SANTA CLARA UNIVERSITY

School of Education and Counseling Psychology

Education 258 [3 quarter units] Fall 2016 Section 44233

Classroom Management

Instructor: Robert L. Michels

Office: Guadalupe 240 Phone: 408/554-7874 Email: rmichels@scu.edu

Office Hours: Monday 1:00 PM – 4:00 PM and Wednesday 1PM – 3:00 PM and by appointment

Course Overview:

This course will explore the importance of establishing a positive structured learning environment by developing a successful classroom management model that is consistent with the California Standards for the Teaching Profession. Theories of discipline and motivation will be examined and students will be challenged to determine which discipline approach to use in their classrooms.

Research data show that the number one reason that teachers leave the classroom is because they cannot manage the students. In fact, failure to control the classroom is synonymous with failure as a teacher. One cannot teach unless s/he can control the classroom and manage learner discipline in productive ways. This course is designed to familiarize the pre-service teacher with some of the techniques, procedures and discipline models that can help make the difficult task of managing and disciplining much easier. The first half of the class will stress the management dimension -- establishing a classroom environment that helps prevent the occurrence of problems. Topics will include, but not be limited to, the following: motivation, managing time and physical space, and establishing rules and routines. The second half will focus on the discipline dimension -- teacher response to inappropriate behavior.

Mission and Goals of the Department of Education

The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion, who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Department of Education goals:

1. To prepare professionals who will work competently with individuals who have a variety of strengths; experiences and challenges, those with diverse backgrounds, and those in greatest need;

2. To develop positive habits of mind, identify and apply best practices in the field, and engage in critical reflection on practice;

3. To demonstrate mastery-level knowledge and skills in teaching and learning; and to become leaders sensitive to the ethical and social consequences of their decisions.

4. To become leaders sensitive to the ethical and social consequences of their decisions.

Course Goals:

1. Students will learn to create an environment that is conducive to safe learning

2. Students will learn to create a physical environment appropriate to a range of learning activities

3. Students will learn how to maintain standards of behavior, mutual respect, and safety

4. Students will learn to manage classroom routines and procedures without loss of significant instructional time

5. Students will learn to create classrooms that are interactive and dynamic

6. Students will learn to take the classroom into the extended community with proper preparation

Objectives:

Individuals completing this course should be able to:

1. Identify elements of the classroom environment that need to be considered in order to minimize problems. (TPE 1, 6)

2. Identify management principles that need to be applied to the classroom in order to facilitate learning; (S3, 14; TPE1, 4, 9, 10)

3. Design classroom rules and routines appropriate for the grade level to be taught; (TPE10, 11)

4. Identify the essential components of different models for responding to discipline problems; (S3)

5. Apply discipline models to problem situations; (TPE6)

6. Develop a personal model for preventing and responding to discipline problems; (S10,14; TPE11)

7. Identify important components of motivation theory; (S3, 11, 14)

8. Discuss the relation between teacher expectations and student motivation and learning; (S5, 11, 12, 14)

9. Identify appropriate procedures for dealing with serious behavior problems; (S10, 14; TPE11)

10. Identify appropriate ways to work with parents; (S10; TPE 11)

11. Understand current laws and regulations relating to student discipline, suspension and expulsion processes; (S10; TPE12)

12. Discuss the Hughes Bill (AB2586) of 1990 ensuring rights of special education students; (S10, 14; TPE12)

13. Examine cultural influences on behavior. (S13; TPE8)

14. Apply classroom routines that would be appropriate for ELL students.

15. Identify resources available to promote school safety and reduce school violence. (S10)

16. Identify how and when to address the issues of social integration for students with special needs who are included in the general education classroom. (S14)

17. Identify specific interventions to promote the development of social competence for students who may be immigrants to our country. (S14)

18. Identify and evaluate various social skills curricula. (S14)

Required Texts:

Burant, Terry, Christensen, Linda, Salas, Kelley Dawson and Walters, Stephanie, (2010), The New Teacher Book: Finding Purpose, Balance and Hope During Your First Years in the Classroom, 2nd Edition, Rethinking Schools, ISBN-13: 978-0-942961478

Lemov, Doug (2015), Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College, JohnWiley & Sons, Inc. – Published by Josey-Bass ISBN: 978-1-118-90185-4 (paper/dvd)

Smith, Rick & Grace Dearborn (2016) Conscious Classroom Management, Unlocking the Secrets of Great Teaching, 2^nd Edition, Published by Conscious Teaching, LLC, Fairfax, CA, ISBN-978-0-9796355-9-5

Suggested Ancillary Materials:

