ED-330 Classroom Management

Course Description:
This course provides students with skills for managing an elementary classroom with emphasis on proactive behavior management techniques and classroom organization. Techniques for handling off-task behaviors are also covered.

  • Prerequisite Course(s): Acceptance into third year program ED 210 Introduction to Professional Teaching

A.  PROGRAM LEARNING OUTCOMES (PLOs):
The student will be able to:
      1.  Demonstrate comprehension and application of the FSM elementary school
      curriculum standards.
 2.  Apply a variety of teaching approaches to meet learning needs of FSM elementary
      school students.
 3.  Assess and evaluate learning of the elementary student at both the formative and
      summative levels.
 4.  Organize and manage an elementary classroom environment for learning.
 5.  Demonstrate comprehension and application of learning theories and principles,
      human development, language development, educational foundations, sociocultural
      issues, technology, and strategies for teaching students with special needs.
 6.  Demonstrate professionalism.

 B.  STUDENT LEARNING OUTCOMES (SLOs) -- GENERAL:
The student will be able to:
1.  Organize an elementary classroom and create a favorable climate for cooperation.
2.  Motivate engagement in learning, give clear directions for  learning activities, and
design and conduct engaging learning activities to prevent behavior problems from
occurring.
3.  Communicate effectively with students and their parents or guardians.
4.  Implement strategies for maintaining appropriate behavior and solving discipline
problems in the classroom.

SLO

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

1

 

 

 

D

 

 

2

 

D

 

D

 

 

3

 

 

 

D

 

 

4

 

 

 

D

 

 

I = Introduced
D = Demonstrated
M = Mastered

C.  STUDENT LEARNING OUTCOMES (SLOs) -- SPECIFIC:
The student will be able to:

   General SLO 1. The student will be able to organize an elementary classroom and
create a favorable climate for cooperation.              


Student Learning Outcomes

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.

 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 which includes the mental set, input, model, and practice all 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 10 scenarios describing a student or students who have broken a classroom rule. Student selects a logical consequence to be applied 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.

Student describes in writing a specific routine for 10 transitions and outlines 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.

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.

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.

Student draws a classroom layout, either by hand or with the use of a computer program, showing the placement of student 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.

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

  General SLO 2. The student will be able to motivate engagement in learning, give
clear directions for learning activities, and design and conduct engaging learning activities
to prevent behavior problems from occurring and promote learning.

Student Learning Outcomes

Assessment Strategies

2.1 Design instructional activities to keep students involved in learning.

Student is given 10 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 scenarios.

2.2 Give clear directions for assignments.

Student gives directions for a minimum of three learning activities in a role-play situation.  Peers evaluate clarity of directions with emphasis on the attention-getting device, a clearly stated objective, specific guidelines, and feedback from the elementary students using a checklist.

2.3 Define and apply components of enthusiasm in effective teaching.

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

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

Given three 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.

  General SLO 3. The student will be able to communicate effectively with students and
their parents or guardians.

Student Learning Outcomes

Assessment Activities

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

Given three scenarios of students experiencing problems 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.

Student writes a plan that describes at least five 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.

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

  General SLO 4.  The student will be able to implement strategies for maintaining
appropriate student behavior and solving discipline problems in the classroom.    

Student Learning Outcomes

Assessment Strategies

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

Given 10 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 with a rubric.

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

Student summarizes in a one-two-page single-spaced paper his/her position on the use of corporal punishment in the elementary classroom with a supporting rationale for that position. Paper is scored with a rubric that focuses primarily on the rationale for the stated position

4.3  Develop plans for handling off-task behavior patterns, both disruptive and non-disruptive, in the elementary classroom

 

 

 

Given at least five descriptions of off-task student behavior patterns in the elementary classroom, student develops a written plan for modifying each which includes:  1) the specific, measurable behavior;  2) what is likely reinforcing the behavior;  3) the incompatible, desired behavior;  4) how the desired behavior will be reinforced;  5) how the undesired behavior will be extinguished or punished; and 6) a system for keeping data on program effectiveness. Plans are scored with a rubric.

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

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 local elementary classrooms. Presentation is scored with a rubric.

D.  COURSE CONTENT
Establishing and teaching classroom rules and routines
Planning activities for the new school year
Techniques for establishing small instructional groups
Developing a classroom arrangement/layout
Developing an elementary class schedule
Designing activities to keep students involved in learning
Giving clear directions for assignments
Characteristics of an enthusiastic teacher
Communicating with students
Communicating with parents
Techniques for handling angry parents
“Least intrusive” strategies for off-task behavior
Position on use of corporal punishment in the elementary classroom
Techniques for handling off-task behavior patterns
Strategies for preventing violence in the elementary schools

E.  METHODS OF INSTRUCTION
     Lecture/discussion
Demonstrations
Cooperative group work
In-class exercises/activities
Role play
Required reading
Internet searches
DVDs and videotapes

F.  REQUIRED TEXT AND COURSE MATERIALS:
Evertson, C, Emmer, E., and Worsham, M. (2009). Classroom management for 
    elementary teachers. Boston: Allyn and Bacon (or most recent edition).

G.  REFERENCE MATERIALS
None

 H.  INSTRUCTIONAL COSTS
None
  
I.   EVALUATION
None

    J.  CREDIT BY EXAMINATION
      None

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