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					EDU 602 Dr. Effler – Fall, 2006
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                              Lincoln Memorial University
                               School of Graduate Studies
I.      COURSE TITLE: EDU 602 – Classroom Behavior Management
                      (3 semester hours)
                      When: Mondays, 4:30 to 7:00 P.M.
                       Where: Room 354, Maryville High School

II.     SEMSETER: Spring, 2005.
         Instructor: J. David Effler, Ph.D.
         Home Phone: (865) 977-0191
         Web Site Address: Go to
          web page then click on course number (EDUC 602 – Fall
          2006) at left of page (under Quick Launch) to view updated

        Lincoln Memorial University is a values-based learning
        community dedicated to providing educational experiences in
        the liberal arts and professional studies. The University strives to
        provide students a foundation for professional studies. The
        University strives to give students a foundation for a more
        productive life by upholding the principles of Abraham Lincoln’s
        life: a dedication to individual liberty, responsibility, and
        improvement; a respect for recognition of the intrinsic value of
        high moral and ethical standards; and a belief in a personal God.

         The University’s curriculum and commitment to quality
         instruction at every level are based on the beliefs that graduates
         must be able to communicate clearly and effectively in an era of
         rapidly and continuously expanding communication technology,
         must have an appreciable depth of learning in a field of
         knowledge, must appreciate and understand the various ways by
         which we come to know ourselves and the world around us, and
         must be able to exercise informed judgments.

         The University believes that one of the major cornerstones of
         meaningful existence is service to humanity. By making
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         educational and research opportunities available to students
         where they live and through various recreational and cultural
         events open to the community, Lincoln Memorial University
         seeks to advance life in the Cumberland Gap area and
         throughout the region. Reaffirmed by the Board of Trustees
         May 3, 2002.

         The mission of the Lincoln Memorial University School of
         Graduate Studies, as a student-sensitive entity, is to prepare
         professionals with knowledge, skills and competencies to meet
         the changing needs of society through relevant student-centered

III. Program Dispositions
     The graduate faculty envisions the competent, nurturing,
      facilitative learning leader for a diverse global society as one who:
      1. believes that all P-12 students can learn and develop;
      2. respects and has knowledge of current research-based best
         practices and of the diverse nature of how students learn and
      3. is committed to and understands the change process, its role in
         continuous school improvement, and human growth and
      4. has personal leadership philosophy based on an understanding
         of what leadership looks like, what managements looks like,
         and what a nurturing environment looks like;
      5. has the ability and propensity to understand and use problem
         solving and critical thinking and to understand and utilize
         reflective and self-regulating thought;
      6. appreciates the importance of emotional intelligence;
      7. is committed to and practices professional ethical decision
         making; and
      8. understands and promotes the value of individual and cultural
         diversity and stake-holder involvement in decision making.

IV.     COURSE DESCRIPTION: Students will develop their own
        Philosophy and approach to the management of the classroom
        reflecting understanding of various models, theories, and procedures
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        for addressing behavior management. Major emphasis will be placed
        on classroom organization, rules, communication, student needs, use
        of positive discipline techniques, and evaluation procedures.


VI.     Standards/Goals: This course is designed to:

I.C. The candidate will understand the philosophical basis underlying the
helping process and facilitate student growth and development through both
counseling and consulting activities, including contributing to the
development and implementation of individualized educational programs
(IEPs) for students with special needs with performance no less than 80% as
measured by rubrics.

I.J. The candidate will work with parents, teachers, social workers, school
psychologists and family resource center staff in meeting student needs with
performance no less than 80% as measured by rubrics.

VII.     Course Objectives: As a result of taking this course, students should
         be able to:
         A. Identify key classroom conditions affecting student
         B. Anticipate possible/probable student responses in given classroom
         C. Suggest varied approaches to eliciting appropriate responses in
             given classroom scenarios.
         D. Analyze their own classrooms in terms of desired/actual behavior.
         E. Create strategies – with attention to physical arrangement,
             affective environment, lesson strategies and “housekeeping
             duties” for maximizing teaching/learning effectiveness.
         F. Provide theoretically sound and practically reasonable guidance
             in classroom behavior management problem-solving.
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    VIII.     Outline of Course Content
No.             Date                        What’s Happening in Class            Assignments for Next Class
  1           8/21/06             - Introductions, requirements, expectations.   Read Text Chap 1.
                                  - Go over handouts (Basics of R/P, Premack,    Homework #1.
                                     Hawthorne, Setting Events)                  Study for quiz (hand outs)
                                  - Review requirements: Behavior Man.
                                     Handbook, Self-Management Project
  2           8/28/06             I. An Advanced Organizer                       Read Chaps 2-3
                                  - Quiz on handouts                             Homework #2
                                  - Review reading assignment, homework
                                  - Begin work on self-management project
  3            9/4/06             LRD                                            Same As Above
  4           9/11/06             II. Fostering Cooperation and Preventing       Read Chaps 4-5
                                  Discipline Problems                            Homework #3
                                  - Review reading assignment, homework
                                   - Commit to Self-Management Project
                                        (Complete in class).
  5           9/18/06             II. Fostering Cooperation and Preventing       Read Chaps 6-7
                                  Discipline Problems (Cont)                     Homework #4
                                  - Review reading assignment, homework
                                  - Videotape (When the Chips are Down)
  6           9/25/06             III. Motivating Students to Engage in          Read Chaps 8-11
                                  Learning Activities                            Homework #5
                                  - Turn in Self-Management Projects
                                  - Review reading assignment, homework
                                  - Commit to Classroom Mgmt Project
  7           10/2/06             IV. Confronting and Solving Discipline         Read Chap 12
                                      Problems                                   Work on Classroom
                                  - Review reading assignment, homework          Behavior Man. Project
  8            10/9/06            LRD                                            Same As Above
  9           10/16/06            V. Making Classroom Management                 Work on Projects
                                     Strategies Work for You                     Study for Exam
                                  - Review reading assignment, homework          Study Hand Outs
                                  Guest Speaker?
 10           10/23/06            Support Team Meetings, RTI                     Work on Projects
                                                                                 Study for Exam
                                  Guest Speaker?                                 Study Hand Outs
 11           10/30/06            IDEA (FBA, IEP) Section 504                    Work on Projects
                                                                                 Study for Exam
 12           11/6/06             Manifestation Meetings – Video Tape?           Work on Projects
                                  Final Exam In Class                            Study for Exam
 13           11/13/06            Classroom Project Due - Presentations          Catch Up – Assignments
 14           11/20/06            Make Up Day                                    Catch Up – Assignments
 15           11/27/06            Note Books Due                                 Catch Up – Assignments
 16            12/4/06            Make Up Class for Turning in                   Merry Christmas!
EDU 602 Dr. Effler – Fall, 2006
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IX. Text:

           Cangelosi, James S. (2004). Classroom Management Strategies:
              Gaining and Maintaining Students’ Cooperation (5th ed.): NY:

X.      Required Readings:


XI.     Requirements
        Note: Handouts outlining in detail the requirements of each particular
        assignment will be given to the class and questions will be answered
        before the assignment is begun.
        A. Homework – Homework assignments will be made with some
            frequency to encourage reading text assignments and facilitate
            mastering required material. Practice of Management Strategies
            in Class. Students will be encouraged to bring problematic
            situations to class (students or other individuals who’s behavior
            needs to be managed) towards the end of the class gaining practice
            in developing behavior management strategies. Anonymity of
            any real person(s) discussed must be maintained during class
            discussions and presentations.
        B. Classroom Management Handbook
            This project will require the student to develop a brief manual that
            they may use in their practice as an actual/potential practitioner in
            the school/clinical environment.
        C. Behavior Management Projects
            1. Self-Management Project (Individual)
            Student will identify a personal behavior management goal,
            utilizing skills learned in this course to identify, plot a baseline,
            develop an intervention(s), plot progress, and modify as needed.
            2. Classroom Management Project (Groups) (Note: This will
            be a Live Text Assignment)
            Small groups of students will identify a real classroom situation
            where a class-wide behavior modification project is needed. The
            group will work together to define the objectives, develop, and
            implement a plan, monitoring and modifying as needed. This
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           project will be reviewed at the end of the semester as a group
        D. Class Presentation of Classroom Management Project (C-2,
        E. Final Exam
           A comprehensive, take-home exam will test knowledge of and
           your ability to apply skills learned in this class. Material covered
           will include text, handouts, and videotape viewed in class. (Note:
           This will be a Live Text Assignment)

XII. Grading
     Your course grade will be determined primarily by your performance
     requirements B-E. Homework will generally not be critically graded,
     but all homework must be completed and turned in to ensure a good
     grade. Attendance and classroom participation may
     be considered in determining your grade in borderline situations. It
     will be to your advantage to notify the instructor when you must be
     absent from a class or let me know after you have missed. While
     many students will have to miss an occasional class, letting me
     know why you will miss/have missed a class communicates
     your continuing interest in your performance in this course. When a
     student misses a class, they are responsible for making up
     assignments and getting materials passed on that day. Virtually all
     materials passed out in class will be published on my web page, and
     I will not always have extra copies of handouts with me on days after
     they were originally passed out.

XIII. Plagiarism/Certification of Authorship
        Plagiarism is the presentation of someone else’s words or ideas as
one’s own (See APA Manual, pp. 349-350). One of the most common forms
of several phrases, sentences, or ideas in a paragraph with only one citation
at the end of the paragraph resulting in confusion between the cited content
and the researcher’s own words or ideas. Another common form is the
practice of substituting words or phrases while the retaining the original
author’s form and structure.

       Plagiarism in any form is one of the most egregious violations of
professional ethics an author can commit. Submission of plagiarized
material, even by accident or ignorance, is a severe infraction of the
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professional ethical code and can result in expulsion from the program. To
avoid plagiarism:
     = Cite sources within the text for all phrases or ideas that are quoted or
     = Cite sources within the text in the format delineated in the APA
        Manual, pp. 207-214.

      Certification of Authorship. I certify that I am the author of this paper
      and that any assistance I received in its preparation is fully
      acknowledged and disclosed in this paper. I have also cited any sources
      from which I used data, ideas, or words, either quoted directly or
      paraphrased. I also certify that this paper was prepared by me
      specifically for this course. I understand that falsification of
      information will affect my status as a graduate student.

XIV. Date of Revision: 8/26/06.

*Changes to this syllabus are possible to accommodate unforeseen

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