Fall ECE S609 X EDSE S609 Updated 09/07/2011

Fall ECE S609 X EDSE S609 Updated 09/07/2011

JD1

NationalCouncilofAccreditation

for Teacher Education

Course:

ClassroomManagement & Child Guidance

in Early Childhood Education

ECE 609 JD1 (CRN 77851) cross-listedEDSE 609 JD1 (CRN 77905)

Meets Monday evenings 5:30-8:00 pmvia Elluminate (access through course home site), beginning September 5th running through December 17, 2011.

Instructors: Sheila Wray M.Ed.

Susan Andrews M.Ed.

Home: (Sheila) 907-957-3916 No calls after 9pm

Phone: (Susan) 907-796-6412

Home: (Susan) 907-523-5689No calls after 9pm

Mode of Instruction:

Internet: Elluminate (contact Help Desk if you need to set up a tutorial in preparation for

working with Elluminate.) The first time signing in may require several minutes. Plan ahead.

•Discussions via Elluminate – Mondays 5:30-8:00 pm

• Discussions on line via Home Site: Communication tools; Discussion Board and/or

Forum(Be sure to familiarize yourself with these tools prior to the start of the class.)

•Practical assignments, reflective writing and response to writing prompts, knowledge

statements and/or standards papers.

Students will share thoughts, ideas, and issues regarding classroom management and providing child guidance. A variety of instructional methodologies will be used in this course including but not limited to in class discussions of readings in large and small groupings, online discussions with peers to deepen course content knowledge, research, and written reflection.

Office Hours:

Sheila: 1 hour after class via Eluminate (also available by appointment, via telephone and Eluminate)

Susan:Office hours maintained M-T 10:00 – 2:00 and may be reached through our Toll Free Line: 1-866-465-6424 (ask to speak with Susan). Or you may call direct: 907-796-6412. Appointments may be scheduled any time for a telephone conference or meeting via Eluminate.

I. Catalog Course Description and Credit Hours of Course:

ECE 609 JD1 (CRN 77851) cross-listed EDSE 609 JD1 (CRN 77905)

ClassroomManagement and Child Guidance in Early Childhood Education (3 credits).

This is a required course in the Master of Arts in Teaching in Early Childhood Education

(M.A.T. ECE) programand Master of Education in Early Childhood Education (M.Ed. ECE).

It is an elective course for the Special Education Early Childhood endorsement cross-listed as SPED 609. Only one syllabus will be prepared and used for all students.

Analysis ofguidance and management practices based on multiple aspects oftypical and

atypical child development will be explored. Understanding the need to promote child development through current research and methods regarding guidance and management

practices with young children will be addressed. Through techniques to support trust building

and using developmental knowledge candidates learn to create healthy, respectful, supportive

and challenging learning environments for young children with and without exceptional

learning needs. 25 hours lab may be required. Successful course completion with a

grade of B or better.

II. Prerequisite(s): EDSE S609 Programenrollment for Special Education

III. Textbook and/or Required Readings:

Constructive Guidance and Discipline, Preschool and Primary Education 5th edition (2010)

by Marjorie Fields and Debby FieldsISBN #0136035930

Contact information for MBS Direct:

Phone: 1-800-325-3252

Online:

HYPERLINK" \t "l"

Students are expected to read the weekly chapters and prepare for class discussion.

Supplemental Readings fromresearch and selected articles posted on the Home Site:

Resources will also be required readings for students.

IV. Technology Needed

Reliable high-speed Internet connection, personal computer, telephone and email are necessary tools to have on hand throughout the semester.

