In groups of about 6, you will study one of the major classroom management theories and then do a presentation on that theory. In addition, you will provide the class with a one-page (10pt font, single spaced) abstract of your theory as a material record. You will be able to obtain the materials for your presentation from the instructor or the library reserve. The presentation format will be discussed in class, but given the size of this class, we will need to present to one another in a jigsaw format. This format requires that you pay close attention to which group you are in at any given time and where that group is supposed to be. The following rubrics (below) outline the separate assessment criteria for presentation and the abstract.

Presentation (20 points):

	Visuals	Presentation	Content
Excellent	5 points – Visuals aid in understanding the content. Major principles of the theory are graphically depicted.	5 points – Presentation flows in a logical order. There is clear evidence of preparation. All group members work in a coordinated fashion.	10 points – Essential features of theory are addressed. General principles are explained. Specific examples are used to aid understanding. Group includes personal reflections.
Good Effort	4 points – Visuals aid in understanding the content.	4 points – Presentation flows in a logical order. Evidence all group members participated.	8 points – Essential features of theory are addressed. General principles are explained.
Needs improvement	2 points – visuals are used.	2 points – Evidence all group members participated	5 points – Many features of theory are addressed. Many principles are explained.

Abstract (20 points) – Examples on line 1 2

	Content	Organization	Mechanics
Excellent	11 points – Includes the theories central focus, major principles, view of children, role of the teacher, common practices, educational goal, and a reflection on what it would produce if implemented long-term. Abstract is inclusive of all critical information about the theory.	5 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	8 points – Includes the theories central focus, view of children, role of the teacher, common practices, and its basic educational goals.	4 points – paper flows in a logical order.	3 points – paper is free of most significant grammatical or mechanical problems.
Needs Improvement	5 points – Includes some of the following: the theories central focus, view of children, role of the teacher, common practices, and its basic educational goals.	2 points – an attempt at logical organization is apparent	2 – paper has some mechanical problems but is readable.

Journal Entries: 30 points

You are asked to make a journal entry for each of the first 8 weeks of the semester. Journal prompts will be provided at each class meeting and may be available on the web site. Entry prompts will be provided at each class meeting. Journals will be checked at the end of the quarter. Unfortunately, as we will discuss, the use of a journal in this manner is not ideal, but nevertheless, I hope that this exercise will provide an opportunity to reflect on some of the critical questions throughout the course. The following rubric will be used to assess each of the 8 entries.

	Entry content assessment levels
4 pts	Response addresses the question given. Incorporates concrete experiences to support ideas. Draws conclusions about idea based on their current and/or previous experience.
2 pts.	Response attempts to address the question given. Incorporates concrete experiences to support ideas, or Draws conclusions about idea based on their current and previous experience only.
1 pt.	Response attempts to address the question given.
0 pts.	No Attempt

Selected Response Mid-term – 50 points

Content will come from the first six weeks of the course. A study review will be provided and discussed on the sixth week.

Final Exam – Collaborative Essay – 50 points

Groups of @5 will work collaboratively on a series of essay/performance assessment items. Item review sheets will be disseminated before the exam. All students are responsible for contributing to the group answers but need only turn in 1 group developed set of written responses. More information will follow.

Classroom Management Plan (CMP) – 30 points - Examples

The work of the course will culminate in each student’s development of his/her own personal classroom management plan (CMP). The CMP will provide a venue for the synthesis of many of the ideas examined in the course, and should be included in each student’s programmatic portfolio. While the careful examination and assessment of each plan would be ideal, the size of the class requires the need to use peer assessment to a greater extent and instructor assessment in a very limited capacity. For this reason, and to provide a valuable form of processing, 3 workshop sessions will be incorporated near the end of the quarter (see calendar). These sessions should provide each student adequate resources for the successful development of her/his plan and an opportunity to receive valuable peer and instructor feedback.

The CMP will be discussed in detail in class, however the following contents should be included in a successful plan:

Theoretical Introduction

Philosophy of classroom management

Assumptions the nature of young people and learning

A discussion of theorists that clarify your perspective (a comparison of at least 3 theories would be sufficient here).

Expectations/Policies/Rules/Boundaries

Expectations of students

Expectations of classroom climate

Rules and Policies

(This section can be developed in any way that best expresses your feelings about how expectations should be structured and communicated).

Instructional and Assessment Strategies that Promote your Management Goals

What do you do instructionally to meet student’s academic needs?

