EDUC 3210: SECONDARY CLASSROOM METHODS & MANAGEMENT
SUMMER 2013
Instructor Information:
Name of Instructor: Dr. Dennis Attick
Office Location: A & S Bldg., Dept. of Teacher Education, Office 105A
Office hours:Tuesdays & Thursdays: 8:30-10:00AM & 12:15-1:10PM
Phone:(678) 466-4826
E-mail:
Class Meetings: Tuesday & Thursday 1:15-3:20, T224
Statement of Purpose
This course is designed to examine theories of discipline and motivation. It will focus on principles
of classroom management and organization, building relationships and rapport, and considering
alternative behavior management plans. In addition, candidates will learn teaching methods such as the
use of time, space, and materials for instruction as management techniques. Topics will address how
knowledge of general teaching methods and classroom management may improve teacher
quality and student outcomes, including closing the achievement gap. Candidates will learn general
methods for teaching English Language Learners (ELL), and differentiation of instruction for diverse
learners. Field experience is required. Candidates must be admitted to a secondary education program,
have junior/senior standing and proof of liability insurance to participate in the course.
The content of this course syllabus correlates to education standards established by national and state education governing agencies, accrediting agencies and learned society/ professional education associations. Please refer to this link for further info:
Goals of the Course
After completing EDUC 3210, students should be able to:
1. Demonstrate knowledge of secondary classroom instructional methods.
2. Demonstrate knowledge of secondary classroom management techniques including how to effectively plan
lessons, manage time and transitions, and procure and use materials most effectively.
3. Demonstrate an understanding of how to diversify instruction for diverse learners in various class room
contexts.
4. Demonstrate an understanding of the relationship between effective use of methods and management and
improving student outcomes and closing the achievement gap.
5. Demonstrate an understanding of critical pedagogy and its impact on developing teachers into reflective,
critical practitioners.
Required Texts
Weinstein, C.S. & Novodvorsky, I. (2010). Middle and Secondary Classroom Management. NY: McGraw-Hill. ISBN: 978-07-337861-9
**Other readings are required throughout the semester. These readings will be posted online at GA View for student access**
For the requirements on which your grade is based, and for all you do in this course, reread the title of this course. You are expected to actively investigate contemporary issues related to the modern curriculum trough sustained effort, hard work, and thoughtful preparation.Please note the following expectations:
* attend every class
* be early for class, not late
* turn off laptop when in class unless required for class project
* pay attention during class (no other course work during class)
* read carefully and critically and have something to say!
* raise questions in class (there are no dumb questions)
Academic Integrity: As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work. (University Senate, 1994) Additional statements appear in the General Catalog.
Course Requirements Grading Scale
There are sixcomponents to your final grade in EDUC 2110:A = 90-100
(1) 10 pts. Homework /Hybrid Assignments/ ReflectionsB= 80-89
(2) 15 pts.Lesson Plan Presentation C= 70-79
(3) 15 pts. Chapter PresentationD= 60-69
(4)20 pts. Teacher Observation / Interview Paper F= < 59
(5)20 pts. Mid-Term Examination
(6) 20 pts. Final Examination
(1) PREPARATION AND CLASS PARTICIPATION/ATTENDANCE
Course Attendance Policy: Students are expected to attend all class sessions and be punctual. Make up work will not be allowed for an unexcused absence. Students are expected to make up any class work missed if absent with a legitimate written excuse from a physician or other professional. Excessive absences (four or more) may result in receiving a WF (Withdraw Failing) grade. During class meetings, students are expected to actively engage in critical discourse. Students are responsible for reading the assignments and engaging in open and substantive questioning and responding. Quizzes will be given randomly throughout the semester and will be one way of demonstrating your attendance and comprehension. Also, students who are more than 10 minutes tardy will be considered absent. Every four tardies will equate to one absence.
If you would like to receive an “A” in this class, please plan on contributing regularly to class discussions.
Individuals with disabilities who need to request accommodations should contact
the Disability Services Coordinator, Student Center 255, 678-466-5445, .
(2) CHAPTER PRESENTATION AND PAPER
The Task: The goal of this assignment is for each student to demonstrate the ability to work as part of a group and collaborate with fellow students. Early in the semester each student will be placed in a group with other students. Each group of students will be assigned one chapter from our textbook on which they will become experts. Each group will present their chapter on a specific class meeting. In essence, each group will lead the class discussion on their assigned chapter during their assigned class session. The group presentations must make use of technology in some manner. Each member of the group will also be required to turn in a 3 page summary/critique (main points, questions, critical analysis of chapter) of their group’s chapter (each student completes their own summary), due on the day of the presentation. Final grade will be based on quality of presentation and paper.