Fennimore, Beatrice S., [1995] Student-Centered Classroom Management, Albany, NY Delmar Publications ISBN 0-8273-6692-2

Gibbs, Jenne, [2001] TRIBES – A New Way of Learning and Being Together, Windsor, CA CenterSource Systems, LLC ISBN 0-932762-40-9

Herrell, Adrienne L., Jordan, Michael, [2007] 35 Classroom Management Strategies – Promoting Learning and Building Community, Upper Saddle River, NJ Pearson Education, Inc. ISBN 0-13-099076-0

Nelson, Jane, Ed.D., Lott, Lynn, M.A., and Glenn, Stephen, Ph.D. [2000] Positive Discipline in the Classroom – Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom, (Revised 3^rd Edition) Roseville, CA Prima Publishing ISBN 0-7615-2421-5

Sheridan, S. (1995-1997). The Tough Kid Social Skills Book. Longmont, CO: Sopris West.

Savage, T.V., Savage, M.K. (2009). Successful Classroom Management and Discipline: Teaching Self-Control and Responsibility. 3^rd edition. Allyn and Bacon ISBN 978-1-4129-6678-8

Summers, Nancy. [2003] Fundamentals for Practice with High-risk Populations, Pacific Grove, CA. Wadsworth/Thomson Learning

ISBN 0-534-55866-6

Traynor, Partrick L., Taynor, Elizabeth, [2005] Got Discipline? Researched-Based Practices for Managing Student Behavior, Mansfield, OH Edu Think Tank Research Group ISBN 0-9765618-0-9

Wong, H., Wong, T., [1998] The First Days of School: How to be an Effective Teacher, Mountain View, CA Harry K. Wong Publications

ISBN 0-9629360-2-2

Zirpoli, Thomas J. & Kristine J. Melloy. (2001). Behavior Management: Applications for Teachers. 3^rd edition. Merrill/Prentice Hall.

Topics: These will be integrated into various lessons, discussions and materials from you texts through discussions and lectures.

1. Establishing Teacher Authority and Leadership (S10; TPE1, 8)

1. Teacher Leadership

2. Teacher Consistency

3. Sharing Power and Responsibility

4. Working With Parents -- The Teaching Learning Team

2. Establishing Classroom Rules (TPE1,11)

3. Motivation (S5, 12, 14; TPE1A, 4)

1. Student Needs and Interests

2. Increasing Probability of Success

3. Teacher Expectations

4. The Physical Environment (TPE 1)

1. Goals to Be Considered

2. Dimensions

3. Classroom Ambiance

4. Classroom Density

5. Time Management (TPE2, 5, 6, 10)

1. Understanding Different Types of Time

2. Pacing

3. Managing Transitions

4. Monitoring Student Work

6. Lesson Management (TPE2, 5, 6, 9, 10)

1. Clear Objectives

2. Teacher Clarity

3. “Withitness”

4. Overlapping

5. Lesson Momentum

6. Lesson Smoothness

7. Group Focus

7. Responding to Inappropriate Behavior (S3, 10, 14; TPE6)

1. Principles to Consider

2. Responding to Minor Problems

3. Responding to Persistent Behavior Problems

4. Responding to Serious Behavior Problems

8. Teaching Conflict Resolution (S5, 10, 14)

1. Understanding Conflict

2. Responses to Conflict

3. Negotiation, Mediation, Arbitration

9. Cultural Influences on Behavior (S5, 10, 13; TPE7, 8)

1. Cultural Characteristics of Different Ethnic Groups

2. Recommendations for Teachers

3. Integrating a Multicultural Approach

4. Children from Mixed Racial and Ethnic Families

5. Social, community and family differences

6. Addressing the varying needs of ELL students

10. Legal Issues Related to Management and Discipline (S10, 14; TPE12)

11. Special Considerations for Special Populations (S14)

1. Building Effective Relationships with Special Needs Students

2. Creating Helping Relationships

3. Negotiating Classroom Behavior

1) assessment

2) exploration

3) understanding

4) action

1. Specific Interventions to Promote Development of Social Competence

1) coaching

2) use of peers

3) structured learning approach

4) social skills curriculum

5) guidelines for social skills curriculum

e. Functional Behavioral Assessment and Behavioral Intervention Plans (BIPs)

Important:

If you are not thoroughly familiar with United States school systems or classrooms, the instructor can provide or direct you to a hands-on opportunity for observation and interaction with elementary or secondary instructors and students in order for you to have a better understanding of what is required in specific assignments.

Criteria Used to Evaluate Student Learning

The five areas listed below are expectations and not meeting these can lower your overall grade.

