Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence
they are central to our vision of professional
educators and scholars. These include:
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Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
 To prepare highly skilled professionals to assume roles and positions in teaching, research,
educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice, knowledge
acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically
diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension that
promotes innovations and contributes to scientific educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a
nationally and internationally respected college in the areas of science, mathematics, educational
technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in
regard to preparing teachers, counselors, administrators, educational researchers, and professional at
all levels, not only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be
a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its
faculty, and the leadership and service they provide to the local, regional, and national educational
communities in the previously mentioned areas.
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Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to graduation
regarding your program during your time here. A second survey will occur within one year
following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB. Please remember that your response to these
surveys is critical to UTB excellence.
Department of Learning, Teaching, and Innovation
EDCI 4315, Classroom Management
Fall 2012
Instructor:
Dr. María E. Díaz
Office location: EDBC 2.312
Contact information: [email protected], 882-7268
Office Hours:
Monday 3:00-5:00; Wednesday 4:00-5:00; Friday 3:00-5:00; and by
appointment.
Day and Time the Class meets: Tuesday and Thursday 3:05-4:20 p.m.
Location of Class: MRCN 204
COURSE DESCRIPTION
One of the major challenges teachers face is classroom management. With the reality of larger class
sizes, dwindling resources, and a diverse student population that includes students with special
needs and of different backgrounds, teachers need creative and cooperative classroom management
skills. When a teacher does not have essential management skills, effective instruction may not
occur in the classroom. A classroom that instills cooperation and mutual respect empowers students
as learners and decision makers.
In this course, students will: 1-learn to create a productive learning environment; 2understand research related to classroom management and review the work of experts in the field;
3- explore a plethora of activities and techniques that promote collaboration, teamwork, and positive
teacher-student and peer relationships in the classroom; 4-practice strategies for managing students’
work, teaching to students’ strengths, and using technology in the classroom. This course will
continually challenge students to examine and modify instructional practices to serve all your
students successfully.
COURSE TEXT
Jones, V. & Jones, L. (2013). Comprehensive classroom management: Creating communities of
support and solving problems (10th ed.). Boston Massachusetts: Pearson.
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COURSE GOALS ALIGNED WITH TExES DOMAINS
The goal of this course is to help EDCI 4315 students enrich their classroom environment, refine
their instructional methods to minimize classroom disruption, and support a positive behavior.
As a result of completing the course, the students will be able to:
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Learn about the elements of successful classroom management (Domain II).
Recognize what makes an effective teacher (Domains I, III & IV).
Identify strategies for creating a positive environment and preventing discipline problems
(Domain II).
Design instruction that manages time effectively and actively engages students (Domain I).
Identify learning styles and teaching styles and understand how they affect classroom
management (Domains I, II & III).
Describe multiple strategies for fostering positive peer relationships and increasing parental
involvement (Domains II & IV).
MAJOR ASSIGNMENTS
Reflections, interviews, and the classroom management plan should be typed double-spaced in
Times New Roman, 12-point font, and must follow APA (American Psychological Association) 6th
edition citation guidelines (http://apastyle.org)
Field Observations/Reflections: A total of 15 hours of Field Experience observations is required
for this course. Your mentor will complete formal written evaluations of your performance. These
forms will be provided by your instructor. Reflections will document your observations, and your
ability to identify classroom management practices and apply knowledge to classroom scenarios.
Interview: Each student will interview a current or former teacher. The interview questions will be
developed by the students; however the questionnaire must be approved by the instructor prior to
the conduction of the interview. Interviews should take between 45-60 minutes, and must be
transcribed and typed.
Power Point Presentation: In groups of two (or three), students will present a summary of the
assigned textbook chapter. The content of the topic should be aligned to the TExES domains and
competencies. Presenters will also pose a scenario that involves a classroom management problem.
Based on this scenario the class will discuss the problem and possible solutions. At the end of the
presentation, each student will provide the presenters with an evaluation of their presentation. The
evaluation form will be provided by the instructor.
Classroom Management Plan: Each student will write a classroom management plan that
identifies your beliefs and concrete plans for structuring the classroom in a way that supports all
students’ learning. This plan should include: (a) A philosophical statement on your beliefs about
classroom management; (b) A description of how you will set up your classroom and teaching so
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that students participate in a learning community that supports student learning and well-being. For
instance, you will set up classroom procedures, room arrangement, and expectations; and (c) A
description of the techniques that you are going to use to maximize the effectiveness of your
classroom management.
