College of Education, Teacher Education Division

TED 414: Secondary Classroom Management & Healthy Environments (3 units)

Summer 2016

Instructor: Dr. Jeff SappOffice: COE #1453

Phone: (310) 243-3721Office Hours: Tuesday/Thursday 4-5

Email:lass Meetings: Tuesday/Thursday 5-8:50

REQUIRED COURSE TEXTS

  • CSUDH Teacher Education Department Preliminary Credential Program Handbook,
  • Fay, J. & Funk, D. (1995). Teaching with love and logic.
  • Taskstream: A web-based toolset for demonstrating learning achievement.
  • Department of Education. Health framework for California schools: Kindergarten through grade twelve.
  • Additional materials are available on Blackboard.

UNIVERSITY AND DEPARTMENTAL EXPECTATIONS

University Statement Regarding the Americans with Disabilities Act: CSUDH adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with temporary and permanent disabilities. For students with a disability that may adversely affect their work in class, it is recommended that they register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly confidential. Note: no accommodation can be made until a student is registered with the DSS in WH180. For more information call 310/243-3660.

University Statement Regarding Academic Integrity and Plagiarism:The CSUDH booklet Student Rights and Responsibilities states that “...all academic work submitted by a student as his or her own should be in his or her own unique style, words, and form. When work is submitted that appears to be original, but actually is not, the student has committed plagiarism.” For this course, you are expected to submit an original instructional unit. You may incorporate materials and resources developed by other individuals, but be sure to cite the authors or developers of these materials and resources. Please refer to University Catalog for the full state of the university’s policies.

Mission Statement:We collaborate to design and implement rigorous and relevant programs, recruit, and support excellent candidates, develop interactive learning environments that foster student achievement and empowerment, pose critical questions, and engage in continuous improvement.

Vision Statement:The College of Education, in partnership with P-14 schools, prepares deeply knowledgeable education professionals who are passionate about helping all students reach their full potential, and who make urban schools the places where children, families, and teachers thrive.

Philosophy Statement:We recognize the wide range of perspectives, ideas, and deep-seated beliefs that exist within our own community. At the same time, we share core values that underlie our work with and for candidates.

Core Belief Statement: Developed by faculty and centered on key themes in educator preparation, these statements express the strong values that underlie our professional work and that have long been held in the College of Education. These beliefs define our work together even when it branches out into different projects and endeavors. Each theme and statement stems from a strong knowledge base that includes theories and research from each of the disciplines present in our school.

• Access: We believe that every child is entitled to caring, competent, and qualified teachers, administrators, and counselors every year.

• Responsive Pedagogy: We believe all students can learn when educators know them, have high expectations for them, and provide them with appropriate instruction and scaffolding.

• Reflection: We believe our academic programs and clinical preparation must integrate current research, significant theory, and public policy through reflective practices that result in continuous improvement.

• Growth: We believe that education professionals have an obligation to be a force for continual and positive growth for themselves, their students, their colleagues, and their communities. This gives purpose to our practice of continuous assessment and improvement.

• Collaboration: We believe that collaboration within and among all stakeholders and communities is integral to learning and to transforming schools.

COE Programs are Accredited by CAEP/NCATE and CTC (See SOE/CSUDH Website for detailed information)

REMINDER NOTE

TED Policy states that candidates must maintain a B average, with no grade lower than a C. A grade of Incomplete is given only in cases of documented grave emergencies.

COURSE TECHNOLOGY DEMANDS

One of the goals of the University is to provide the best customer service to our students. During the past few years the university has been working to refine and ensure that any e-mail system used by the University to communicate to students is secure and safe. As part of this process, Student E-mail is now the primary means of communicating to all CSUDH students used by the Offices of Admissions, Financial Aid, Records and Registration and Student Financial Services.

In addition, to successfully participate in this course, students must:

1. Demonstrate facility with Microsoft Office, including Word and PowerPoint (or other similar programs).

2. Regularly access their CSUDH email account.

3. Access course information and materials from CSUDH Blackboard.

4. Upload assignments to

5. Access additional materials on-line for in-class assignments.

6. Access and respond to on-line prompts and discussion.

7. Access and use a range of on-line programs (e.g. Dropbox, Flickr, Blogger, Wikispaces, etc.).

As students will need to access information available on Blackboard and other internet sources for classroom activities and it is important to bring a computer or mobile device with internet access to every class. Many—though not all—of these instructional materials are available on Blackboard and can be downloaded ahead of time (and printed out if they cannot be accessed in class).

COURSE DESCRIPTION

This course is designed to present the basics of classroom management, classroom discipline, and instructional strategies. It provides practical application of theoretical concepts. The course will utilize the theories and research found in the work of Canter, Glasser, Jones, Kounin and Skinner. Single subject credential candidates learn how to create a supportive healthy environment for secondary student learning. This is a traditional in-class course that meets for the full 12 weeks.

