Classroom Management Resources Shindler School Climate PLSI Teaching - Workshops by JVS
Summer Quarter, 2008
Instructor: Dr. John Shindler
E-mail:
jshindl@calstatela.edu
Office phone: 343-5824
Example EDCI
590 Action Research Projects:
Class Schedule:
|
Meeting |
Topic |
|
|
1 |
Introduction
to Course Learning
Styles and Classroom Mgmt. |
Learning Styles Packet Presentation sign-up |
|
2 |
Health
Curriculum |
Health section of Course Pack
|
|
3 |
Group Presentations
Classroom
Management Self-Assessment Action
Research Workshop |
Action Research |
|
4 |
Group Presentations
Goal
Setting Workshop |
Chapters 1 |
|
5 |
Why
problems occur Examining
Advanced Technical Management Strategies Technical
Management Workshop |
Presentation
abstracts due Chapter
2 and 6 |
|
6 |
Expectations
Classroom
Socially Constructed Reality Instruction
and management relationship Implementation
Workshop |
Chapters 3, 5 and 12 in Course pack |
|
7 |
Exploring
Motivation and psychology of success Teacher thinking Motivation
Workshop |
Chapter 7 and 8 and (review 18) Course pack
Draft
of Section A and B |
|
8 |
Classroom
Climate
Promoting
Responsibility
Promoting
Community
Social Contract Whole class climate workshop |
Review Chapters 9 and 10, read #11 and 17 |
|
9 |
Conflict
Resolution and Dealing with Difficult Students Moving From
2 to 1 Implementation
Workshop |
Chapters 15 and 16, and Implementation handout Rough
draft of paper due to share with peers. |
|
10 |
Individual Plan/project
Presentations |
COURSE
DESCRIPTION:
This course directly addresses CCTC Induction
standard 18, in addition to components of other CSTP standards, and is designed
to fulfill MOU (memorandums of understanding) with local district induction
programs. It is part of the core-required courses for the CCOE Induction
program, and can therefore be applied to many M.A. programs in the CCOE. It expands on the basis classroom management
principles from EDSE 415, EDEL 414, and EDCI 402. There are special emphases
placed upon applied strategies and reflection on ones own current practice,
therefore this course is restricted to practicing teachers (except for special
exceptions). To meet Induction standard 18 a substantial amount of the course
will be devoted to health content and strategies for developing a healthy and
supportive classroom for learners. The classroom management portion of the
course will focus on advanced strategies, self-assessment, and moving to a
higher level of performance in this area of the candidates teaching.
Content Standards:
1.
Classroom management strategies
including:
creating a supportive healthy environment, identifying environmental factors
that influence student well-being, developing a positive classroom social
contract, creating positive expectations, boundaries and rules, using effective
instructional, assessment and motivational practices that reduce the need for
corrective action, understanding basic reasons why students misbehave,
developing and implementing logical and related consequences to misbehavior and
dealing with difficult students (CCTC Induction Standard 18a, and CSTP Standard
2, TPE 11)
2.
Accident
Prevention Strategies including: Structure of the classroom, outside classroom conduct
skill building strategies, Danger identification strategies (CTCC Induction
Standard 18b)
3.
Safety
factors, student risk factors and abuse reporting strategies including: nutrition, communicable diseases,
alcohol and substance abuse, sex education, family life, parents rights, and
accessing community and state support organizations and personnel (CTCC
Induction standard 18e &18g)
4.
Knowledge
of appropriate elements of the adopted health curriculum
and instructional materials for the teaching assignment and understanding
of the relationship between student health and student learning, and
understanding of how to access local and community resources to support student
health. (Induction Standard 18c
and 18f)
5.
Strategies
for promoting the value of diversity and recognizing personal biases. Reflecting on personal values,
understanding the relationship between practice and implicit expectations,
using strategies to promote success for students of all groups (CTCC Induction
Standard 17e and 17f).
6.
Strategies for addressing learner needs
and differences including:
learning style models, learning psychology, behavioral taxonomies,
multicultural considerations and effects of pedagogical choices on motivation
(CCTC Induction Standard 17c and CSTP 11b and 3b).
7.
Strategies
for assessing and creating a healthy classroom and school climate including: promoting community, understanding the
relationship between teaching and management, and cultivating a collaborative
climate among faculty and staff (induction standard 18)
Performance Standards and Assessments: As a result of the course students will
be able to demonstrate the following knowledge, skills, and dispositions shown
by the assessment methods outlined below:
1. Candidates will be able to articulate and apply a variety of classroom management strategies that will promote a positive, efficient, healthy, and effective learning environment for their students. This standard will be evidenced in the following performance indicators (TLW):
a)
Develop
a classroom environment plan that synthesizes their understanding of discipline
theory and with an understanding of the relationship between classroom
management, instruction and assessment (CTCC Induction standard 18a)
b)
Outline
a set of strategies to bring about a positive, motivational, healthy and
productive learning environment (CCTC Induction standard 18a, TPE 11).
c)
Identify
practices and methodologies that foster high self-concept and success
psychology in their students. (CCTC TPE 11).
d)
Synthesize
course content, classroom observation and personal reflection to articulate a
personal set of values and a vision for their future classroom (CCTC TPE 13).
