SYLLABUS EDG 6931 - Three hours credit

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SYLLABUS EDG 6931 - Three hours credit Powered By Docstoc
					                                                     College of Education
                                                Learn. Lead. Inspire. Transform.


                                      EDE 6506 Classroom Management, School
                                     Safety, Ethics, Law and Elementary Methods

        Contact Person: Dr. Stephen Rushton              srushton@sar.usf.edu

        TEXT: 1) Jones, Fred. (2000). Tools for Teaching. Fredrick H. Jones & Associates, Inc.
         Palmer, J. Palmer. (1998).
         2) Gift Differing: Understanding Personality Type: Isabel Briggs Myers.
         3) Selected Readings: Package at the bookstore.

                                                  COURSE DESCRIPTION

This course is designed to broaden your understanding of various teaching methods required to teach effectively in
today‟s expanding schools. Specifically, we will explore various philosophical and educational beliefs regarding child-development,
teaching, and effective classroom management. Individually, you will begin to analyze and understand your
own belief systems and how these may impact the child.


                                                  COURSE OBJECTIVES

This three-credit course will afford you the opportunity to develop knowledge and skills in the following areas:

            The pre-service teacher will become familiar with current teaching practices and will begin to develop a
            philosophy of education based upon these existing practices.
            The pre-service teacher will be exposed to a variety of classroom management styles including
            cooperative learning, learning centers, individualized instruction, thematic units, and the use of positive
            reinforcement.
            The pre-service teachers will become aware of their own cultural and individual perceptions and how
            these perceptions may impact the culturally diverse pupils in today‟s schools.
            The pre-service teacher will become familiar with national, state and local educational objectives and
            will develop age appropriate unit and lesson plans based on such objectives.
            The pre-service teacher will experience first hand, a classroom environment and will assess their
            strengths and weakness as a future teacher.
Critical Tasks: Assignments designated as Critical Tasks must receive a passing grade in order to pass the course. If you turn
in an assignment that receives an unsatisfactory grade, you will be required to redo the assignment. Your initial grade on the
assignment will be used to compute your final grade for the course. The Critical Tasks(s) for this course is(are):

TaskStream is a web-based electronic portfolio required of all students in College of Education (COE) programs. TaskStream
enables students to build media-rich online portfolios showcasing learning achievements, which can be shared with peers,
instructors, parents, and employers. Further, it provides a way to submit documents, called Critical Tasks, to instructors for
feedback and assessment. The COE uses these assessments to evaluate candidate progress toward meeting standards set by the
Florida Department of Education, by the faculty, and by professional organizations. Further, the COE analyzes data from the
assessments and uses the data for program planning in order to ensure continuous improvement.

Once your assignment is in your portfolio, it will be assessed using a rubric. You must earn a score of “3” or better on the
critical task.

Essential Assignments: These are assignments that have been aligned with one or more FLDOE curriculum requirements, i.e.,
ESOL standards, Reading Competencies, or Florida Teacher Competencies/Skills.

USFSM Policies

A. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account. Students receive
   official USF correspondence and Blackboard course information via that address.

B. Academic Dishonesty: The University considers any form of plagiarism or cheating on exams, projects, or papers to be
   unacceptable behavior. Please be sure to review the university’s policy in the catalog, USFSM Undergraduate Catalog or
   USFSM Graduate Catalog and the USF Student Code of Conduct.
      Detection of Plagiarism

        http://www.cte.usf.edu/plagiarism/plag.html The University of South Florida has an account with an automated
        plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I
        reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit
        assignments to SafeAssignment. Assignments are compared automatically with a huge database of journal articles, web
        articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was
        plagiarized. For more information, go to http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.

C. Academic Disruption: The University does not tolerate behavior that disrupts the learning process. The policy for
   addressing academic disruption is included with Academic Dishonesty in the catalog: USFSM Undergraduate Catalog or
   USFSM Graduate Catalog and the USF Student Code of Conduct.


D. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During
   this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to:
   Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to
   monitor Blackboard site for each class for course specific communication, and the main USFSM and College websites,
   emails, and MoBull messages for important general information. The USF hotline at 1 (800) 992-4231 is updated with pre-
   recorded information during an emergency. See the Safety Preparedness Website for further information.


E. Disabilities Accommodation: Students are responsible for registering with the Office of Students with Disabilities
   Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office
   (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each
   instructor with a copy of the official Memo of Accommodation. Contact Information: Pat Lakey, Coordinator, 941-359-
   4714, plakey@sar.usf.edu, www.sarasota.usf.edu/Students/Disability/
F. Fire Alarm Instructions: At the beginning of each semester please note the emergency exit maps posted in each
   classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in
   case the building needs to be evacuated. See Emergency Evacuation Procedures.


G. Religious Observances: USFSM recognizes the right of students and faculty to observe major religious holidays.
   Students who anticipate the necessity of being absent from class for a major religious observance must provide notice of
   the date(s) to the instructor, in writing, by the second week of classes. Instructors canceling class for a religious
   observance should have this stated in the syllabus with an appropriate alternative assignment.




                                               COURSE REQUIREMENTS

     Please note: Any assignment that is past due will result in a loss of a point per day until we come to an
               agreement as to why the assignment is late and a plan of action is put into place.
I. Attendance/participation: (10 pts)
         Much of your learning will require active participation, a willingness to explore new ideas and
         cooperative interaction with classmates. Please be on time, professional in your conduct at all times,
         and ready to learn.
         Unless you first inform the instructor as to why you are unable to attend class all absences will be
         considered unexcused and will affect the final grade.
                Due to the experiential nature of this course it is very important that you attend all lectures. Any
                absence (unless required for medical reasons with a note) will result in a 5 point drop. Two
                absences will result in a 10 point loss and will require conversation with the instructor and
                possible rescheduling of the course to suit your academic needs.
                Professional active participation is very important. Although a subjective call on my part, I will
                be looking for a willingness to explore new ideas, an openness in communicating these ideas,
                and an ability to interact with myself, fellow students and other professionals in the field.
                Before the first attended class you will design a letter, as though writing to the parents of
                your first class, outlining who you are, what your hobbies are and what you hope to
                achieve during the semester. Place a recent picture of you and send to blackboard. You can
                complete this in Powerpoint if that is easier for you too. Due date, first week of school.

                              Rubric for Attendance and Participation – 10 points
                    7-10                            5-7                           3-5
       Weekly contribution is          Weekly contribution is      Weekly contributions are lacking.
       provided in a professional      provided in professional    Student appears to be disengaged
       manner via interactions with    manner via interactions     with the content of the classroom
       other students and the          with other students and the discussions.
       professor.                      professor.

       Student demonstrates              Student demonstrates care     Unprofessional conduct is noticed
       thoughtfulness with fellow        to other classmates, yet,     during class discussions and
       students and is encouraging of    lacks a level of              other‟s „point of views‟ are not
       other‟s ideas and opinions.       encouragement with            honored.
                                         regards to fellow student‟s
       Student demonstrates              ideas and opinions.
       knowledge of text by                                            Assignments are missing and
       connecting information           Student‟s weekly               conversation with professor takes
       gleamed from the text to their   assignments are incomplete     place after the due date has
       personal and professional life.  and lack a level of            transpired.
                                        thoughtfulness during
       Each week students engage in reflective circles.            Is often late for class and does not
       the Reflective Circle Role and                               provide an explanation.
       contributes in a productive and A lack of professional
       creative manner.                 conduct is noticed.        Reflective readings are incomplete.
       Letter is sent the first week of Conversation with the      Letter is completed the second
       classes                          professor is required.      week of classes
II.   Cooperative learning activity: (5 points) – Essential Assignment
         Cooperative learning comes in many forms. Cooperative learning activities can vary widely in terms of
         composition and how self directed they are designed to be. An activity can range from simply having
         the pupils trying to solve a particular problem once a week to building an entire curriculum centered
         on four or five pupils who are focused on a unifying theme through-out the year. This assignment is
         designed to familiarize you with the literature, practices and purposes of cooperative learning
         activities.
                   Each student will be responsible for implementing a five - ten minute fun cooperative learning
                  activity based on a Kagan cooperative learning structure. Directions for each game/strategy are
                  to be typed on a single sheet, outlining its purpose, the resources used, materials, and age level.
                  Photocopies need to be made for each student and distributed the day of the game.
                  See rubric for grading scheme.

