Instructor: Karen Kinsey, M.Ed., Principal, Tecumseh Middle School, 598-3744, klkinsey@aol.com

Course Description: An introduction to developmental aspects of growth and behavior, developmentally effective management techniques, effective school discipline models, cooperative learning techniques, and designing a responsible classroom management environment. The class is taught with secondary classroom settings and subject matter in mind. The strategies for classroom management which will be explored will be applicable to both self-contained classrooms and the traditional schedules of most secondary schools. Several guest speakers who are currently working in the areas of counseling, administration, and classroom teaching will present various techniques which they have found successful in the areas of cooperative learning, teaming, and effective discipline practices. The course includes a 25-hour field based experience, one 2 hour observation in a nearby school, a journal, written classroom preparation, and classroom involvement.

Prerequisites: Admission to Teacher Education, completion of Educational Infomating, Developmental Psychology, Cognitive Psychology, and at least 2 semesters of PED Mentoring Team

Target Audience: (1) Teacher candidates in preparation for Student Teaching, (2) Professional teachers who want to upgrade their ability to enhance their productivity, (3) Uncertified persons who teach in home-based schooling programs, uncertified teachers who teach in religious schools, or other persons with permission from the Dean of Education.

Mission Statement: This course is intended to prepare students to apply classroom management during the semester before student teaching. The student will finalize preparations for becoming a Reflective Practitioner by participating in classroom presentations, in field experiences, in educational research, in simulation of classroom management activities, and reflection on these activities in classroom discussions, journals and papers.

• Office hours
• Credentials to teach the course, special interest in the course subject, philosophy or approach to the course

By the end of the course the student will be able to:

1. Demonstrate effective planning and use of various behavior management models, including the following: (1) Teacher Effectiveness Model, (2) Positive Discipline Model, (3) Reality Model, (4) Behavior Modification Model, (5) Assertive Discipline Model, (6) Love and Logic Model, (7) Team Model, (8) Contracts, (9) Responsible Classroom Management Model. Demonstrations in class by instructor and students. Observations and journal notes of each model in field experience. Assessment of field journals, exams, and class presentations.
2. Demonstrate knowledge and effective use of various types of cooperative learning strategies, including the following: Jigsawing, Positive Interdependence, Simultaneous Interaction, Individual Responsibility, Interpersonal and Small-Group Learning Skills, Reflection and Planning, Demonstrations in class by instructor and students. Participation in the groups during class time. Assessment of class presentations and written assignments.
3. Plan curriculum based on the diversity of a group by showing an understanding of different learning styles, gender differences, and how to effectively teach toward them. Demonstrations in class by instructor, guest speakers, and students. Presentation of lessons designed for particular learning styles and written reports.
4. Demonstrate ability to design a classroom management system based on Responsible Classroom Management material. Class discussions, readings, and presentations. Written assignment and class presentations.
5. Demonstrate the ability to apply discipline models to age and gender specific differences. Internet activities, class discussions and participation. Written assignments, class discussion, and journals.

Textbooks: Baloche, Lynda A. The Cooperative Classroom Empowering Learning. Prentice Hall, 1998. ISBN: xxxxxx

Queen, J. Allen, Blackwelder, Beth B., and Mallen, Leon P. Responsible Classroom Management for Teachers and Students. Prentice Hall, 1997. ISBN: xxxxx

Axelrod, Saul, BEHAVIOR MODIFICATION FOR THE CLASSROOM TEACHER. New York: McGraw Hill, 1977.

Banks, James. Multiethnic Education, Theory and Practice. Boston: Allyn and Bacon, 1994. (SGU)

Berman, Louise M. and Jessie A. Roderick. FEELING, VALUING, AND THE ART OF GROWING: INSIGHTS INTO THE AFFECTIVE. Washington, D.C.: Association for Supervision and Curriculum Development, 1977.

Carnegie Foundation, HIGH SCHOOL: A REPORT ON SECONDARY EDUCATION IN AMERICA. New York: Harper & Row, 1983. (OBU)

Collins, Myrtle T. and Dwane R. Collins, SURVIVAL KIT FOR TEACHERS. Pacific Palisades, Cal.: Goodyear Publishing, 1975.

Covington, Martin V. and Richard G. Beery, SELF WORTH AND SCHOOL LEARNING. New York: Holt, Rinehart and Winston, 1976.

Duke, Daniel L. ed, HELPING TEACHERS MANAGE CLASSROOMS. Washington, D.C.: Association for Supervision and Curriculum Development, 1982.

Ginott, Haim G., BETWEEN PARENT AND CHILD. New York: Macmillan, 1965.

Gordon, Thomas, TEACHER EFFECTIVENESS TRAINING. New York: Wyden, 1970.

Hersh, Richard H. et al, MODELS OF MORAL EDUCATION. New York: Longman, 1980.

Holt, John, HOW CHILDREN FAIL. New York: Pitman Publishing, 1964.