Fall ECE S609 X EDSE S609 Updated 09/07/2011

JD1

1. Alignment Matrix

affect adult expectations forbehavior. / (Chap:11,12,13,14,
15)
• Tolearnhowadult responsestochild behaviorcanbematched tochild development for effective teaching. / (ST/Goal 5)Candidates facilitate student learning by usingassessment toguide planningmodificationof teacher. / 3)Critical Thinking& Problem solving
3.3Candidatesunderstandtheholistic andsystemic natureofissuesinrelationtovarious environments.
3.4Candidatesunderstandtherole oftechnology in analysisanddecision-making. / Standards 1: PromotingChild Development andLearning Standard 3.Observing, documenting,andassessing / Classroom Practicum Experience with writtenreport posted
• Tolearnhowto encouragechildren’s
self-discipline andmoral autonomy. / (ST/Goal 6)Candidates create & manage a stimulating,inclusive & safe learningenvironment. / (3) Critical Thinking& Problem solving
3.5Candidatesexercisejudgment indecision-making. / Standard4.Using developmentally effective approachestoconnectwith childrenandfamilies / Research Article(s) Personalreflection Posting
• To practice matchingdiscipline interventions to perceivedcausesof problems. / (ST/Goal 5)Candidates facilitate student learning by usingassessment toguide planningmodificationof teacher. / Critical Thinking& Problem solving
3.1Candidatesidentify,analyze and conceptualize problemsintheirfield. / Standard4.Using developmentally effective approachestoconnectwith childrenandfamilies / Classroom Practicum Experience with writtenreport posted
• To gaininsight into assistanceforchildren with serious social, emotional,physical, behavioral andcognitive needs. / (ST/Goal 3)Candidates differentiate instructionwith respect forindividual & cultural characteristics / (3) Critical Thinking& Problem solving
3.2Candidatesevaluate andsynthesizedata, consideringmultiple perspectives.
3.4Candidatesunderstandtherole oftechnology in analysisanddecision-making. / Standard 2.Buildingfamily andcommunity relationships Standard4.Using developmentally effective approachestoconnectwith childrenandfamilies / Research Article(s) Personalreflection Posting
• Tolearnhowto incorporatethecourse content intocurriculum tomeet childrenwith diverse needs, especially inAlaska Native communities. / (ST/Goal 3)Candidates differentiate instructionwith respect forindividual & cultural characteristics (ST/Goal 7)Candidateswork aspartnerswithparents, families & the community. / (3) Critical Thinking& Problem solving
3.2Candidatesevaluate andsynthesizedata, consideringmultiple perspectives.
(1)Communication
3.4Candidatesunderstandtherole oftechnology in analysisanddecision-making. / Standard 2. Buildingfamily andcommunity relationships Standard4.Using developmentally effective approachestoconnectwith childrenandfamilies / Research Article(s) Personalreflection Posting
• Tolearnhowto collaborate withfamilies andcommunity toguide andhelpchildren’s discipline. / (ST/Goal 7)Candidateswork aspartnerswithparents, families & the community. / (1)Communication
1.4Candidatesunderstandtherole oftechnology and effectively useit forprofessional communication.
(2)Professional Behavior
2.3Candidatescanassume aleadershiprole,when necessary. / Standard 2.Buildingfamily andcommunity relationships / Classroom Practicum Experience with writtenreport posted

Fall ECE S609 X EDSE S609 Updated 09/07/2011

JD1

1. Relationship of the Conceptual Framework to Standards

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists ofexpected achievementindicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will becapable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

1. Basis for Student Evaluation:

Assignment / Points / Due Date
Pre-ClassReflectiveWritingResponse / X / Monday,September 5,2011
Candidates are to read all chapters.
One chapter to be assigned facilitation / 20 / Assigned:
Circle the applicable chapter
3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
RoomArrangement as a Teaching Strategy
Post response to Discussion Board / X / Monday, September 26, 2011
Chapter1ReadingResponse / 8 / Wednesday,September14th
Chapter3ReadingResponse / 8 / Wednesday,September21st
Chapter5ReadingResponse / 8 / Wednesday,October 5th
Chapter6ReadingResponse / 8 / Wednesday,October12th
Researcharticle
withpersonalreflection / 8 / PostresponsetoForum
By
Wednesday, November 23rd
Chapter9ReadingResponse / 8 / Wednesday,November 2nd
Practicum/PracticalExperience#1 / 10 / Friday,September 30th
Practicum/PracticalExperience#2 / 10 / Friday,October 21th
Practicum/PracticalExperience#3 / 10 / Friday,November18th
StandardsPapers/KnowledgeStatements / X / Independent
PeerReview/feedback
betweencolleagues
FinalStandardsPapers(M.A.T.Students) KnowledgeStatements(M.Ed.Students) / 40 / FinalpapersdueDecember12,2011

VIII.Explanation of Assignments

Chapter Reading Responses: Your writing must reflect graduate level work. Use the tools such as spell check that are available. Reread and review you writing for grammar and structure (wording)prior to making your submission. Post responses to Home Site: Assignments TASK BAR.

Chapter 1 Reading Response:

Carlos is using the playhouse broom. Betsy wants it and grabs it away. Carlos hits

Betsy and the battle is on.

a. Describe a response that solves the problembut does not teach. Explain why the

response does not teach, what might the limitations be in this type of reaction?

b. Describe a response that solves the problemand does teach autonomy and self-

discipline. Explain why the response supports autonomy providing reference to the

chapter readings.

Chapter 3 Reading Response:

Conrad accidentally spilled the paint at the easel, but he denies that he did it.

a. What is the probable cause of this perspective from Conrad? When considering

young children, why is it problematic to simply say he lied?Explain your thinking and back it up with information fromthe reading.

b. What is the best adult response to the situation?Explain why the response is preferred.