1. Attendance in the class is expected as the materials and discussions cannot be replicated. Each class will involve discussions and in-class projects as well as activities. It is in the best interest to attend every class and participate actively. Students are only allowed to miss one class. Emergencies do happen causing you to miss a class; however, if that is the case, notify me as soon as possible as to the reason. In most cases, appropriate make-up work can be done. Please be aware that unexcused absences will result in significantly lowering your grade or being dropped from the class.

2. Grades and Late Assignments

It is expected you will meet due dates for assignments. No late papers will be accepted except in extreme emergencies and only with the prior approval of the instructor as listed below.

3 Submission and Work

All work must be typed outside of class.

4 Participation

Active and informed participation in classroom discussions and activities is expected.

5 Grammar and Punctuation:

Students must demonstrate the ability to speak and write clearly using correct grammar. If a student’s work contains grammar errors and/or is difficult to understand, each assignment will be reduced by up to one full letter grade. Students needing assistance with English Grammar are encouraged to visit the HUB.

Requirements:

1. Classroom Management/Field Trip Planning: As a result of going on our field trip to the Tech Museum, the time has come for you to plan one for yourself. It can either be fictitious or you can use the Tech Museum for this plan. You plan will be presented to your administrator who will see how confident they are that you know what you are doing. Your plan must include: 1) Purpose of the trip (why are you doing it? – What is the expected learning outcomes?) Tie this into whatever class your might be teaching, 2) Location, 3) Date, 4) Times, 5) Cost, 6) Transportation needs (busses, parents, walking, etc.), 7) Needed forms; such as, obtaining a substitute, parent permission, etc., 8) Food (How are you going to handle this? – What is the policy of the site?) If you do not know, be creative, 9) Make-up work for students that miss classes, 10) Supervision – (who, qualifications, etc.), 11) Supplies, 12) Rules, 13) Emergency procedures, 14) Potential problems on site, 15) Restroom facilities, 16) Medication for students, 17) Follow-up activities, 18) Reflections and 19) Anything else you think important. Remember – make it interesting. Having lessons come alive from visiting the community can be the most exciting adventure of the year for your class and for you. The secret to success is to plan, plan, plan, plan . . . .

(S4, 14; TPE 6, 10, 11) (Due: December 7, 2016) – 100 Points

2. Communication: Website Classroom Newsletter – You are to create a website for this. If you do not have knowledge of how to do one, go to weebly.com. There are step-by-step directions that will walk you through the process. It is a free site.

You are to write a welcome newsletter letter to parents discussing how you will manage your classroom over the course of the year. You need to consider the following as applicable:

• • Classroom characteristics including grade level, demographics, etc.

  • Personal philosophy of classroom management and discipline

  • Rules, consequences, and incentives you have in place

  • Rationale for including these rules, consequences, and incentives

  • Routines and procedures

  • Examples of how you will include and work with the parents

  • How parents can reach you

  • Classroom expectations

  • Testing dates (you can create this one)

· How you will work with other professionals, including but not limited to administration, colleagues, and resource staff.

• • Considerations for special populations (S5, 14; TPE 8, 10, 11)

  • Anything you would like to know about the class where your child will spend one year.

Many of the ideas in your newsletter are in your classroom discipline plan. Remember: Make it colorful, interesting, perhaps something about you, etc.

(Due: November 16, 2016) 200 points

3. Technique Presentations: Using the book, Teach Like a Champ, you are to work with a partner to create a presentation to the class from two chapters assigned to you. Each chapter presentation is to be no more than 20 minutes and include:

· Topic/Introduction

· Analysis/Discussion with: a) case studies and b) examples

· Strategy Instruction that includes: a) video clips (from book or other source and b) role play involving the class

· Reflection discussion – practice (Beginning 9/28, 2016) and each class meeting – be prepared) 100 points

4. Your principal has asked you to prepare a videotape on classroom management for new teachers (either elementary, middle school or high school). In groups no larger than 5, prepare a videotape that will be presented to the class during the last two sessions. This video should be no longer than 30 minutes. Your first step is to identify the key issues that need to be included. You're free to interview teachers, students, administrators, parents, and community members. In order to accomplish your goals, you may want to organize your group into small teams who have different responsibilities. Each of the groups will present their video to the class during the last week of class. (All TPEs) (Due Date: (November 30, 2016) 100 points

Grading Policy:

Grades will be assigned according to the number of points accumulated throughout the quarter as well as assignments. However, the final grade is based solely on the professional judgment of the instructor in reviewing all of your work for the quarter. If the assignments are of poor quality and performance is poor, the grade will be adjusted accordingly. A total of 500 base points are possible plus an additional 25 points per assignment for creativity and in-depth work, for a total of 600 points. Below is a scale for the assignment of grades based on the additional points being added:

A = 92-99%

A- = 91%

B+ = 90%

B = 82-89%

B- = 81%

C+ = 80%

C = 72-79%

C- = 71%

Late work is accepted only when there is an emergency or an unusual circumstance. Please discuss issues with me prior to submitting late work. At the conclusion of the course I must be able to document that you have met standards and TPEs related to the course that will prepare you to pass the TPAs. I cannot do this if you are absent.

