EDS 303 CLASSROOM MANAGEMENT 

COURSE OUTLINE 

Dr. Ali Yıldırım

210-4027, aliy@metu.edu.tr

Overview

This course aims to improve participants' understanding of the concepts of classroom management and discipline and develop skills in establishing and maintaining an environment for learning in the classroom setting.  The main purposes are to:

1. increase understanding of the classroom context from physical, social, psychological and cognitive perspectives,

2. develop awareness of the variety of approaches to classroom management and discipline,

3. survey issues on classroom management and discipline and help students develop a more critical perspective to classroom management styles of teachers,

4. help students develop strategies in establishing and maintaining an environment for learning,

5. improve skills in managing time, seatwork, groupwork, recitations and discussions,

 The focus of the course is on developing participants' practical skills in various dimensions of classroom dimensions. 

Course Requirements

1. Regular attendance is required in this course.  Participation in classroom discussion based on readings, experience and reflection  (10%)

2. Portfolio  (%40). There will be weekly journals to be written based on the readings.  Their due dates are mentioned below under the class schedule.  Class discussions will take place on these journals, and they will be part of the portfolio students will be putting together this semester.  The portfolio will also contain additional work to be assigned by the instructor during the semester.  A self evaluation (2-3 pages) assessing self-performance in the course, and potential strengths and weaknesses as a classroom manager will also be included in the portfolios.  The portfolios will be handed to the instructor toward the end of the semester (exact date to be specified later) for overall assessment.

3. Midterm  (20%) on basic concepts and principles

4. Final  (30%) to assess overall competence in understanding significant aspects of classroom management

Required Textbooks and Readings

Carol S. Weinstein. (1996). Secondary Classroom Management: Lessons From Research and Practice, New York: McGraw Hill. (on reserve)

Larry Koenig. (1995).  Smart Discipline in Classroom: Respect and Cooperation Restored. Thousand Oaks, CA: Corwin Press. (on reserve)

Gene Stanford (1977). Developing Effective Classroom Groups: A Practical Guide for Teachers. New York: Hart.

Paul Burden (1995). Classroom Management and Discipline: Methods to Facilitate Cooperation and Instruction. White Plains, NY: Longman. (on reserve)

Schedule of Class Meetings

1. Introduction: Goals of the Course

Assignment 1: Library Search on Classroom Management Concepts (Provide bibliography):  Classroom Management, Discipline, Teaching Rules and Procedures, Misbehavior (Mild, Moderate and Severe), Off-Task Behavior, Order, Law of Least Intervention, Relationship Between Learning and Order, Classroom Context, Motivation

2. Basic Concepts in Classroom Management

Assignment 2: Reflective Journal on Classroom Environment

3. Classroom Environment (cover also Koenig, Ch 1 and Burden p. 22, 24)

Assignment 3: Reflective Journal on Designing Physical Environment

4. Designing the Physical Environment (cover also Burden p. 93-100)

Assignment 4: Reflective Journal on Developing and Teaching Rules and Routines

5. Developing and Teaching Rules and Routines (cover also Koenig Ch 4 and Burden p 12)

Assignment 5: Reflective Journal on Gaining Students' Cooperation

Assignment 6: Developing Rules and Routines with Justification

6. Gaining Students' Cooperation (cover also Koenig Ch 4)

Assignment 7: Reflective Journal on Protecting and Restoring Order

Assignment 8: Strategies for Gaining Students’ Cooperation

7. Protecting and Restoring Order I (cover also Koenig Ch 2,3 and Burden p 27-29)

Assignment 9: Reflective Journal on Discipline Strategies (Koenig Ch 5)

8. Protecting and Restoring Order II (Koenig Ch 5)

Assignment 10: Reflective Journal on Discipline Strategies (Koenig Ch 6,7)

Assignment 11: Analysis of a problem incident in the classroom real or hypothetical)

9. Protecting and Restoring Order III (Koenig Ch 6,7)

Assignment 12: Reflective Journal on Managing Time

10. Midterm

11. Managing Time

Assignment 13: Reflective Journal on Managing Seatwork and Groupwork

12. Managing Seatwork and Groupwork

Assignment 14: Reflective Journal on Managing Recitations and Discussions

13. Managing Recitations and Discussions

14. Beyond the Classroom Environment

       Wrap up

References

Arends, R.I. (1997). Classroom Instruction and Management. New York: McGraw Hill.