What do you do instructionally to prevent students’ need to act out?

How does your assessment promote your management goals?

How do you allow for variable styles, cultures and circumstances in meeting the diverse needs of your students

Motivation

From your point of view, what motivates students?

In the Short-term?

In the Long-term?

How do you plan to motivate your students?

How would you characterize your approach?

Vision

In about 2 pages, depict a typical day in your “ideal” class. See yourself one year from today, and explain how your class feels, what the students are doing, how you are acting, and how problems are dealt with. Here, you are clearly conceiving your ideal “socially constructed classroom reality.” Have fun and dream.

Classroom Management Plan Assessment Rubric (30 points total)

Process and Participation – 10 points

	Quality of Student Involvement in the CMP Workshop process
10 points	Student attends all 3 sessions. Student comes to class prepared with rough draft of each section. Student willingly takes part in peer review of other students work
5 points	Student attends all sessions, or attends 2 sessions and comes to class prepared with rough draft of 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.

· Completion of Plan – 20 points – Examples on Line

	Quality of Student CMP product
20 points	Significant progress has been made on each section. At least 7 pages of work have been produced. Each section contains the prescribed content. Work/revisions reflect the feedback of peers. Peer assessment sheets reflect adequate progress.
15 points	Significant progress has been made on each section. At least 4 pages of work have been produced. Sections contain much of the prescribed content. Work/revisions reflect the feedback of peers
10 points	Some progress has been made on each section.
0 points	No attempt has been made to complete the CMP

Course Description

This course is intended to be a comprehensive examination of the domain of Classroom Management for pre-service and practicing teachers. A constructivist approach is used in the course as it progresses through three phases: 1) self and context exploration, 2) theoretical foundations, and 3) practical applications. Upon completion of the course, students should have developed a personal philosophy and set of strategies best suited to their style and work setting.

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 21^st 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.

Student Conduct

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.

Statement of Reasonable Accommodation

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.

Student Performance Standards:

1. The student will develop and demonstrate knowledge of classroom management theory, procedures and issues in elementary schools.

The student will:

A. Articulate a personal philosophy of classroom management.

B. Explain the relationship between learning style and management style.

C. Discover the historical background of classroom management.

D. Compare and contrast competing theories of human behavior and classroom management.

E. Judge the relative value of different classroom management models.

F. Explain within the context of their own personal development, how issues related culture, class, gender, and ethnicity concretely effect classroom management.

G. Understand the relationship among students’ affective needs, personal psychology, and potential management and disciplinary problems.

H. Incorporate principles of social learning theory, and develop strategies for creating a cooperative classroom.

I. Relate various instructional practices with their probable effects on student affect classroom climate and management.

J. Discuss classroom management as it relates to issues of community relations, school climate, and public perceptions.

2. The student will develop and demonstrate the ability to manage a classroom in a manner as to optimize the learning and growth of her/his students.

The student will:

A. Discover and relate the influences of his/her personal beliefs, cognitive style, and experiences in the development of his/her classroom management practice.

B. Synthesize classroom management models and human behavioral theories into practical classroom management strategies.

C. Make use of their constructed knowledge from classroom activities, peer collaboration, and team problem solving to become better classroom managers.

D. Practice strategies by examining hypothetical situations and developing solutions.

E. Develop a sound classroom management plan and procedures for use in the classroom.

F. Use technology effectively to promote best teaching practice.

Required Text:

1. Emmer, E.T., Evertson, C.M. and Worsham, M.E. (2000) Classroom Management for Elementary Teachers. Needham Heights, MA, Allyn & Bacon.

2. Curwin and Mendler (2001) Discipline with Dignity. ASCD

3. Other required reading will be disseminated in class or be made available on reserve in the library.

Attendance Policy

You are expected to attend class. There is no substitute for attendance, what takes place in our 3 hours together each week 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 2 classes 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-) per 2 classes missed.

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.

Don’t be shy!

Classroom Management Main Page - EDEL 414 - EDSE 415

Course: EDEL 414, Classroom Management in the Elementary School (3 units)

Office Location: KH A2045

Class Schedule

Teacher Power Reading

Group presentations

Group Presentations

Selected Response Mid-term Exam

Punishments/Consequences- Implementation

Classroom Social Contracts

Power Struggles

Role Play Exercise

Journals Due

Final Collaborative Essay Exam

Assignments – 200 points total

Excellent