2. Candidates
will develop a strategies plan/or presentation to meet standard components 18b.
18d, 18e, 18f and 18g. In this plan (or as a portion
of a general healthy classroom environment strategies plan that will include
all components of Induction standard 18), candidates will outline the resources
and strategies that are available to them for bringing about a safe and healthy
classroom, and will demonstrate how they are implementing the plan in their
current teaching situation.
3. Candidates will
develop materials for a plan or presentation related to an action research
project related to school climate improvement.
Candidates will use one of the
accepted classroom climate (or school climate) assessment inventories to assess
their classroom (and/or school) climate. They will then develop a climate
improvement implementation plan.
Assessments:
Candidates will demonstrate these competencies in course discussions, assignments, presentations and/or exams. Each candidate will develop a comprehensive Healthy Classroom Environment plan. These plans will include action research related to current practice, self-assessments of needed improvements in the area of classroom management, plans for helping their students meet health related competencies, and a comprehensive resource guide for meeting the health and safety needs of their classes. Candidates may also demonstrate competency by preparing class presentations related to resources and or strategies. Candidates may also take part in a classroom or school level evaluation action research study of the current quality level of school climate, and develop an implementation plan outlining a teacher-leader role in addressing the needs that arise from their study.
Professional Statements:
Theme and Conceptual Framework for
Professional Preparation
The faculty members of the Charter College of Education have
adopted the organizing theme of Preparing Educators to Serve the Culturally
and Linguistically Diverse Populations of the Urban Schools and Related
Institutions of the 21st Century for the programs for professional
educators at California State University, Los Angeles. This theme is reflected in this course by the
student exit performance standards outlined below.
It
is assumed that you are a professional and will conduct yourself with the
highest level of professionalism. Given
the large size of this class, it is especially important that students make
every effort to be respectful of the learning environment, the professor and
their fellow classmates. Appropriate
behavior will be discussed and modeled within the context of the course, and a
self-conscious approach to large-scale learning environment management will be
incorporated into classes as necessary.
The Charter College of Education Faculty members fully support the Americans with Disabilities Act (ADA). The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students Disabilities (OSD) and who needs and requests accommodation. The faculty member may wish to contact to verify status and need for such an accommodation. The OSD will be responsible for providing for the accommodation.
Required Texts (*Available at the Book Mart Only)
1.
EDCI
590 Course Pack (Shindler, 2008)*
2.
Other
required reading will be disseminated in class or be made available on reserve
in the library.
Grading
Scale:
95 100 = A
91 94 = A-
87 90 = B+
83 86 = B
80
82 = B-
76 79 = C+
72 75 = C
68 71 = C-
Group
Presentation: Health and Safety Topic (30 points)
In groups of about 3-5, you will research one of the topics listed below and then do a presentation for the rest of the class. In addition, you will provide the class with a one-page (10pt font, single spaced) abstract of your topic as a material record. You will be able to obtain the materials for your presentation from the instructor or the internet. The presentation format will be discussed in class, but most likely it will consist of a series of 20-minute presentations done over 2 class periods. The following rubrics (below) outline the separate assessment criteria for presentation and the abstract.
Presentation (15 points):
|
|
Visuals |
Presentation |
Content |
Excellent
|
4 points Visuals aid in understanding the content. Major principles of the theory are
graphically depicted. |
4 points Presentation flows in a logical order. There is clear evidence of preparation. All
group members work in a coordinated fashion. |
7 points Essential elements of topic are addressed. General principles are explained. Specific
examples are used to aid understanding. |
|
Good
Effort |
2 points Visuals aid in understanding the content. |
2 points Presentation flows in a logical order. Evidence
all group members participated. |
5 points Essential elements of topic are addressed or
examples are used. |
|
Needs
improvement |
1
points visuals are used. |
1 points Evidence all group members participated |
3 points Some content is included in the presentation. |
Abstract (15 points)
|
|
Content |
Organization |
Mechanics |
Excellent
|
7 points Includes major ideas from topic. Explanations
are concise but complete. |
4 points paper flows in a logical order. Ideas are presented in a way that promotes
understanding. |
4 points paper is free of any significant grammatical or
mechanical problems. 10-point font and single spaced. |
|
Good
Effort |
5 points Includes some ideas from topic. Explanations are
concise but complete. |
3 points paper flows in a logical order. |
3 points paper is free of most significant grammatical or
mechanical problems. |
|
Needs
Improvement |
3 points Attempts to include content from topic. |
2 points an attempt at logical organization is apparent |
2 paper has some mechanical
problems but is readable. |
Presentation Topic List (priority
rating):
Each candidate will complete a comprehensive
plan for creating a healthy and effective classroom climate. Plans will include
both conceptual and practical components as well as a plan for implementation.