STUDENT LEARNING OUTCOMES

Through course assignments and activities, candidates will:

  1. Analyze research of theorists as it relates to maximizing student learning.
  2. Examine appropriate instructional methods for diverse students.
  3. Identify the importance of meaningful on-going reflective practice.
  4. Recognize the effects of classroom organization on student learning.
  5. Compare and contrast components of classroom management plans for promoting a positive social climate for learning for all students.
  6. Determine appropriate technological resources for management, communication, and lesson design to meet individual needs for all learners.
  7. Integrate health and wellness concerns into their single subject content area.
  8. Develop wellness activities that recognize the importance of a healthy classroom environment.
  9. Demonstrate knowledge of special issues confronting adolescents (depression, suicide, nutrition, physical activity, substance abuse, STDs, pregnancy, communicable and chronic disease, social isolation, etc.).

GRADING POLICY

Grades for this course are based upon assignments completed outside of class, as well as in classroom sessions. Assignments are due on the dates listed on the Class Schedule. No late work will be accepted.

Course Grading Scale: Grades are calculated using the following scale:

A 95% and aboveB-80-83%D+67-69%

A-90-94%C+77-79%D64-66%

B+87-89%C74-76%F63% or below

B84-86%C-70-73%

Assignments: Grades are based upon the following assignments:

Reading and Learning Logs10 points

Individual Behavior Management Plan20 points

Classroom Management Plan40 points

Health-Related Topic PowerPoint30 points

Total100 points

ATTENDANCE

Students are expected to attend all classes. In the case of an unavoidable absence, students are responsible for contacting the instructor and acquiring materials and information from other members of the class. Students will lose In-Class assignment points for each absence.

LATE ASSIGNMENTS

Assignments are due at on the dates listed on the Class Schedule. Electronic assignments must be posted to Blackboard by 3:30 of the due date. Physical assignments are due at the beginning of class period on the due date.

PUNCUALITY/LATENESS

As a courtesy to the instructor and members of the class, make every effort to arrive on time to class. If you arrive late, please enter the class quietly so as not to disturb others.

TREATMENT OF OTHERS

It is the responsibility of all members of the class to treat other members and the instructor courteously and professionally to assure that each individual has the opportunity and right to express his or her opinions. Additionally, as a courtesy to all members of the class, all cell phones and other electronic devices should be turned off or to silent mode upon entering the classroom. Personal and class computers should be used for class work, except during breaks or after completion of classwork. Misuse of computers may result in the suspension of the privilege of using these devices in class.

COURSE TASKS

Reading and Learning Logs (5 points each for a total of 10 points) Choose 2 of the 3 prompts provided on pages 5-7 to reflect on your intentions regarding the building of classroom community.

Develop an Individual Behavior Management Plan(20 points) Identify one student who exhibits an inappropriate behavior on a regular basis. Observe and describe the behavior, identify the purpose of the misbehavior, and research the history of the misbehavior. Using strategies discussed in class and readings, develop a plan to modify the behavior. Write a two-page paper describing the process including an analysis of the results of implementing the plan if possible. Include references from the two classroom texts. See example pages 8-9.

Classroom Management Plan(40 points each) The purpose of this assignment is for students to explain in detail how they would set up and manage a classroom. Final work must be submitted to Taskstream. The Classroom Management Plan will include the following elements:

  • Introduction: Write a paragraph giving classroom context information (a description of the class, grade level, identification of diverse students, and descriptions of known discipline problems) and a paragraph describing your philosophy of education from TED 400.
  • Routines and Procedures: List 3 examples of routines and procedures you will teach your students and describe how you’ll implement them with students.
  • Discipline and Rules: Describe how to set up, manage, and monitor classroom rules.
  • Student Autonomy: Discuss ways for students to accept responsibility and make choices for themselves and their learning. Consider factors for social development such as the students’ ability and experience in working independently and with others.
  • Use of Time: List and briefly describe 3 strategies that maximize instructional time.
  • Accommodations: Give a detailed description of how to set up and manage small group and individual instruction for English language learners, gifted, and children with special needs.
  • Peer Interaction: Describe 3 strategies to promote peer interaction among diverse learners.
  • Fairness, Equity and Respect: Describe ways to provide for fairness including a description of how fairness may be different for different students and discuss ways to foster respect among students and adults in the classroom (teachers and paraprofessionals).
  • Parent Communication and Involvement: Describe at least 5 examples of ways to communicate with and involve parents effectively.
  • Conclusion: Write a paragraph summarizing your thoughts on classroom management and a paragraph summarizing your thoughts on creating a supportive environment.

Health-Related Topic PowerPoint(30 points) You will select a partner(s) to complete a PowerPoint or Prezi presentation on a specific health-related topic. In the past students have chosen topics like cutting, misnutrition, STDs, suicide, gangs, eating disorders, and anger management. This presentation will contain approximately 15 slides and should be appropriate for either students in grades 6-8 or 9-12. The presentation should include some visuals with the text and provide the following:

  • Specific vocabulary (with definitions) that is appropriate for the discussion of the topic.
  • Basic information (including statistics, ramifications, etc.) about the health-related topic that will help students know specifics and understand the gravity of the topic as it relates to personal and family health and wellness.
  • A list of at least three (3) referral agencies or resources students can consult to get help if they or family members/friends face this issue. These agencies/resources must be local LAUSD/Los Angeles resources.
  • At least five (5) web-based and text resources. References must be provided in APA format.

