Issues of Classroom Management In Schools

Published:

Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. Teachers' management decisions typically were viewed as precursors to instruction, and were treated in the literature as if they were content-free. Though now we know that educators need to be able to demonstrate that management and instruction are not separate, but are inextricably interwoven and complex. All educators are CEO's of their classrooms and therefore need to understand how to ensure everything from their lessons, to the setup of the desks, to what they put on the walls, to how they present themselves creates a specific environment that is either a positive of negative learning classroom.

Students will gain a prospective teachers of the skills needed to create a positive classroom community. This course presents fundamental principles of classroom management and discipline along with ways to involve students in the creation of their learning environment. We will use the teachings of some of the foremost educational experts in the industry to create examples and show how to effect change through classroom management.

LEARNER OUTCOMES:

Lady using a tablet
Lady using a tablet

Professional

Essay Writers

Lady Using Tablet

Get your grade
or your money back

using our Essay Writing Service!

Essay Writing Service

The student will be able to:

Summarize historical context of discipline and classroom management, describe major theories of human behavior and application to classroom management practices.

Analyze research-based instructional strategies for effective classroom management compatible with the developmental characteristics, learning styles and cultural backgrounds of students.

Self-assess organization of space, materials, equipment, procedures, and routines for scheduling instructional time.

Critique scenarios and analyze best practices for effective classroom organization to minimize disruptive behavior and increase engaged learning.

Apply organizational techniques and technologies to assist with time management of paperwork/email and efficiently manage transition time.

Apply methods for developing student-teacher rapport in the classroom and design learning activities to encourage positive social interaction, active engagement, and self-regulation for every student.

Analyze student learning and thinking styles and the impact on classroom management.

Online Learning with Full Faculty Facilitation

The College maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Our faculty will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read

Classroom Management

Teachers' Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship

Watch Video Clips

Clip 1: Whole Brain Teaching: 3rd Grade: Classroom Management - Watch first year teacher, Andrea Schindler, demonstrate features of Whole Brain Teaching's classroom management system with her inner city, third graders

Clip 2: Tips & Tricks for Classroom Management

Clip 3: Classroom Management: Preparing the Environment

Assignment:

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read

Collection of NEA Articles_ Management Tips for New Teachers, Stop Your Energy Drain, Class Meetings

Classroom Assessment Techniques

Watch Video Clips

Clip 1: 7 Days to a Great Classroom

Clip 2: Positive Learning Places - Classroom Management Plan

Clip 3: LA Middle School Teacher Explaining Classroom Management

Clip 4: Classroom Management Ms. Gray's Class (This video portrays bad classroom management and how to correct the mistakes)

Assignment:

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read

Managing the classroom for learning

National Curriculum Standards: Let's Think It Over (page 1-21)

Watch Video Clips

Clip 1: Classroom Management Project

Clip 2: Office Chat: Classroom Management, Part 1 of 2 (Dr. Suzanne Houff of the University of Mary Washington College of Graduate & Professional Studies discusses classroom management.)

Clip 3: Office Chat: Classroom Management, Part 2 of 2 (Dr. Suzanne Houff of the University of Mary Washington College of Graduate & Professional Studies discusses classroom management.)

Assignment:

Lady using a tablet
Lady using a tablet

Comprehensive

Writing Services

Lady Using Tablet

Plagiarism-free
Always on Time

Marked to Standard

Order Now

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Read

NEA National Education Association

National Curriculum Standards: Let's Think It Over (page 21-62)

Watch Video Clips

Clip 1: Office Chat: Culturally Responsive Teaching (Dr. Kavatus Newell of the University of Mary Washington College of Graduate and Professional Studies discusses Culturally Responsive Teaching.)

Clip 2: Teacher Education in a Multicultural Society (Dr. Etta Hollins unravels the meaning of teacher education in a multicultural society (TEMS). The Rossier School of Education's TEMS Program is a concentration in the education doctorate program aimed at preparing teacher educators with the knowledge of research and practice in teacher education that will enable theoretical- and research- based designs in teacher education, both inservice and preservice, to occur more consistently than at the present time.)

Assignment:

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read

Promoting Effective Classroom Management

Reflection and Resistance Challenges of Rationale-based Teacher Education

Watch Video Clips

Clip 1: Teacher Education Pathway: What New Teachers Should Expect

Clip 2: The Work of Teaching and the Challenge for Teacher Education (Michigan School of Education Dean Deborah Ball speaking about the need for more practical classroom experience in the curriculum of collegiate education programs across the country.)

Assignment:

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: Read

Rate Your Classroom Disciplinary

The Transition to School: Child-Instruction Transactions in Learning to Read

Watch Video Clips

Clip 1: Teaching 2.0 - Doing More with Less

Clip 2: Classroom Behavior Management Ideas

Clip 3: Positive Discipline Strategies Yield Quick Results

Assignment:

Discussion Board: Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Final Project Due

Discussion Board Interaction:

Students must submit two unique comments each week in regards to the text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m., Nevada time.

