EDUC 3323Classroom Management and Effective Teaching Strategies

Spring, 2015T/TH: 12:30-1:50PM

INSTRUCTORVernessa Gentry, M.Ed.Marshall Hall, Suite 301903-923-2078vgentry@etbu.eduCell: 903-387-0883

OFFICE HOURSMonday 9:00 - 9:30 & 3:00 – 4:30Tuesday 9:00 -10:30 & 3:00 – 4:30Wednesday 9:00 - 9:30 & 3:00 – 4:30Thursday 9:00 –10:30 & 3:00 – 4:30Friday 9:00 – 10:30 & 3:00 – 4:30

CATALOG DESCRIPTION: Students will explore the research-based methods and strategies needed to foster a positive and organized learning environment with equity and excellence in diverse secondary, middle, and elementary classrooms. Students will examine what research says about classroom management, discipline and effective teaching strategies that help create a sense of community in the diverse classroom.

Prerequisites: EDUC 3301 and EDUC 3302; cumulative, major / minor and professional development GPA of 2.6; and admission to the Teacher Education Program. ELEMENTARY- This course is a prerequisite for all Elementary Literacy Block courses. ALL LEVEL- Should have senior standing and should take courses concurrently or prior to all-level site-based experiences (EDUC 4258). SECONDARY- Should have senior standing and be taken in the same block as EDUC 4309 and EDUC 4258.

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS: The following competencies will be addressed in this class.

Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.

Competency 004: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Competency 005: The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.

Competency 006: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

Competency 008: The teacher provides appropriate instruction that actively engages students in the learning process.

TECHNOLOGY APPLICATIONS STANDARDS

Standard I – V will be addressed throughout the course.

The following Pedagogy and Professional Responsibilities Curriculum topics are covered in this course: Educator Code of Ethics, Motivation, Classroom Management, Special Populations, Parent Conferencing and Communication Skills, Instructional Technology, Pedagogy Instructional Strategies, Differentiated Instruction.

Objectives for EDUC 33231. Use research-based methods to address issues of diversity in the classroom and the community to enrich all students’ learning experiences.

2. Demonstrate clear, accurate communication in the teaching and learning process and use language that is appropriate to students’ ages, interests, and backgrounds.3. Present instruction in ways that communicate the teacher’s enthusiasm for learning.4. Analyze ways in which teacher-student interactions, and interactions among students, impact classroom climate, student learning and development.5. Apply knowledge of different types of student motivators and factors affecting student

motivation.6. Understand how to create a safe, nurturing and inclusive classroom environment that addresses students’ emotional needs and respects students’ rights and dignity.7. Understand how to apply various strategies that promote student engagement and learning.8. Use a variety of means to convey high expectations for all students.9. Analyze the effects of classroom routines and procedures on student learning, and know how to establish and implement routines and procedures to promote an organized and productive learning environment.10. Identify accommodations and modifications that can facilitate learning for students.11. Analyze research-based discipline strategies and how they affect students and student

performance.12. Understand how to represent the values of the Christian faith in a public school setting.

TEXTBOOK: The following text will be used in this course: ISBN-13: 9780976423317 ISBN-10 0962936065 Wong, H., & Wong, R. (2005). How to be an effective teacher: The first days of school. Mountain View, CA:

Harry K. Wong Publishing. (ISBN: 9780962936067); A more recent edition is fine as well.

OUTLINE OF COURSE MATERIAL: Topic I: Basic Understanding & Organization of the Classroom (Wong, Unit A)Topic II: Positive Expectations & Accountability (Wong, Unit B)Topic III: Managing the Classroom Environment & Diverse Learners (Wong, Unit C)Topic IV: Managing Student Behavior (Wong, Unit C)Topic V: Managing Instruction (Wong, Unit D)Topic VI: Teacher Professionalism & Communication (Wong, Unit E)

Assignment Descriptions: Note – All Assignments are to be typed, double spaced and in a common font style.

