Activities to Reflect on Classroom Management in Seventeen weeks
or course syllabus
Activities
- There are seven categories of activities. Each inside a box below.
- The first six are major activities and information for each is inside each box.
- The seventh is group activities which are described in more detail in the schedule where they are listed as weekly assignments.
- Review them to see how they are related to each other and to the decisions professional educators make.
- Sources are listed and linked for your convenience.
- If you have ideas on how to make the information more helpful throughout the semester and more importantly - your professional career, let me know.
Thanks.
Class text - Powell, Richard, R., McLaughlin, James, Savage, Tom, & Stanley Zehm. (2001). Classroom Management: Perspectives on the Social Curriculum. Merrill Prentice Hall: Upper Saddle River, New Jersey.
Focus activities are altered versions of the exercises in the book. I believe they capture the essence of those exercises. However, you may find more detailed information in the book exercises helpful.
Chapter 1
1.1 Describe a situation from your experiences that illustrates how a teacher did or could have moved beyond conventional instructional management by her or his understanding that schools have a social curriculum, which can be negotiated by the teachers who guide students' learning with culturally appropriate instruction.
1.2 Describe four issues related to diversity and learning in the classroom and explain the possible positive and negative effects for each.
Chapter 2
2.1 Describe the metaphors: manage, guide, and mediate. Explain how they are connected.
2.2 Use the ideas in the text and on the leadership chart to write policy (gurantee) statements you would include in your action plan. Include all five categories of leadership or explain any exclusion.
2.3 Explain how ideas of the ideal, formal, enacted, hidden, and null curriculum will impact your teacher's action plan’s beliefs (philosophies), policies, and procedures.
Chapter 3
3.1 Describe the relationship between labels and the way a school is structured and managed.
3.2
How do labels affect students?
3.3 Select a metaphor for a school. Write a procedure and expected outcome (see teacher action plan) that fits your metaphor.
Chapter 4
4.1 Create a procedure and expected outcomes for ideas included in chapter 4 to share in class and use in your Action Plan. Your focus for this chapter is on the classroom setting. Later after reading chapter 6, you will edit it to include additional steps as described in focus question 6.1.
4.2 Describe how you would resolve the case studies on page 81 & 87. Consider what additional information you would want to obtain. You will incorporate ideas from this in your verbal interaction activities, teacher action plan, and six step case study.
Chapter 5
5.1 Identify three serious conflicts that occur in schools and categorize them according to the following criteria: interpersonal, academic, cultural, and sociopolitical.
5.2
List preventative interactions to use for each problem and describe a probable effectiveness of those interventions (expected outcomes and rationale). Describe why the interventions are culturally relevant or how additional interventions might have been more culturally relevant for the three problems.
Chapter 6
6.1 Following up from chapter four. Review and edit your procedure to see if there is the inclusion of ideas that will facilitate students' successful implementation of your procedure within social situations outside of your classroom so students will utilize the procedure across different social settings and groups.
Chapter 7
7.1 How was Joanne’s story on page 145-146, in conflict with her first assignment? Consider causes from different points of view, alternative decisions, their consequences, and what may have caused both positive and negative alternative solutions.
7.3 What other myths would you add to the list on page 154-157?
Chapter 8, 9, & 10
8, 9, 10 Critique the school systems in each chapter by making a list of at least 10 items that contribute to a positive or negative vision. Label each item as positive or negative and why you believe they are. Generate ideas from all three schools.
10.1 Write a paragraph to describe your imagined utopian schooling experience and what from it would be used by its students to describe their quality world. Consider ideas on pages 256-257. Then describe procedures for how students from an impoverished negative school experience without your quality utopian world educational experiences could be acclimated into your school.
Chapter 11
11.1-11.6 Review information in this chapter and describe what you found that may help you with The Six Step Classroom Management Plan.
Chapter 12
Identify what information in this chapter you will include in your teacher action plan?
Evaluated by the quality of the following:
- Instructor approval of book if not on the approved list
- Bibliographic information so anyone reading the critique can find it easily in a library and online
- Chapter by chapter critique or at least 20 critiques of different ideas if there are more than 20 chapters.
- Critique being a description of an important idea(s) with a positive and negative rationale for each on how you would and wouldn't be a useful or good.
- Write an over all recommendation for book with rationale for your recommendation.