Portfolio: Each student will compile a professional portfolio that meets instructor specifications. A
table of expected content will be provided for students’ use in organizing the portfolio.
TENTATIVE COURSE SCHEDULE
Date
Topics
Wk.1
Introductions. Syllabus.
Discipline models
Wk.2
Classroom management in
perspective
Reading
Assignments
Assignments due
Chapter I
Wk.3
Understanding students’ basic
psychological needs
Chapter II
Interview’s
Questionnaire
Wk.4
Establishing positive teacherstudent relationship
Chapter III
PPT Group I
Wk.5
Creating positive peer
relationship
Chapter IV
PPT Group II
Wk.6
Discuss outcomes from the
interviews conducted to teachers
Working with parents
Chapter V
Interview/
Classroom discussion
PPT Group III
Wk.7
Wk.8
Standards for classroom behavior Chapter VI
and methods to maximize on-task
student behavior
Enhancing students’ motivation
Chapter VII
to learn
PPT Group IV
Wk.10
Responding to behavior that
disrupt the learning process
Chapter VIII
Wk.11
Using problem solving to resolve
behavior problems
Chapter IX
PPT Group VI
Field-Experience
Observations/Reflecti
ons
PPT Group VII
Wk.9
PPT Group V
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Wk.12
Developing individual behavior
change plan
Chapter X
Wk.13
Classroom
Management Plan
Wk.14
Discuss assigned article
Article 1
Wk.15
Discuss assigned article
Article 2
Wk.16
Portfolio
Final Exam
GRADING
Participation
Field Observations/Reflections
Interview
Power Point Presentation
Classroom Management Plan
Portfolio
Final Exam
10%
10%
10%
20%
20%
10%
20%
* Late assignments will be accepted with a penalty of 10 points off per day. But will not be
accepted after one week.
Letter grades of “A” through “F” (course final grade) will be awarded based on the following scale:
A+: 98-100
A: 93-97
A-: 90-92
B+: 88-89
B: 83-87
B-: 80-82
C+: 78-79
C: 73-77
C-: 70-72
D+: 68-69
D: 63-67
D –: 60-62
F: 0-59
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to
a student who has been unable to complete the course requirements due to a serious interruption
not caused by the student’s own negligence.
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COURSE POLICIES
Attendance and Participation: It is expected that students attend all classes, come to class fully
prepared, and participate in class discussion. Late arrivals, early exits, and absences will affect your
course grade.
Assignments’ deadlines: No late work will be accepted. Turn what you have done the day it is due;
this is better than having an entire grade affected. Please, email your work in advanced if you are
going to be absent.
E-mail and Blackboard communication: It will be necessary to frequently check your e-mail and
Blackboard course site. Blackboard will be used to communicate between classes, to ask questions,
and clarify assignments. Blackboard will also be used for posting additional readings.
Reading Assignments: It is expected that students will complete reading assignments on time and
be prepared to discuss and work with what they have read.
Cellular Phones: Students are to turn cellular phones and pagers off during classroom sessions.
Changes in the Syllabus: The instructor reserves the right to make changes in the syllabus as
deemed necessary. Students will be notified of any and all changes with ample time.
Scholastic Dishonesty: All work turned in for a grade must represent that student’s original work
and thinking. Please cite anyone’s work used and refrain from using more than 20% of another
person’s work.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic Progress
(Sap) is based upon two components: GPA of 2.0 or higher and successful course
completion of at least 70% of coursework attempted. Students remain in good standing with
the university and Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or suspension as appropriate.
The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory
Academic Progress for Financial Aid policy can be found in the current Undergraduate
catalog. For more information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including
the possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for
credit of any work or materials that are attributable in whole or in part to another person,
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taking an examination for another person, any act designed to be unfair advantage to a
student, or the attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, Policies on scholastic dishonesty
will be strictly enforce. (Board of Regents Rules and Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at anytime, be
dropped from course. This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program, academic
course, partially or entirely, will be made available on the MyUTBTSC Blackboard course
management system. This allows faculty members and students to continue their teaching
and learning via MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a
course, it is the student’s responsibility to complete all requirements for that course. Failure
to access course materials once reasonably possible can result in a reduction of your overall
grade in the class.
To facilitate the completion of class, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by
following the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal.
In the event of a disaster, that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to continue the
learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with federal
law, a student requesting accommodations must provide documentation of his/her disability
to the Disability Services counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374, or e-mail [email protected].