(3) HOMEWORK ASSIGNMENTS/HYBRID ASSIGNMENTS
As this class is a hybrid class for much of the semester, there will be several take-home assignments given throughout the semester. These will vary based on topic covered, but may include written reflections on readings, short essays in response to class discussions, or research into current crucial topics in education. Point values for each assignment will be discussed as needed.
(4) TEACHER OBSERVATION AND INTERVIEW
The Task: Interview one classroom teacher and observe at least two full class periods. The teacher should currently be employed by a public school system (K-12) and should not be arelative of the interviewer nor a former teacher, friend of the family, neighbor, etc. Find a stranger–it’s more fun.
The Teacher Interview a teacher who is working in the field in which you are interested. Contact a teacher directly (or through the central office administration) and request an interview and observation time. If you need a letter of explanation for the principal, please let me know.
The Observation Observe at least ten hours of class instruction. Many students arrange or are invited to spend a day with the teacher. You will certainly find this a rewarding experience if your personal schedule allows. Feel free to participate to whatever degree you are invited.
The Interview In order to organize your notes and develop quality questions, think of general questions at least 24 hours prior to the time you interview your teacher. Please remember to ask questions about what you observed, too, being sure to draw links between the content of the EDUC3210 course and what you observe in the school. The interview session should last between 30 minutes and one hour. Have the teacher sign his or her name on your question/notes sheet and turn those pages in with your typed paper.
The Report Prepare and submit a combined summary of the interview and observation. This summary should be typed in 12pt font, double spaced, and total 6pages. First, accurately note the name of the teacher, his or her school, address, telephone number and (or) email address. Second, your summary should then include four areas: (1) a description of the school/classroom; (2) a description of key responses and observations, for example: interaction between the teacher and students, among the students, socio-economic level of the students, the teaching style of the teacher, discipline style of the teacher; what philosophy of education the teacher represents, etc.; (3) an analysis and interpretation of the responses and observations within the context of the lectures and readings assigned in class, in other words what you think about what you saw as it relates to the information in EDUC 3210.
The Due Date: The paper is due no later than July 26, 2011.
17-20= Clear, connected to EDUC 3210 issues, grammatically correct, at least 3 reference (see examples below)
12-16= Generally clear, somewhat connected to EDUC 3210 issues, less than five instances of grammatical/spelling errors, barely insightful (more narrative than thoughtful), brief/boring
6-12= Unclear, not connected to EDUC 3210 issues, more than five grammatical/spelling errors abound, “slap together”
**********Late papers will be assessed a one point reduction per class period*************
TENTATIVE SCHEDULE
(Pages listed should be read for the date noted)
5/21 Introductions; Course Overview; “Classroom Management” Chalk-Talk
5/23 Classroom Management in a Crowd, M&SCM(pgs. 1-23)
5/28 Designing the Physical Environment, M&SCM (pgs. 26-48)
Caring Relationships, M&SCM (pgs. 49-89)
5/30 Establishing Norms for Behavior, M&SCM (pgs. 92-114)
6/4 Knowing Your Students Special Needs, M&SCM (pgs. 115-154)
6/6 Take Home Assignment; IEPs & Modifications (2pts)
6/11 Making the Most of Classroom Time, M&SCM (pgs. 188-212)Group 1
Enhancing Students’ Motivation, M&SCM (pgs. 213-240) Group 2
6/13 Managing Class Time; Organizations and Transitions Exercise (2pts)
6/18 Managing Small Group Work, M&SCM (pgs. 261-288) Group 3
Managing Recitations and Discussions, M&SCM (pgs. 291-323) Group 4
6/20 Alfie Kohn, ‘Punished by Rewards’ (article online); (3 pts)
6/25 Alfie Kohn Review; Video: The Office; Mid Term Review
6/27 Mid-Term Exam
7/2 Responding to Problem Behaviors, M&SCM (pgs. 326-368) Group 5
Lesson Planning: CSU Lesson Plan, Observation Rubrics, etc
7/4 Article, Schools and the Pedagogy of Punishment, Review Due (3 pts)
7/9 Video: Teachers in Action (Rubric Norming)
7/11 Work on Lesson Plan
7/16 Lesson Plan Presentation I
7/18 Complete (note: Complete, not start!) Teacher Observation Process & Paper
7/23 Lesson Plan Presentation II / ** Final Review
7/25 Final Exam
Movie Review Selections
This movie review assignment is worth 10 points. After viewing the movie, each student will prepare and present a 10-15 minute PowerPoint (or similar technology) presentation review of the movie. The presentation should focus on the main points of the movie, thoughts on how the information in the movie can be used in real-life practice, and any connections between the movie and 3210 coursework.