- Teacher Action Plan
- Evaluated by the quality of the information in the required categories
- Six Step Behavior Management Plan
- Evaluated by the quality of the information in each step
- Script based on a self limiting behavioral situation 1-28 between the teacher and student using a conversations to change behaviors with notes and verbal chane procedure chart. (50)
- Classroom situations 1-15 - related to philosophy, policy, and procedures (50)
- All evaluated by the quality of the information as to its possible success for all in a caring manner and the inclusion of required elements.
- SATC and TVI - 20 points
- Educational philosophy - 10 points
- Concerns and goals - 10 points
- 6 historical models - 10 points
- Label activity - fact sheet - 20 points & procedures - 20 points
- Classroom code of conduct or rules - 20 points
- Motivation policy and procedure - 20 points
- Demonstration of assigned conversational communication example - 10 points
- Other points as assigned in class. Left over points will be assigned based on participation. Attendance is necessary for participation and any unexcused absence will be a reduction of 10 points.
Total points = 800 Point to Grade Conversion table
Schedule
Week 1 -
- Introductions, pictures
- Review all assignments
- Quality | Thinking | Orientation to the class |
- Glaser Video 1 | Glasser's ideas on Choice Theory and Education |
- Ways Children say Adults Disrespect Them
- Educational philosophy Due __________
- Begin to compose your Concerns for teaching and student teaching related to behavior and management and use them to set your course goals .- What do want to achieve from this class? What are you able to contribute? Concerns and Course Goals Due __________
- Personal Inventory Teacher Variance (TVI) Due __________
- Survey of Attitudes Toward Children (SATC) Due __________
- Text book Focus Questions - box above
- Select book for Book Review - Book list
- Review Teacher Action Plan to work on all semester
- Review Six Step Behavior Management Plan for later in the semester
Week 2 -
- Chapter 1 discusssion questions 1.1 and 1.2
- Review documents at the following links:
- Ethics
- Definitions and fair-pair rule
- Causes of behavior
- Causes of behavior: historical models
Week 3 -
- Chapter 2 - leadership, class as a social environment, teaching metaphors, and curriculum: ideal, formal, hidden, enacted, and null.
- Book selected for book critique Due __________
- Leadership model and blank chart
- Classroom as a social environment
- | Legal issues | Ne abuse laws and suggestions for talking to ... | Ne laws on Bullying |
Week 4 -
- Six interpretations of Chris scenarios Due __________
Week 5 -
- Chapter 3 How cultural and personal labels influence teachers and students
- Labels research fact sheet Due __________
- We They Poem
- Social theory notes
- Ethical and moral theory notes
- Born good - babies and morality
- Henri Tajfel - experiments on in group and out group behavior Wikipedia
- Subliminal book in my professional educational book list
Week 6 -
- Chapter 4 - Classroom procedures and routines to promote responsibility and solve problem
- Code of conduct or class rules see options on classroom management directory
- List of classroom procedures
- Creating classroom procedures
- Procedures - videos, field trips, guest speakers
- Classroom meetings
- Classroom as a social curriculum and action plan
- Boy's Town notes
- Social skills
- Action plan
- Six step plan
Week 7 -
- Chapter 5 Conflict resolution in the social curriculum - diversity, productive, conflict resolution, self-control
- Conflict resolution, Scenarios: | After a fight? | Golfing part 1 - | Golfing part 2 | Softball | Aggression / Bullying
Week 8 -
- Chapter 6 Cooperation for conflict - strengths and weaknesses of metaphors, communication and cooperation
- Classroom situations 1-15 related to philosophy, policy, and procedures (30)
Mid term break
Week 9 -
- Chapter 7 Student behavior, contemporary influences, myths, negotiations and building relationships, bully, policies
- Create a script for a self limiting behavioral situation each person is responsible for one of the 28 roles as teacher. However, work in pairs so one person can be a teacher and the other a student when presenting the script. Use the information for conversations to change behaviors and the heuristic (30). Take time to review the different conversational interactions. All listed in one page.
Week 10 -
- Share self limiting behavior scripts, performance, and class response
- Book share
Week 11 -
- Motivation policy and procedure Due __________
- Share self limiting behavior scripts, performance, and class response
- Book share
Week 12 -
- Share self limiting behavior scripts, performance, and class response
- Book share
Week 13 -
- Chapter 8, 9, 10 Culture and local understanding
- Review outlines of philosophy and teacher action plan
Week 14 -
- Chapter 11 Action research
- Six Step Behavior Management Plan
Week 15 -
- Chapter 12 Personal theories, reflection, and action plan
- Work on Teacher Action Plan
- Teacher action plan due December 6
Week 16 -
- Set up for final class
Week 17 -
Final class -