If a student works ahead during the six week course they must still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the Touro faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction ( 4 submissions weekly) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A TUN faculty member will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

Lady using a tablet
Lady using a tablet

This Essay is

a Student's Work

Lady Using Tablet

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

Examples of our work

73-76% C

70-72% C-

69% or below U

Attendance/Participation

Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments and projects::

Midterm Project Due:

Final Project Due:

Midterm Project

Due end of 3rd week

06/01/2008

Contextual Factors

TWS Standard

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

Task

Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

Prompt

In your discussion, include:

Community, district and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.

Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement.

Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students' skill levels. In your narrative, make sure you address student's skills and prior learning that may influence the development of your learning goals, instruction and assessment.

Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested Page Length: 1-2

Contextual Factors

Rubric

TWS Standard:

The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating ï‚®

Indicator 

1

Indicator Not Met

2

Indicator Partially Met

3

Indicator Met

Score

Knowledge of Community, School and Classroom Factors

Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom.

Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning.

Teacher displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning.

Knowledge of Characteristics of Students

Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities).

Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Teacher displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Knowledge of Students' Varied Approaches to Learning

Teacher displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general & specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning.

Knowledge of Students' Skills

And Prior Learning

Teacher displays little or irrelevant knowledge of students' skills and prior learning.

Teacher displays general knowledge of students' skills and prior learning that may affect learning.

Teacher displays general & specific understanding of students' skills and prior learning that may affect learning.

Implications for Instructional Planning and Assessment

Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications.

Teacher provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Final Project

Due end of week 6

Due date:

Lesson Plan Activity

Based on the concepts presented in this course, design a lesson plan and present this lesson in either an elementary or secondary classroom. The lesson plan should include the following:

Lesson Objectives

Correlation with Standards

Prior Knowledge/ Understandings of Students

Presentation Method

Activities

Materials and Equipment (including technology)

Accommodations for special needs, gifted and ELL students

Closure

Assessment Rubric

See format on last page of this course syllabus

Prior to teaching the lesson, write a reflective statement that focuses on your lesson planning. After teaching the lesson, write a reflective statement on your strengths and weaknesses in the lesson. An audiotape, if available, of the lesson should be made to assist you in your self-analysis.

While teaching, have a peer reviewer observe your lesson and provide you with written feedback. Develop an appropriate checklist for the peer reviewer so that he/she knows what to look for in the lesson

Discuss the feedback with the peer reviewer. Compare your self-analysis of your strengths and weaknesses with those of the peer reviewer and include the pear review and your reactions to this comparison in your final reflective statements.

Submit a copy of your lesson plan, your reflections, and the peer reviewer's feedback to the course instructor.

Touro Student ___________________________Date___________

School____________________________________

Subject_______________ Grade______

Comprehensive/Integrated/Thematic Unit_______________­­­­­­­__________

Objective(s)

The student will be able to…..

Scope and Sequences/ District Standards/ Power Standards

Number

Standard

Student prior knowledge How was or will this information determined?

Materials/Resources

Allocated time

Introduction

Procedure

Activities

Flexible Grouping/Student Modification/Adaptations/Accommodations/Student Involvement

Assessment/Rubric

Closure

____________________________________________________________

Reflection

Name

link

Whole Brain Teaching: 3rd Grade: Classroom Management

http://www.youtube.com/watch?v=Z8WpiueGP5s

Tips & Tricks for Classroom Management

http://www.youtube.com/watch?v=IgGiY0BJzLc&feature=related

7 Days to a Great Classroom

http://www.youtube.com/watch?v=wx-BQT-V5Wg&feature=related

Positive Learning Places - Classroom Management Plan

http://www.youtube.com/watch?v=DSpY1pSGFEg&feature=related

Classroom Management Ms. Gray's Class

http://www.youtube.com/watch?v=B4b8GQ-2YfU&feature=related

LA Middle School Classroom Management

http://www.youtube.com/watch?v=-zA_7ZFMRVU&feature=related

Classroom Management: Preparing the Environment

http://www.youtube.com/watch?v=sx1cbZ3zMs4&feature=related

Classroom Management Project

http://www.youtube.com/watch?v=XLJFegBbOnQ&feature=related

PBS and Classroom Management

http://www.youtube.com/watch?v=h0Y1W99h0T0&feature=related

Office Chat: Classroom Management, Part 1 of 2

http://www.youtube.com/watch?v=4FDVdfqtcpk

Office Chat: Classroom Management, Part 2 of 2

http://www.youtube.com/watch?v=UL_1yomy86M&feature=related

Office Chat: Culturally Responsive Teaching

http://www.youtube.com/watch?v=eSwr6vsrqb0&feature=related

Teacher Education in a Multicultural Society

http://www.youtube.com/watch?v=WoC9m1u57W0&feature=related

Teacher Education Pathway: What New Teachers Should Expect

http://www.youtube.com/watch?v=QC0l8YPW9LI&feature=related

The Work of Teaching and the Challenge for Teacher Education

http://www.youtube.com/watch?v=oyPk8PocVL4&feature=related

Teaching 2.0 - Doing More with Less

http://www.youtube.com/watch?v=X0vQAdDFGMA&feature=channel

Classroom Behavior Management Ideas

http://www.youtube.com/watch?v=c-IK6AVDazA

Positive Discipline Strategies Yield Quick Results

http://www.youtube.com/watch?v=K5kETSAn0j8