Topic Tests – Will be given in class and will vary in format (i.e. essay, short answer, fill in the blank, matching and multiple choice). These tests must be completed during the given class time. Make-up exams will be granted for university approved absences and at the instructor’s discretion. For each topic of study, a list of learning expectations will be provided on Blackboard. These serve as a direct tool for preparing for the tests.

Video Summaries – A summary and reflection will be completed on each of the four Wong videos shown in class. They will include a summary of the video content and a small reflection on what the student learned. These will be a minimum of 1 page in length and a maximum of 2 pages. Each Summary is due at the beginning of the next class time following the video viewing. These will be submitted via Blackboard.

Other Assignments – Short assignments relevant to the content of the class will be chosen throughout the semester by the instructor.

Classroom Management Plan - Students will complete a classroom management plan for a subject/grade within the individual student’s teaching field. Specific instructions for project will be provided.

Comprehensive Final Exam – Students will complete a comprehensive final exam that will require them to synthesize and articulate their learning throughout the course of the semester. This will be a take home exam and learning will be presented on the given final exam date.

Assignment Structure: Each assignment (either submitted electronically or hard copy) will have a header as shown below.

Failure to include this header will result in a 2 point reduction.

Student NameDate Assignment is dueCourse Number & Professor Name

Title of the Assignment

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Every file submitted electronically will need to be in a common file type (i.e. Microsoft Word, PDF, etc.). Each file will need to be saved using the format shown below. Failure to save the file as directed will result in a 2 point reduction.First initial & last name.Assignment title.Course number (Example: VGentry.Journal1.EDUC4309)

Grade Distribution for the Semester:Each assignment is given a point value. At the end of the semester the points are totaled and the percentage of the total is calculated using the following guidelines:

Note: Teacher Education students must receive a “C” or better in this course.

930 and above A830 – 929 B730 – 829 C630 – 729 DBelow 629 F

ASSIGNMENTS: Students in EDUC 3323 will be evaluated on the following tests and assignments: Assignments Point Valuesa. Test I (Topic I) 100b. Test II (Topic II) 100c. Test III (Topics III & IV) 100d. Test IV (Topics V & VI) 100e. Video Summaries (4 @ 25 points each) 100f. Other Assignments (4 @ 25 points each) 100g. Classroom Management Plan 100

h. Comprehensive Final Exam 200j. Attendance, timely/complete assignments, participation, etc. 100TOTAL POINTS FOR THE SEMESTER 1000

Procedures for determining total points for course:a. All items will be added numerically to determine final point total. b. Students who are absent on days that tests (large or small) are scheduled will not be

permitted to make them up unless the absence was due to an official school trip, immediate family emergency, or illness. (For illnesses, instructor must be notified in a timely manner.)

c. Assignments are due by the beginning of the designated class period. Assignments submitted late will affect the student’s attendance/participation grade (see below).

CLASS ATTENDANCE/PARTICIPATION AND REQUIREMENTS: All students are expected to attend class on a regular, and punctual, basis and meet University attendance guidelines. Attendance will be checked daily at the beginning of class. Absences and tardiness will be recorded. The participation grade will be figured based on the student’s attendance, timeliness, and timely submission of assignments. With the exception of university approved absences, each absence will result in a make-up work assignment. Each tardy will count 1 point off of the attendance/participation grade. Failure to submit make-up work (*see below), will result in 5 points off of attendance/participation grade.

Notify the instructor in the case of an absence or missed assignments. Late assignments will receive a point reduction dependent on the degree of tardiness. No

assignment will be accepted after one week from its original due date. Students are responsible for all class assignments and requirements; therefore, arrangements must

be made with the instructor prior to an absence. You must take turn in/present assignments on scheduled days unless you have cleared another date

with the instructor in advance. *If you are absent, make-up work will be required. You will need to complete a summary of the

content from the class your missed that is 1.5 to 2 pages in length. All course content will be posted on blackboard. This will be emailed to the instructor no later than one week after the absence.