Plan creation will require a substantive amount of in-class workshop and
collaboration time. Therefore 10 of the 70 points will be earned through
participation in workshops. Plans will be presented in class on the final day
of the course.
A. Action Research and Diagnosis
(some students will want to drive their research by a
question, such as What factors influence the development of student
responsibility, or What would happen if I implemented strategy X. Others
will want to drive their research from a problem condition, such as I want to
find ways to promote more intrinsic motivation.
B. Goals and Vision Setting
·
State Goals for Classroom Climate
(these will be related to any and all general areas that you
want to see improve and may or may not be related to your research topic)
·
Write @50 word mission statement
·
C. Technical Management Plan
D. Motivation, Expectations, Emotional Climate
·
Motivational goals and philosophy
·
Satisfying Basic Needs
·
Strategies for motivation
·
Emotional Climate expectations
·
Implementation Strategies
·
E. Whole Class level Goals and Strategies
·
Social Bonds, class coherence,
·
Consequences
·
Dealing with Difficult students and
extreme cases
·
Creating community and/or
responsibility
·
Implementation Strategies
|
|
Quality of Student Involvement in the CMP Workshop process
|
|
15
points |
Student attends all 6 sessions. Student comes to class prepared and leaves
with notes for each section. Student
willingly takes part in peer review of other students work. Prepared for
project presentation on final meeting. |
|
10
points |
Student attends 5 or more sessions and comes to class
prepared and leaves with notes for each section and willingly takes part in
peer review of other students work. Presents paper on final meeting. |
|
5
points |
Student attends more than 3 sessions and comes to class
prepared and leaves with notes for each section and willingly takes part in
peer review of other students work. |
|
0
points |
Student attends less than 2 sessions or refuses to take
part in peer review. |
|
|
Excellent |
Good |
Minimal |
Section A
Action Research |
17
pts. Includes
a sound action research design. Includes a focused problem or question with
2-4 supporting sub questions. Includes explanations of well-developed data
collection and analysis procedures. Included research timeline. |
12 pts. Includes an action research design listing study
questions, and explanations data collection and analysis procedures. Implies
timeline. |
4
pts.
Includes an attempt at an action research design. |
|
Section B Goals and vision |
8
pts.
States 5-10 Classroom climate/management goals in correct goal format. Creates
a concise and comprehensive vision statement. |
5
pts.
States some Classroom climate/ management goals. Creates
vision statement. |
3
pts.
Lists some goals or vision statement. |
|
Section C Technical Managemnt |
10
pts.
Explains strategy for gaining 100% Attention and use of cue.
Explains sound and comprehensive strategy for managing directions,
transitions, homework and promoting student accountability. Includes at least
4 action/implementation strategies explained in concrete practical language. |
7
pts.
Explains strategy for gaining 100% Attention and use of cue.
Explains strategy for managing directions or transitions. |
4
pts.
Attempts to explain strategy for technical management. |
|
Section D Motivation |
10
pts. Sets
out a comprehensive plan for motivation. Includes a coherent philosophy.
Briefly explains at least 4 strategies or specific ideas. Section mentions
emotional climate. Section shows integrity among ideas.
Includes at least 4 action/implementation strategies explained in concrete
practical language. |
7
pts.
Attempts a plan for motivation. Includes a philosophy. Briefly explains at
least 2 strategies or specific ideas. |
4
pts.
Sets out some plan to address issues of motivation. |
|
Section E Whole Class |
10
pts.
Includes strategies that will promote social bonds (and/or communal bonds)
among students. Lists logical consequences to common problems. Included a
brief set of ideas for dealing with difficult students.
Includes at least 4 action/implementation strategies explained in concrete
practical language. |
7
pts.
Includes strategies for whole class management. Lists some consequences to
common problems. Mentions difficult students. |
4
pts.
Some effort at addressing whole class management. |
You are expected to attend class.
There is no substitute for attendance, what takes place in our 4 hours
together each session is irreplaceable.
However, if you do for some reason miss a class, it is your
responsibility to contact a classmate, find out what you missed and obtain any
materials or notes that were given during the meeting. Since it is impossible to replace the
experience and participation that occurs during a class period, missing more
than 1 class during the quarter assumes a loss of learning and performance, and
therefore as a result there will be a subsequent loss of one grade (i.e., B to
B-) for the first 2 classes missed, and then one grade for each following class
missed. A tardy (15 min. late) or having to leave early count
as ½ of an absence.
A Final Note
Every effort will be made to clarify assignments and points made in
class. Between written guidelines and
explanations, what is expected of each student should be very clear. But, if there is something that you do not
understand, or something that you feel should be brought to my attention,
please come to my office KH A2045 and discuss it with me or contact me at 343-5824 or jshindl@calstatela.edu. I really do want to know your thoughts,
concerns, questions and/or recent discoveries.
Dont be shy!