                                     Rubric for Cooperative Learning Game

                         5                                   4                                  3
       Presenter‟s voices are clear,         Presenter‟s voices are clear,       Presenter‟s voices are clear,
       articulate, and use variation in      articulate and use variation in     articulate and use variation in
       tone, pitch and quality.              tone, pitch and quality.            tone, pitch and quality.

       Presenters provide a photocopy of     Presenters provide a photocopy      Presentation is interesting and
       the directions and citing source      of the directions and citing        valuable. You are able to see
       from which game/activity was          source from which                   how you would use this
       found and uploaded onto               game/activity was found.            activity in your own
       Blackboard (under Discussion).                                            classroom.
                                             Handout is typed, on a single
       Handout is typed, on a single         sheet, outlining its purpose, the   Hand out is typed, on a single
       sheet, outlining its purpose, the     resources used, materials, and      sheet outlining its purpose,
       resources used, materials, and age    age level.                          the resources used, materials,
       level.                                                                    and age level.
                                             Presentation is interesting and
       Presentation is interesting,          valuable. You are able to see       Presentation is quick, simple
       captivating and highly valuable.      how you would use this activity     and lacks sufficient
       You are able to see how you           in your own classroom.              excitement.
       would use this activity in your
       own classroom.                       The activity lacks a certain level   Presenter is lacking a level of
                                            of excitement….and could be          enthusiasm and or creativity.
       The activity is stimulating, thought interpreted as, “it‟s just an
       provoking and easy to implement. activity”.                               The activity is simply just
                                                                                 that, an activity.
       Presentation has a unique and has     Something is lacking in either
       a highly creative element.            the disposition of the
                                             presenter(s) or in the techniques
       An excellent blend of disposition     used to keep everyone
       and technique is used to keep         interested.
       everyone interested.
III.   Reflective Round Robin Circles and Summary of Readings (15 points).
          Research supports positive teaching skills and content. During this course you will be exposed to
          several researched based articles that will help you better understand the types of research
          professional educators engage with the hopes to support teachers in the field.
           PART A: (5 points)
                  During the course of the semester we will have a 15 - 20 minute group discussion relating to the
                  readings (Reflective Round-Robin Circles). Each person in the group will be assigned a
                  different weekly role (Discussion Director, Illustrator, Connector, and Summarizer). You will
                  rotate through the roles from week to week, and will discuss the readings from that particular
                  perspective. Roles will be outlined during the first week or two of classes and will be posted on
                  Blackboard. The summarizer will post the group‟s discussion within 48 hours of class to
                  Blackboard.
            PART B: (10 points)
                  I will assign each person in your group a particular article for you to read and to summarize.
                  On two assigned dates, please have notes on hand to discuss your readings. We will use a Kagan
                  structure (Jig-saw) for this assignment as we reflect on brain-based learning and the Myers-
                  Briggs.
                  Write a synopses of one of the articles (approximately 1 page).
                   o Outline the articles strengths and weakness in terms of content and knowledge (1 page).
                   o Discuss how you think the information is relevant to your career as future educators; (1
                       page), and;
                   o Finally, discuss how you plan to implement some of the strategies outlined in the article
                       into your own practices. (1-2 pages, for a total of 4 – 5 pages).

