ED-330 Classroom Management

Course title : ED 330 Classroom Management

Campus : National, Chuuk, Kosrae, Yap

Initiator: Jovita K. Masiwemai

Date: January 2018

Course description: This course provides skills in classroom management with emphasis on proactive behavior management techniques and classroom organization. The course focuses on organization of the classroom for instruction, techniques for actively engaging students in learning, ways to communicate with elementary students and their parents, and techniques for handling behavior problems in the elementary classroom. The student conducts at least two observations in an elementary classroom. Student professionalism is measured.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

X

16

=

48/16

=

3

Laboratory

X

=

/48

=

Lecture/Lab

X

=

/16

=

Workshop

X

=

/32

=

Total Semester Credits

3

PSLO#

Program

None

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Organize an elementary classroom and create a favorable climate for

cooperation.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Establish and teach classroom rules and design systems of consequences for following the rules and for failing to follow the rules.

1*, 2, 3, 4

3

1.1 Student develops and writes between four and six possible rules for his/her classroom and provides written rationale; describes in writing how the rules will be established and provides a rationale; tells when rules will be taught and provides a rationale; and describes a procedure for teaching the rules to elementary students to be scored with a rubric.

Student develops a written plan outlining the system of rewards to be implemented when elementary students follow the rules. The plan includes a list of the types of rewards to be implemented and a rationale for selection of those rewards to be scored with a rubric.

Student is given a set of scenarios describing a student or students who have broken a classroom rule. Student selects a logical consequence to apply to each scenario and provides a rationale for selection of each consequence. The logical consequences and accompanying rationale must match the scenarios.

1.2 Establish and teach classroom routines

1, 2, 3, 4

4

Student describes in writing a specific routine for 10 transitions and outline a plan for teaching one of the routines including the mental set, input, model, and practice all to be scored with a rubric.

Student demonstrates in class how to teach at least one routine in a role-play situation. Peers evaluate performance using a checklist with the following criteria: mental set, input, model, and practice.

1.3 Develop a plan of activities to begin a new school year.

1, 2, 3, 4

4

Student describes in writing at least five activities to prepare for the beginning of a new school year. One of the activities must be an “ice breaker.” Assignment is to be scored with a rubric.

1.4 Group elementary students for instruction based on test data in reading and math.

1, 2, 3, 4

4

Given a list of elementary students and their placement test scores in reading and math, student groups the elementary students into appropriate small instructional groups for reading and math.

1.5 Develop a classroom layout/arrangement

1, 2, 3, 4

4

Student draws a classroom layout either by hand or with the use of a computer program, showing the placement of students and teacher desks, work tables, chalkboard, bulletin board, storage, learning centers, small group work area, access for a student in a wheelchair, three computer stations, door, and windows, and provides a written rationale for the arrangement—all to be scored with a rubric.

1.6 Develop a class schedule.

1, 2, 3, 4

4

Student develops a class schedule based on parameters provided by the instructor as to State guidelines and requirements. The class schedule must provide a minimum of three reading instructional groups and two math instructional groups and is to be scored by a rubric.

CSLO (General) 2: Motivate engagement in learning, give clear directions for learning activities, and design engaging learning activities to prevent behavior problems from occurring.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Design instructional activities to keep student involved in learning.

2, 3, 4

4

2.1 Student is given scenarios in which elementary students are uninvolved or non-engaged in a lesson. The student devises at least one strategy to involve the elementary students in the lesson for each scenario. Strategies must match the scenario.

2.2 Give clear directions for assignments.

1, 2, 3

4

2.2 Student gives direction for a minimum of three learning activities in a role-play situation. Peer evaluate the directions with a rubric.

2.3 Define and apply components of enthusiasm in effective teaching

1, 2, 6

4

2.3 Student lists at least six components of enthusiasm and summarizes in writing how each can be applied to teaching in FSM classrooms. Components and summaries are scored using a rubric.

2.4 Develop strategies for implementing cooperative learning groups in the classroom.

1, 2, 3

4

2.4 Given descriptions of classroom situations, student suggests a type of cooperative learning group for each and explains how each group would be implemented. Assignment is scored with a rubric.

CSLO (General) 3: Communicate effectively with students and their parents or guardians.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Demonstrate strategies for communicating with elementary students who are experiencing problems in the classroom

1, 2, 4

4

3.1 Given scenarios of students experiencing problem in the classroom, student role plays constructive assertiveness, empathic responding , and problem solving strategies with peers. Peers evaluate effectiveness of the application of each strategy with a rubric.

3.2 Develop a plan for communicating with parents or guardians of elementary students.

1, 2, 4

4

3.2 Student writes a plan that describes ways for establishing ongoing communication with parents or guardians. The plan is scored with a rubric.

3.3 Develop strategies for handling angry parents of elementary students.

1, 2, 4

4

3.3 Student demonstrates strategies for handling at least one strategy for handling angry parents in a role-paly situation. Peers evaluate the role-play with a rubric.

CSLO (General) 4: Implement strategies for maintaining appropriate student behavior and solving discipline problems in the classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Describe “least intrusive” strategies to handle minor isolated off-task behaviors

1, 4

4

4.1 Given descriptions of elementary classroom situations in which one or more students is off-task, describe a “least intrusive” strategy for handling each situation. Descriptions are scored by a rubric.

4.2 Determine his or her position on the use of corporal punishment in the elementary classroom.

1, 4

4

4.2 Student summarizes in a paper his/her position on the use of corporal punishment in the elementary class with a supporting rationale for that position. Paper is scored with a rubric

that focus primarily on the rationale for the stated position.

4.3 Develop a plan for handling off-task behavior patterns, both disruptive and non-disruptive, in the elementary school.

1,4

4

4.3 Give at least five descriptions of off-task student behavior patterns in the elementary classroom, student develops a written plan for modifying each. Plans are scored with a rubric.

4.4 Develops strategies for preventing violence in the elementary schools including conflict resolution and management, peer mediation, and techniques for reducing bullying and gang-related activities.

1,4

4

4.4 Student conducts research on a topic related to strategies for preventing violent behavior in the schools and presents findings especially as they relate to relevance for use in FSM classroom. Presentation is scored with a rubric.

CSLO (General) 5: Conduct at least two observations in an elementary FSM classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Observe the physical and psychological environment of the classroom and lesson delivery using a checklist.

1,2,3,8

4

5.1 Student prepares a report containing the information included in CSLO 5.1 and presents it to the class. Both the report and presentation are scored with rubrics.