My Name Is______

TED 414 Reading & Learning Log 1

The question we most commonly ask is the “what” question – “What subjects shall we teach?” When the conversation goes a bit deeper, we ask the “how” question “What methods and techniques are required to teach well?” Occasionally, when it goes deeper still, we ask the “why” question – “For what purpose and to what ends do we teach?” But seldom, if ever, do we ask the “who” question – “Who is the self that teaches? How does the quality of my selfhood form – or deform – the way I relate to my students, my subject, my colleagues, my world? How can educational institutions sustain and deepen the selfhood from which good teaching comes?”

(Parker J. Palmer, The Courage to Teach)

Write a page and a half and respond to the question, “How does the quality of my selfhood form – or deform – the way I relate to my students, my subject, my colleagues, my world?” There is no right or wrong answer.

My Name Is______

TED 414 Reading & Learning Log 2

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”

(Hiam Ginot, Educator & Holocaust Survivor)

Write a page and a half and respond to the question, “What is the ideal climate that I long to co-create with students in a classroom and how does who I am as a person affect it?” There is no right or wrong answer.

My Name Is______

TED 414 Reading & Learning Log 3

Everything in your classroom literally “speaks,” setting the stage for learning. Every detail says something – about you and your attitudes toward teaching and learning. Your classroom environment is loaded with cues, and consciously or unconsciously, students pick up on them. These cues color the students’ expectations and ultimately, their entire learning experience. That’s why it’s vital to listen to what your classroom is saying about learning and turn it to your advantage.

(Bobbi DePorter, Quantum Teaching)

Write a page and a half and respond to the question, “How do my interactions with students, choices of curriculum and teaching methods, the ‘feel’ of my classroom, room arrangement, and routines affect how my students might act?” There is no right or wrong answer.

Individual Behavior Management Plan EXAMPLE

The Cussing Student

The Student and Behavior

Rosario is a 10-grade student with a chip on her shoulder. She seems to resent everything about school and her frustration often leads her to use inappropriate language and swear at the teacher. She nearly always does this under her breath, but loud enough for everyone to hear it.

The Purpose of the Behavior

There could be several reasons for this behavior. Rosario could simply be seeking attention. She could be using this bravado to keep her peers and teacher at a distance. It could be that she has an unidentified learning disability and is frustrated with her lack of success in school. Many students develop “learned helplessness” when they repeatedly fail in school and simply stop trying, convinced that there is nothing they can do to succeed (Seligman, 1975). Resistance theory (Nieto, 2004) might be another reason Rosario swears in school. According resistance theory, not-learning what schools have to teach is a form of active resistance for some students. Rosario’s passive-aggressive stance to being in class might be her refusal to play the “game” of school any longer. One thing is for sure and that is that Rosario is not engaged with the curriculum and finds it completely irrelevant to her life.

Two Teacher’s Perspectives

We asked two classroom teachers what they did when students cussed in class. Here are their responses:

  • “I usually just ignore it because I think students want the attention of the shock factor. They usually stop trying to shock me when they see that I’m not taking the bait.”

~Amy P., LAUSD, 5th-year teacher~

  • “I keep them after class and speak with them personally about cussing at me. I find that it’s tougher for them to have an attitude with me one-on-one. I am basically trying to make a more personal connection with them so that they’ll behave better in class. Sometimes it works, sometimes it doesn’t.”

~Marcus D., Lynwood Unified School District, 2nd-year teacher~

Strategies to Modify the Behavior

The following are some useful strategies to have in your stockpile.

  • Be a Good Role Model – Don’t cuss or lose your temper in class as a response to student anger.
  • Have Clear Language Standards for Your Classroom – Spend time going over what is and what isn’t appropriate language in your classroom. Explain why appropriate language usage in different settings can help students succeed (i.e. school, job, etc.).
  • Be Well Planned for Your Teaching – The first line of defense is simply a very well planned, organized, relevant and engaging lesson. Don’t blame students if your lack of preparation leaves the door open for them to misbehave.
  • Consider Giving Students Choices – Research shows that some choice is needed for students to feel empowered in a classroom. That doesn’t mean they get to do anything they want but, instead, means that the teacher has two items to cover and they can choose which one they want to begin with, or they can show mastery of content through either assignment A or B. Choice makes students feel powerful and more in control.
  • Give the Student Substitute Words – One teacher pulled a student aside and told her to say “That’s interesting” in class as a substitute for “F*** you.” She told her student that only they would know what it meant, but that it was more appropriate to do in public. She explained that she knew the students cussed at her when se was frustrated and this would be her cue to know that her students was discontented.
  • Time Out or In-Class Suspension – Students could lose the privilege of being an active participant in class and have to move to a time out section of the room. This may or may not work based on the individual as sometimes this is what they want anyway, or it might make a student more angry. Students usually don’t like to be separated from their peers or “lose face” in front of their peers.
  • In-School or After-School Suspension – You could do either suspension, but research indicates that teachers who learn to handle their own classroom management problems gain their students respect more than those who simply throw students out of their classroom and have administration deal with the problem.

Online Resources