Howard , Eugene R. SCHOOL DISCIPLINE DESK BOOK. New York: Parker Publishing, 1978. (SGU)

Joyce, Bruce, and Marsha Weil. MODELS OF TEACHING. Englewood Cliffs, New Jersey: Prentice Hall, 1980. (SGU)

Kash, Marilynn M. and Gary D. Borich, TEACHER BEHAVIOR AND PUPIL SELF-CONCEPT. Reading, Mass.: Addison-Wesley, 1974.

Kozol, Jonathon. DEATH AT AN EARLY AGE. Boston: Houghton-Mifflin, 1968.

Kozol, Jonathon. SAVAGE INEQUALITIES: CHILDREN IN AMERICA'S SCHOOLS. New York: Crown Publishers, 1991.

Leonard, George B. EDUCATION AND ECSTASY. New York: Delacorte Press, 1968.

Redl, Fritz and David Wineman, CHILDREN WHO HATE: THE DISORGANIZATION AND BREAKDOWN OF BEHAVIOR CONTROLS. Glencoe, Ill.: Free Press, 1951. (SGU)

Scobey, Mary Margaret, et al, ed. TO NURTURE HUMANENESS. Washington, D.C.: Association for Supervision and Curriculum Development, 1970.

Sharan, Yael, and Shlomo Sharan. EXPANDING COOPERATIVE LEARNING THROUGH GROUP INVESTIGATION. New York: Teachers College Press, 1992. (SGU)

Skinner, B.F. BEYOND FREEDOM AND DIGNITY. New York: Knopf, 1971.

Tanner, Laurel N. CLASSROOM DISCIPLINE FOR EFFECTIVE TEACHING AND LEARNING. New York: Holt, Rinehart and Winston, 1978.

Volkmor, Cara B. et al, VALUES IN THE CLASSROOM. Columbus: Merrill, 1977.

• Internet resources:

Association for Supervision and Curriculum Development - http://www.ascd.org

A professional association for teachers. Has an online journal, Educational Leadership. Distributes Educational Leadership, The Journal of Curriculum and Supervision, and Educational Update. An excellent source of information, articles, lesson plans, and product database.

Association Link List -http://www.wallowa.k12.or.us.compcourse/professional/edu

National Education Association - http://www.nea.org/

Oklahoma State Department of Education - http://sde.state.ok.us/

Information regarding the Oklahoma State Department of Education information, including calendar of workshops, library publications and forms, news releases about Oklahoma schools, Oklahoma school web sites maintained by the students, teacher resources, divisions of the State Department of Education, status of education related legislation in the Oklahoma House of Representatives and Senate, certification information, and Priority Academic Student Skill Information.

Yale-New Haven Teachers Institute - http://www.cis.yale.edu/ynhti/

Yale University and the local New Haven Public Schools have a cooperative institute for teachers. This site offers curriculum units, reports, publications, and information about teachers and teaching.

• Community resources:

The following competencies required for teacher certification should be demonstrated in this class and included in your Portfolio:

1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.
4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective use of technology.
5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self motivation and active engagement in learning, thus, providing opportunities for success.
6. The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community, and adapts instruction based upon assessment and reflection.
8. The teacher evaluates the effects of his/her choices and actions on others (students, parent, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.
9. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

Course Requirements:

1. Each student will be placed in a field experience in a local area school system that has entered into an agreement with St. Gregory’s University. Students will spend time with a master teacher to observe the teacher in a variety of teaching situations. Students will keep a journal of field experiences using The Guide to Field Experiences.
2. Prepare a portfolio entry containing written scenarios of classroom management problems and effective solutions, research handouts on effective classroom management strategies, descriptions of cooperative learning strategies, a responsible classroom management plan.
3. Take exams as scheduled.
4. It is important that students attend class in order to examine information,demonstrate and practice skills, and offer peer evaluation and support to classmates.
5. Complete written assignments on time as assigned.

Beginning and Ending Assessment: What methods will you use to determine the knowledge and skill level of students at the beginning of the semester? How will you use this information? What will you use at the end of the semester to determine student growth? These may or may not become part of the grading criteria, but the must link to course objectives and course related skills and knowledge base.

Grading Criteria: Class grades will be based on the following scale:

Class Participation 20%

Written Assignments 20%

Exams 20%

Field Experience Journal 20%

Final Presentation 10%

Attendance 10%

1. Attendance - Therefore, attendance is a required part of the grade assessment. Absences in excess of 4 hours of class will result in a lowered grade.
2. Academic freedom
3. Americans With Disabilities Act: Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitation of your educational opportunity.
4. Plagiarism
5. Withdrawal
6. Make-up work for absences
7. Absence policy
8. Re-take and rewrite policy on exams and written assignments
9. Late assignments
10. Subject matter and alternate assignments
11. Food/drink/gum policy

Course Outline and Schedule: Each week one session will cover aspects of the goals for Group Process and Classroom Management. One field experience will replace one class period. The specific time will be determined after class begins.

Provide specific information about material to be covered. Give examples of instructional methods in class and out of class: role playing, seminars, lecture, discussion , games and simulations, AV presentation, structured observations, case studies, lab experiments, small group discussion, panel presentation, field experiences, interviews, projects, writing papers, research, take home exams, programmed instruction, field trips, field experiments, tutoring, reading, etc.