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An "Incomplete" will not be given in this course unless there are extreme circumstances. Students are expected to be dressed and groomed appropriately. [Please refer to the ETBU Student Handbook.]

a. "Appropriate academic attire is considered important in the teaching/learning process and shows respect to the instructor, student, or official with whom the student relates. Dress symbolizes preparation for the activity at hand and should edify rather than distract.”

b. Students are expected to be dressed and groomed professionally (as a teacher and role model) when they go to the public schools.

Students with a disability may request appropriate accommodations for this course by contacting the Office of Academic Success and Graduate Services in Marshall Hall, Suite 301 and providing the required documentation. If accommodations are approved by the Disability Accommodations Committee, the Advising Office will notify you and your instructor of the approved accommodations. You must then discuss these accommodations with your instructor.

Students are expected to use technology (including cell phone, ipads, laptops, etc.) appropriately during class time. Information shared during class is to remain confidential as this may include information from practicum, observation or school based experiences. *No images, content, or conversation from class may be posted on any form of social media or on the internet without the instructor’s written permission.

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Tentative Class Calendar – EDUC 3323 – SPRING 2015

Date Topics & Class Reading AssignmentsThursday, 1/8 Class IntroductionTuesday, 1/13 Basic Understanding & Organization (Wong,

Unit A)Thursday,

1/15Classroom Organization “The Perfect

Classroom”“The Perfect Classroom” Project (In Class)

Tuesday, 1/20 Classroom Organization “The Perfect Classroom”

“The Perfect Classroom” Project & Presentation (In Class)

Thursday, 1/22

Wong Video # 1 / Test I Review

Tuesday, 1/27 Test I Video 1 Summaries DueThursday,

1/29Positive Expectations (Wong, Unit B – Chap

6,7, & 8)Tuesday, 2/3 Wong Video #2Thursday, 2/5 Inviting and Encouraging Students (Wong,

Unit B - Chap 9-10)7 Essentials for Encouraging

Video 2 Summaries Due

Tuesday, 2/10 Test IIThursday,

2/12The Basics of Classroom Management

(Wong, Chapters 11-17)Tuesday, 2/17 Wong Video #3

Thursday, 2/19

Effective Management & Procedures (Wong Chap. 18)

Video 3 Summaries Due

Tuesday, 2/24 Effective Management & Procedures (Wong Chap. 18)

In class activity

Thursday, 2/26

Classroom Procedures Part 1(Wong Chapters 19-20)

Final Classroom Management Plans Due

Tuesday, 3/3 Classroom Procedures Part 2(Wong Chapters 19-20)

In class activity

Thursday, 3/5 Understanding & Managing Challenging Students Part 1

Procedures Plan Due

March 9 – 13

Tuesday, 3/17

SPRING BREAK

Understanding & Managing Challenging Students Part 2

NO CLASS

In Class activity

Thursday, 3/19

Understanding & Managing Challenging Students Part 3

Tuesday, 3/24 Legal Issues and Referrals In class activityThursday,

3/26Test III

Tuesday, 3/31 Lesson Mastery (Wong Chapters 21-24)Thursday, 4/2 Lesson Mastery Part 2Tuesday, 4/7 Cooperative Learning Part 1Thursday, 4/9 Cooperative Learning Part 2 & Activity

Tuesday, 4/14 Wong Video #4 In class activity

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Thursday, 4/16

Teacher Professionalism (Wong Chap. 25) & Professional Communication Part 1

Video 4 Summaries Due

Tuesday, 4/21 Professional Communication Part 2 / Exam Review

Parent Letter & Goals Due by Friday at 10PM

Thursday, 4/23

Test IV

Tue - Thurs, 4/27-30

FINAL EXAM WEEK – Presentation of Take Home Exam

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