                                   Rubric for Summary of Article – 10 points
                  8-10                                  6-8                                  5-7
Synopses of the article demonstrates Synopses of article demonstrates a    Synopses of article demonstrates
a personal understanding of the       basic understanding of the           only the very basic understanding of
information. A clear understanding    information. Many direct quotes fill the article and in fact, may have
of the main points are evident.       the pages. Several main points of    missed several major points.
                                      discussion are missing from the
Your summary critically examines      article.                             Few, if any, strengths and weakness
the strengths and weakness of the                                          are outlined.
article in a manner that is           Your summary outlines one or two
professional and articulate.          strengths and weakness of the        One or two strategies are listed, but
                                      article.                             not well formed.
It is important to hear what your
opinions are. How is the information You don‟t articulate the various      Paper is poorly typed or
relevant in terms of you becoming a strategies that you may be using       handwritten, spelling errors may
teacher? What might you be doing      from this article in your own        occur.
differently? What strategies might    classroom teaching.
you employ as a teacher or in your
day to day teaching?                  Paper has numerous spelling errors
                                      and has a variety of grammatical
Paper is well written (typed on every issues (run on sentences, incomplete
other line) clear of spelling and     thoughts etc.)
grammatical errors.
IV   Lesson Plan: (15 points) – Essential Assignment
        Although spontaneous teaching can be excellent, most good teaching requires thoughtful planning.
        Organized lesson plans and long-range unit plans are the trademarks of an excellent teacher. This
        assignment will help you to develop your lesson plans.
               Organize a lesson plan outlining a lesson related to how the brain functions that you would like
               to teach. (If you are having difficulty finding a lesson on the brain you can expand your search
               to include the senses or the human body). Prepare all materials to teach a mini version of your
               lesson to both a small group of peers and possibly to a group of children.
               Follow the model provided in class (Posted on Blackboard)
               The lesson plan must be typed and demonstrate a professional quality.
               See rubric for grading scheme.
                                     Rubric for Lesson Plan – 10 points

                  12-15                               10-12                                  8-9

     Lesson follows the model           Lesson follows the model             Lesson is typed and professional
     provided in the package            provided in class                    looking (i.e. bold, italic, and sub
                                                                             headings are easily identifiable)
     Lesson is typed and                Lesson is typed and
     professional looking (i.e. bold,   professional looking (i.e. bold,     Long range objectives are
     italic, and sub headings are       italic, and sub headings are        connected to the Sunshine State
     easily identifiable.)              easily identifiable)                Guidelines and Student Outcomes
                                                                            are connected to local curriculum
     Directions are clear and easy      Directions are clear and easy to    guidelines
     to follow.                         follow.
                                                                            Several subheadings are missing.
     Long Range Objectives are          Long range objectives are
     connected to Sunshine State        connected to Sunshine State         Lesson is poorly written.
     Guidelines and Student             Guidelines and Student.
                                                                             Timing is not evident.
     Outcomes are connected to          Outcomes are connected to local
     local curriculum guidelines        curriculum guidelines                Lesson lacks creativity and is not
                                                                             Age appropriate.
     Thoughtfulness and clarity of      One or two subheadings are
     expression are evident.            missing.

     Both teacher and student           Both teacher and student activity
     activity are clearly outlined      are clearly outlined and are
     and are sequential in nature.      sequential in nature.

     Grammar and punctuation are
     in order.                          Poor use of grammar.

     Lesson demonstrates evidence       Lesson is uninspiring
     of creativity and originality.
                                        Time frame is not present.
     All subheadings are clearly
     delineated and are complete.

     Time fame of lesson is shown.
V   Thematic Unit: (25 points) – Essential Assignment
     Science and social studies provide excellent vehicles for integrating subjects. Many thematic units (i.e.
     pollution, science/technology, electricity) can be especially exciting when organized into a theme for
     children. Extra motivation for learning may come when pupils are empowered to make decisions regarding
     the topic. Moreover, thematic units in science and social studies allow for the infusion of multicultural
     issues.