Course Outline and Class Schedule: (Guest speakers or their scheduled dates might change due to unforeseeable circumstances as well as variations in video presentations). IN ADDITION TO THE READINGS LISTED BELOW, YOU WILL BE GIVEN ADDITIONAL READINGS TO STUDY AND BE PREPARED TO REVIEW IN CLASS.

Each week you will be given assignments from The New Teacher Book that you will share with other members of the class. This book is awesome so you will be responsible for teaching other class members what you have learned from you individual assigned section(s).

COURSE CALENDAR CLASS TIME: 4:00 PM – 7:00 PM – GUADALUPE 201

Guest speakers or their scheduled dates might change due to unforeseeable circumstances as well as variations in video presentations

DISABILITY ACCOMMODATION POLICY:

If you have a disability for which accommodations may be required in this class, please contact Disabilities Resources, Benson 216, www.scu.edu/disabilities as soon as possible to discuss your needs and register for accommodations with the University. If you have already arranged accommodations through Disabilities Resources, please discuss them with me during my office hours. Students who have medical needs related to pregnancy or parenting may be eligible for accommodations.

While I am happy to assist you, I am unable to provide accommodations until I have received verification from Disabilities Resources. The Disabilities Resources office will work with students and faculty to arrange proctored exams for students whose accommodations include double time for exams and/or assisted technology. (Students with approved accommodations of time-and-a-half should talk with me as soon as possible). Disabilities Resources must be contacted in advance to schedule proctored examinations or to arrange other accommodations. The Disabilities Resources office would be grateful for advance notice of at least two weeks. For more information you may contact Disabilities Resources at 408-554-4109.

TITLE IX

Santa Clara University upholds a zero tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic and dating violence or stalking, we encourage you to tell someone promptly. For more information, please go to www.scu.edu/studentlife and click on the link for the University’s Gender-Based Discrimination and Sexual Misconduct Policy or contact the University's EEO and Title IX Coordinator, Belinda Guthrie at 408-554-3043 or by email at bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.comhttp://stage-www.scu.edu/hr/quick-links/ethics-point/

REPORTING PRACTICES

While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that there are some reporting requirements that are part of my job at Santa Clara University.

For example, if you inform me of an issue of harassment, sexual violence, or discrimination, I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s EEO and Title IX Coordinator. If you inform me that you are struggling with an issue that may be resulting in, or caused by, traumatic or unusual stress, I will likely inform the campus Student Care Team (SCU CARE).

If you would like to reach out directly to the Student Care Team for assistance, you can contact them at www.scu.edu/osl/report. If you would like to talk to the Office of EEO and Title IX directly, they can be reached at 408-554-3043 or by email at bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.com. Additionally, you can report incidents or complaints to the Office of Student Life (OSL), Campus Safety Services, and local law enforcement. For confidential support, contact the Counseling and Psychological Services office (CAPS), the YWCA, or a member of the clergy (for example, a priest or minister).

Finally, please be aware that if, for some reason, our interaction involves a disruptive behavior, a concern about your safety or the safety of others, or potential violation of University policy, I will inform the Office of Student Life. The purpose of this is to keep OSL apprised of incidents of concern, and to ensure that students can receive or stay connected to the academic support and student wellness services they need.

ACADEMIC INTEGRITY

SCU is committed to a pursuit of truth and knowledge that requires both personal honesty and intellectual integrity as a fundamental to teaching, learning, scholarship, and service. Therefore, all members of the University community are expected to be honest in their academic endeavors, whether they are working independently or collaboratively, especially by distinguishing clearly between their own original work and ideas, and those of others, whether published or not.

A student who is guilty of a dishonest act in an examination, paper, or other work required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of F for the course. A student found guilty of a dishonest act may be subject to sanctions up to and including dismissal from the University as a result of the student judicial process as described in the Community Handbook. Engaging in any form of academic dishonesty, such as plagiarism (e.g., copying work of another person, falsifying laboratory data, sabotaging the work of others), and other acts generally understood to be dishonest by faculty or students in an academic context subjects a student to disciplinary action.