting on what they can do to establish a safe learning environment in order to maximize children’s learning. Include how the code of ethics, laws, and mandates will be adhered to. Assessment Criteria Possible Points Identifies issues of school safety that impact the school and classroom learning environment.

____out of 10 points Describes the issues of school safety that impact the school and classroom learning environment as these relate to adherence to laws and mandates.

____out of 20 points Demonstrates an in-depth understanding of the Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida.

____out of 20 points An exceptionally critical, relevant and consistent connection was made between the issues of school safety and the implications to teaching.

____out of 10 points Provides in-depth reflective thoughts pertaining to what was learned related to issues of school safety and the impact on the school and classroom learning environment.

____out of 20 points Excellent summary of the issues with concluding ideas of what they can do to establish a safe learning environment in order to maximize children’s learning.

____out of 10 points Paper is very concise, clear, with consistently proper grammar, spelling and paragraphing.

____out of 10 points

Total ____out of 100 points

Comments:


Name: __________________________________________ Date: _______________________


FEAP #1 (Box 2)

Child Behavioral Checklist, Analysis, and Treatment Plan Scoring Criteria

Assessment Criteria Possible Points

Identifies student with a behavioral problem. ______ out of 5 points

Observes the student at least three hours for three or more days. ______ out of 10 points

Maintains and includes copies of all observation records, Child Behavior Checklist, to monitor student behavior.

______ out of 10 points

Written narrative includes a description of the student’s physical appearance. ______ out of 5 points

Written narrative includes a description of the student’s demeanor. ______ out of 5 points

Written narrative compares student social development to that of peers. ______ out of 5 points

Written narrative compares student emotional development to that of peers. ______ out of 5 points

Written narrative compares student’s academic development to that of peers. ______ out of 5 points

Written narrative describes what the assessment of the student’s behavior might be based on the observation notes.


Written narrative includes a treatment plan to aid the student in managing his/her behavior.


The proposed treatment plan matches the student’s cognitive, social, linguistic, cultural, emotional, and physical needs.


Written narrative is very concise, clear, with consistently proper grammar, spelling, and paragraphing.


TOTAL POINTS


Comments:


Name: __________________________________________ Date: _______________________


Classroom Management Plan Scoring Criteria

Assessment Criteria Possible Points Cover Page includes name, date, and course information ______ out of 5 points Provides an introductory statement as to the purpose of developing a classroom management plan. ______ out of 5 points Includes a philosophy statement of classroom and behavior management that reflects a concern for the dignity and worth of students and incorporates your Christian faith and the code of ethics for the state of Florida. Includes your thoughts on such issues as diversity, inclusion, multiple intelligences and rewards. ______ out of 10 points Describes how you will set up your classroom and teaching so that students participate in a learning community that supports student learning and well-being. ______ out of 10 points Includes a map of your proposed classroom setting that indicates the location of the teacher’s desk, student stations, chalkboards, learning centers, small group instructional areas, bulletin boards and display areas ______ out of 10 points Describes actions to be taken to maintain reasonable precautions for a safe environment. Include strategies for dealing with bullying, violent, and aggressive behaviors. ______ out of 10 points Includes a detailed description of the process that you will use to arrive at your classroom rules. Include what some rules might be. Describe how rules will be communicated to students, parents, and administrators. ______ out of 15 points Describe your classroom procedures and expectations. Include a set of classroom routines and procedures for utilization of materials and movement of students. (Consider the areas outlined by Wolfgang on pages 299-303). Be sure to include how lessons are structured, your assessment and grading plans, and your views on homework and late work. This should give a sense, to the reader, of your teaching and what it would be like to be in your class. ______ out of 25 points Describes how you intend to encourage and respond to positive students and how you will manage students that are behaving negatively in your class. What techniques are you going to use to maximize the effectiveness of your classroom management? You should refer to specific techniques and writers that we have discussed in class. ______ out of 15 points Describes how you will provide appropriate alterations in classroom management organization to accommodate students with special needs, including students from diverse cultural backgrounds. ______ out of 15 points Includes a confidentiality statement that reflects on the role of the teacher and your understanding of the Code of Ethics and Principles of Professional Conduct of the Educational Profession in Florida. ______ out of 10 points Includes a description of your procedures for communication with parents (describe how you, as a teacher, will respect the privacy of students, families and colleagues, and maintain confidentiality of information. ______ out of 10 points Written narrative is very concise, clear, with consistently proper grammar, spelling, and paragraphing. ______ out of 10 points

TOTAL _____ out of 150 points


Name: __________________________________________ Date: _______________________


Classroom Management Model Handout Scoring Criteria Assignment Classroom Management Model Paper, Hand-out, and Presentation Students will research a classroom management model and write a paper describing the model. Students will present the model in class. The paper and presentation must make reference to the textbook readings and at least two additional references. The paper and presentation must include (i) an introduction; (ii) the basic assumptions; (iii) teacher behaviors; (iv) guidelines, planning, and preparatory teacher actions; (v) the strengths and limitations of the model; (vi) a demonstration scenario and (vii) a closure summary/recap of the model. Students must prepare for their peers a concise hand-out of the information presented. Assessment Criteria Possible Points Includes a summary paragraph describing the classroom management model


Includes teacher behaviors (guidelines, planning, and preparatory teacher actions)

______ out of 4 points Includes strengths and limitation of the classroom management model


Includes references and resources

______ out of 4 points Handout is very concise, clear, with consistently proper grammar, spelling and paragraphing


Total

______ out of 20 points Comments

Syllabus EDX 4050 CLASSROOM AND BEHAVIORAL …karolyeatts.com/Classroom Management/EDX 4050 Spring...

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