     For this assignment choose a relevant topic in science that you will be able to implement sometime during
         next year and design a fully integrated thematic unit. USE HEADINGS FOR THE FOLLOWING:
          1. Begin with be a personal educational philosophy statement.
                      Describe your beliefs about how children best learn, and
                      Your role as a teacher and learning in general (1 page total).
          2. Next, write an introduction (general overview of the theme) to your topic including:
                      A rationale (how and why this fits into your curriculum);
                      Three unit goals for each intelligence, for a total of 18 standards. These are long term,
                      global standards, often taken from the county or state standards; and finally,
                      Create a web outlining the intelligences and the names for each activity.
         3. Thirdly, create a table, a chart, or a graph with the following headings:
             I)      INTELLIGENCE: Choose six of Gardner‟s Multiple Intelligences or six vastly different
                     Myers-Briggs profiles.
             II)     STUDENT OBJECTIVES: Using either the Sunshine State Standards or the local county
                     standards, write an objective for each activity you will be creating (three for each of the 6
                     intelligences you choose, for a total of 18 objectives and activity).
                         The objectives need to be taken from the different content areas such as reading, writing,
                         social studies, physical education, visual arts, music etc. They can also come directly
                         from the counties web pages or from the Department of Education web page (see
                         Blackboard).
             III)    ACTIVITIES: Describe in detail the steps you want your students to follow in order to
                     complete your activity. Please write the activity in language of the age group you are
                     working with. Keep the instructions simple and from the student‟s perspective. With three
                     of the intelligences, I would like to see the three activities scaffolding upon the other
                     such that knowledge is transferred from the first activity to the last. All other activities
                     can be independent of each other.
             IV)     MATERIALS TECHNOLOGY & RESOURCES: List all materials needed in order to
                     complete the activity described above. List at least three – five children’s books for each
                     intelligence.
             V)      TEACHER ACTIVITY: Outline what you will be doing while the student is engaged in the
                     activity (teaching a mini-lesson to a small group of students, working individually,
                     monitoring the classroom, providing resources etc.)
             VI)     TIME FRAME (estimate the amount of time required to complete the activity.
             VII) ASSESSMENT. Create a child-centered rubric for one activity in each of the intelligences
                     for a total of six rubrics. These must be your own creations and are not to be copied from the
                     web. For the other activities suggest other forms of assessment that you will use to grade
                     the student‟s work (i.e. informal assessment, quiz, work handed in, grade with a peer, etc.)
             VIII) Lastly create a „Tracking Sheet‟ for your unit so that the student will be able to monitor what
                     activity they have completed in each intelligence. Make this student centered and attractive.
    With this planning complete, you will be required to display your activities in a fashion that is
    attractive, creative and fun for students to engage in.
                                                      Rubric for Thematic Unit
                  GUIDELINE                                                          GRADING

                                                               5                              4                            3
Attractability:

From the point of a child, how appealing is      The unit looks outstanding.      Solid effort put forth.      Appealing, but not
this unit? Do you think the unit would           Students would be highly         Clear sense of appeal.       stunning.
attract students simply by its looks? Does it    impressed with this unit and     Student would be             Good display of
have a natural appeal that intuitively feels     eager to engage with it          impressed with the unit      activities.
good? Would you want to come and                 Obvious effort and care was      on visual looks alone.       Looks like it could use
explore this unit when you walked into the       put into developing this unit                                 a little improvement.
room?                                            The theme is evident and
                                                 connected to the activities.
                                                 The unit and activities have a
                                                 natural appeal to them.
Activity cards:                                  Directions are clear, concise    Directions are clear and     Directions require some
                                                 and easy to follow. When         concise.                     effort in reading in
Students are able to understand the various      engaged with the activity        Directions are relatively    order to understand.
activity cards and their categories. Cards are   the student does not get         easy to read and             Several reads are
creatively designed and appealing to use.        confused or lost? Activities     understand.                  required.
When reading the directions the student is       cover at least five content      Requires some re-reads       Directions may be
able to follow the natural progression of the    areas and demonstrate a          to understand.               confusing at first.
activity to its conclusion.                      working knowledge of             Curriculum knowledge         Relationship to the
                                                 curriculum.                      is blurred and not           curriculum is
                                                                                  always connected to the      confusing.
                                                                                  activity.
Multiple Intelligence and Content area are       An even distribution of          Evidence of the              Several areas of the M.I
connected:                                       questions are dispersed          multiple intelligence is     are not present.
                                                 through-out the unit.            evident. Activities are      Questions are easy and
Are the questions clear and understandable?      Evidence of understanding of     outlined and connected       not necessarily
Is there evidence of each of the different       the multiple intelligence is     to the curriculum.           connected to the
Gardener‟s Multiple Intelligences, and, is       demonstrated by the              Activities are simple        curriculum.
the content areas identified? Do the             activities. Six intelligences    and not as engaging as
questions make sense and do they fit the         are covered in the unit and      could be.
curriculum. Is there a reasonable number of      the connection is made to the
each category present?                           curriculum content.
                                                 Information is presented
                                                 logically and accurately.

Creativity:                                      The unit is intricate.           The unit is fairly           The unit is simple.
                                                 The unit has a natural flow in   original, or at least, has   Children would engage
How creative is the design of this unit?         its design that makes you        been adapted in a            in it but not necessarily
Does the unit have several components to it      want to engage with it.          unique manner.               have a great draw to
that are appealing, practical, unique, and       The unit has an intuitive flow   Has a good “flow”            continue interacting
child centered?                                  and appeal to it.                Students would enjoy         with it over time.
                                                 The unit is original and         playing this unit
                                                 creative.                        because it is different
                                                 Student would thoroughly         and unusual.
                                                 enjoy this unit.
Graph                                            All areas are presented.         Most subheadings are         Several areas are
                                                 Written thematic unit is easy    presented with one or        lacking.
Each of the subheadings are clearly outlined     to read, clearly tabbed for      two missing. Material is     Content is difficult to
and information is presented in a clear          each item, attractively          presented in an              follow and unattractive
manner. Rubrics, tracking sheet, philosophy      presented and easy to follow     appealing manner and         in it‟s appeal.
statement, curriculum objectives, and other      through. Philosophy              each item can be readily     Clear evidence of
items as outlined in the syllabus are all        statement, student objectives,   found. Some areas are        thought and planning is
present.                                         unit goals, project goals, and   missing and not              demonstrated.
                                                 time frames are all present.     presented in a manner
                                                 Evidence of thoughtfulness       that is easy to follow.
                                                 and planning are evident.
VI Practical Classroom Experience. (15 Points) – Essential Assignment
      Educators have known for some time that we remember 10 percent of what we hear, 15 percent of what we
      see, 20 percent of what we see and hear, 40 percent of what we discuss, 80 percent of what we experience
      directly or practice doing, and 90 percent of what we attempt to teach others. With this in mind, you will be
      required to spend nine hours in a classroom setting.

       During the course of the semester you will make contact with a school (your choice of location and grade)
       and spend no less than 9 hours visiting the students (you may double dip if another course is requiring
       school visitation). I encourage you to read to a small group of students, teach your lesson that you created
       for this class, and become as active as possible during this period. Attached is a letter from me to help
       clarify any issues you may have. I also have a few schools of choice that may help you if you do not know
       of any teachers or schools that you would like to visit.

       On the due date hand in: a log of your time spent there (every 15 minutes) and a narrative to the
       following questions:
              USE HEADERS TO ANSWER THE FOLLOWING QUESTIONS
              1) Classroom Management:
                            What forms of classroom management tools did you notice? Compare and contrast
                            these to what you have experienced in our texts and in our own class.
                            Describe the classroom management plan being used.
                            Notice what forms of classroom management tools are used. What procedures and
                            routines do the teachers use – i.e. how do the student‟s line up to go to specials, what
                            movement is allowed in the classroom? What positive reinforcement and awards are
                            used? What happens when a student is miss-behaving? Or, is behaving very well?