Bradley, R.C. & Lane, P.S. (1996). Learning for Life: Creating Classrooms for Self-Directed Learning. Thousand Oaks,CA: Corwin Press.

Burden, P. (1996). Classroom Management and Discipline: Methods that Facilitate Cooperation and Instruction. New York: Longman.

Canfield, J. & Wells, H.C. (1976). 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents. Englewood Cliffs, NJ: Prentice Hall.

Cangelossi, J. (1993). Classroom Management Strategies: Gaining and Maintaining Students' Cooperation. New York: Longman.

Charles, C. M. (1996). Building Classroom Discipline. White Plains, NY: Longman. (on reserve)

Cooper, J.M. (1994). Classroom Teaching Skills. Lexington, MA: D.C. Heath and Company.

Cruickshank, D. Bainer, D. & Metcalf, K. (1995). The Act of Teaching. New York: McGraw Hill.

Curwin, R L. & Mendler, A. N. (1988). Discipline with Dignity. Alexandria, VA: ASCD.

deCharms, R. (1976). Enhancing Motivation: Change  in the Classroom. New York: Irvington.

DiGiulio, R. (1995). Positive Classroom Management: A Step by Step Guide. Thousand Oaks, CA: Corwin Press.

Donnelan, A.M. (1988). Progress Without Punishment:  Effective Approaches for Learners with Behavior Problems. New York: Teachers College Press.

Elmore, R. (1996). Restructuring in the Classroom: Teaching, Learning and School Organization. San Francisco: Jossey-Bass.

Hunter, M. (1990). Discipline That Develops Self-Discipline. Thousand Oaks, CA: Corwin Press.

Jones, V.F. & Jones, L.S. (1995). Comprehensive Classroom Management: Creating Positive Learning Environments for All Students. Boston: Allyn and Bacon. (on reserve)

Kameenui, E.J. & Darch, C.B. (1995). Instructional Classroom Management: A Proactive Approach to Behavior Management. New York: Longman.

Koenig, L. (1995).  Smart Discipline in Classroom: Respect and Cooperation Restored. Thousand Oaks, CA: Corwin Press. (on reserve)

Kowalski, T. J., Weaver, R.A., & Henson, K. T. (1994). Case Studies of Beginning Teachers.New York: Longman.

McCaslin, M. & Good, T.L: (1996). Listening in Classrooms. New York: Harper Collins.

O’Neill, H.F. & Drillings, M. (Eds.). (1994). Motivation: Theory and Research. Erlbaum Associates.

Parkay, F.W. & Stanford, B.H. (1995). Becoming a Teacher. Boston: Allyn and Bacon.

Raffini, J. P. (1996). 150 Ways to Increase Motivation in the Classroom. Boston: Allyn and Bacon.

Schmuck, R. A., & Schmuck, P.A. (1997). Group Processes in the Classroom (7^th ed.). Boston: McGraw Hill.

Silverman, R., Welty, W. M., & Lyon, S. (1996). Case Studies for Teacher Problem Solving (2^nd ed.). New York: McGraw Hill.

Spaulding, C. (1992). Motivation in the Classroom. New York: McGraw Hill.

Stanford, G. (1977). Developing Effective Classroom Groups: A Practical Guide for Teachers. New York: Hart.

Stipek, D.J. (1993). Motivation to Learn: From Theory to Practice. Boston: Allyn and Bacon.

Weinstein, C.S. (1993). Elementary Classroom Management: Lessons from Research and Practice. New York: McGraw Hill.

Weinstein, C.S. (1996). Secondary Classroom Management: Lessons from Research and Practice. New York: McGraw Hill. (on reserve)

Williams, P. A., Alley, R.D., & Henson, K.T (1999). Managing Secondary Classrooms: Principles and Strategies for Effective Classroom Management. Boston: Allyn and Bacon.

Wolfgang, C. (1995). Solving Discipline Problems: Methods and Models for Today's Teachers. Boston: Allyn and Bacon.

Zabel, R.H. & Zabel, M.K. (1996). Classroom Management in Context: Orchestrating Positive Learning Environments. Boston:  Houghton Mifflin. (on reserve)