              2) School Safety:
                            Inquire about the school safety protocols and discuss one in detail.
                            Describe in detail how the teachers transition their classrooms from one location to
                            another outside of the classroom?


              3) Ethics:
                             Obtain the Code of Ethics either from your school site or from the DOE web site.
                             Read through each of the various components and write a one page reflection as to
                             why this is a necessary document for educators.

              4) Law:
                             Read the Top 10 Legal Issues for K-8 principals: A 25 year retrospective from your
                             package. Discuss with your teacher any three areas that you are interested in and see
                             what protocols are in place.

              5) Instructional Methods:
                             How is the learning environment designed? What material and supplies are available
                             to the children and how do they gain access to them? Who cleans up? Are the desks
                             in rows or in Cooperative Learning groups?
                              Notice the visual displays around the room. Are they developed by the students or
                             commercially bought? Is the children‟s work displayed? How does this inform you
                             of the teachers teaching philosophy.

              Write a 4-5 page narrative with the above headings outlining your learning from the visitations.
VIII Classroom Management Plan (15 points) – Essential Assignment

      Planning is the essence of good teaching. This course is designed to give you a fundamental understanding
      of how to create a learning environment that is conducive to good teaching. Parent communication,
      procedures and routines, rewards structures, and various tools for teaching will be explored throughout
      the course in order for you to be able to articulate a classroom management plan that best supports you
      and your future students.

             1) Write an overview of what a teacher does to prepare for the new school year.
             2) Draw a schematic diagram of the classroom indicating where your main learning areas will take
             place; consider where your centers are to be located, student desk arrangements, reading lofts,
             computers, etc. (in essence, create your ideal classroom).
             3) Write a “Welcome to the School Year letter” for your parents (be personal as well as
             informative)
             4) Describe the procedures and routines for the following: transition from desk to carpet, line-ups,
             bathroom breaks, lunch, after school buses line ups, agreements/rules and expectations,
             consequences when agreements/rules are not followed, motivational strategies, samples of parent
             communication, and a weekly newsletter.

             A handout will be provided in class covering the various routines and procedures that need to be
             covered and time allotted in class to work on this assignment will be given. Particular attention
             should be paid to any management strategies that reflect legal and ethical considerations and
             indicate sensitivity to cultural and linguistic differences.
                                           COURSE EVALUATION


EDE 6506 is a three credit course for which you will receive a final letter grade of A-F. Please note that a passing
                            grade of C or higher is necessary to remain in the program.


                    The following percentages and criteria outline the grading for this course:

                POINTS                  CRITERIA                              DUE DATE
                  10                    Attendance                             On going
                                 Letter to be uploaded the                     January
                                 first week of classes with
                                 picture. Write as though I
                                 were a child in your class
                    5              Cooperative Learning                    Beginning Jan. 29th
                                          Activity
                   15             Reflective Round Robin                 Check Schedule 16th
                                  Circles and Summary of
                                          Readings
                   15                   Lesson plan                        Jan. 22nd and 27th
                   25           Learning centers/thematic                      March 20th
                                            unit
                   15             Practicum experience                         April 16th
                                        reflections
                   15          Classroom Management Plan                       April 23rd.


                  100           Total points for this section

                                              GRADING SCALE:

                                    A+                   98 – 100 - 4.00
                                    A                    94 – 97 - 4.00
                                    A-                   93      - 3.67
                                    B+                   90 – 92 - 3.33
                                    B                    87-89    - 3.00
                                    B-                   86       - 2.67
                                    C+                   84-85    - 2.33
                                    C                    79- 83 - 2.00
                                    D                    70-77    - 1.00
                                     F                      Below 70

				
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posted:9/17/2011
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