Chapter 5 Reading Response:

The kindergartens were lining up to go to the library. Tony got into line and immediately began pushing Tim, who was in front of him. Next, Tony grabbed Tim’s armand then began playing with his hair.

a. What is the probable cause of this problem?Explain your thinking with support fromthe chapter.

b.How can you best deal with it now?Using the information provided in the chapter

to validate your thinking within the response.

1. How can you prevent similar situations in the future?Again, refer to the information provided within the chapter.

Chapter 6 Reading Response:

Think about your own practice or tendency for how you respond to children when they feel hurt or upset. Do you deny children’s negative feelings or accept them?Do you try to distract the children fromphysical or emotional pain?Do you reflect or assess your responses to children when experiencing pain or feeling hurt or upset?In other words, take the time to research the reasons behind your responses to children’s feelings and behavior related to those feelings. Provide two examples to support your beliefs and opinions about your practice. This might include recent shifts you have experiences.

Chapter 9 Reading Response:

Courtney finally wrote something in her journal today instead ofjust drawing in it: a major breakthrough!

a.If you were praising her, what might you say and why?

b.If you were using encouragement, what might you say and why?

How are the two approaches and their goals different?Include information fromthe chapter readings and related articles.

Research article and Response:

Each participant will:

Select one of the articles fromthe Home Site: Resource Section.

The File is labeled:IndependentArticles

Read the article,

Post personal response (include the complete article title & authors) article thread

on the Forum.

All chapter-reading responses will be posted to the Home Site: Assignments TASK BAR.

Chapter Reading Response Rubric:

6-8 pts / Your writing must reflect graduate level work. Submissions are analytical, constructive, and offer justification including examples or samples of student work when appropriate for thoughts and responses. Demonstrates thorough understanding of theories and/or topics and is not a summary of the author’s work. Responses may include citations fromcurrent readings or independent reading sources with a complete reference page.
3-5 pts / Writing has spelling and word errors. The quality of writing does not meet graduate level expectations. Submissions are generally received within a few
days of due date. Responses are reflective, supportive, and offer thoughts, which are sometimes supported with examples. Demonstrates basic understanding of theories and topics. May include citations fromthe current reading or independent reading sources.
1-2 pts / Quality of writing in unacceptable. Submission of reading responses is untimely. Responses are basic, repetitive in nature and lacks personal insight. Feedback restates the information fromour text reading. No justification is present. Demonstrates minimal understanding of theories and topics.

Practicum Experience Report Rubric:

8-10 pts / Submityourpracticumresponseina timelymannerthroughthehomesite:
Forum.Your writing reflects graduate level work.Yourresponsesare analytical,constructive,andofferjustificationforthoughtsandresponses. Explanationsofpractice maybesupportedby cites whenappropriateand includecompletereference.Includesdescriptiveexamplesfrom observations includingsomedialog.Thereportsarereflective,supportive, andofferthoughtfulconsiderationyieldingnewinsightsorideasforwhat mightworkinthefutureduringsimilarexperiences.Demonstratesa strong understandingbetweentheoriesandapplicationofpractices.Respondsto the writtenworkofseveral(twoor more)classmatesacknowledgingand supportingtheprocess.
5-7 pts / Writing reflects ongoing develop in organization and expression of ideas with clarity.Practical experiencereportsdemonstrateinsightful reflectionsandideasona basiclevel. Submissionsarereceivedwithina few daysofduedate.Thereportsarereflective,supportive,andoffer personalthoughtsandresponse.Someexplanationsofpractice are supportedby cites. Includessomedescriptiveexamplesfromobservations, includeslittle tonodialogexamples.Demonstratesa basicconnection betweenunderstandingtheoriesandapplicationofpractices.Respondsto theworkofoneclassmate.
1-4 pts / Writing reflects need to organize and express ideas clearly. Submissionofferminimalpracticumreflectionsandideasona basiclevel. Reportsareuntimely.Reportsarebasicwithlittle ornoexampleslinking theorytopractice,andofferlittle personalinsight.Nojustificationis present.Demonstratesbasicunderstandingoftheoriesandtopicsbut evidenceofapplicationofknowledgeisabsent.Doesnotrespondtothe writtenworkofclassmates.

GuidanceandDiscipline

Practical Experience ReportForm

Report by:

Child’s First name or fictitious name:Age:

Date:Time:

Description of situation:

Adult (Your) Response:

Child’s reaction:

Evaluation:

oConclude with you understanding for the probable cause of problemand evidence you believe suggesting that cause:

oInclude how the adult (your) reaction dealt with probable cause?

Or

How should adults (you) have responded in order to deal with probable cause in the most effective manner while still teaching rather than punishing or controlling?

Practicum Experience Reports

Your writing must reflect graduate level work. Use the tools such as spell check that are

available. Reread and review you writing for grammar and structure (wording) prior to making your submission. If posted on line, you can re-enter your post at any time in the future to continue making edits to the quality of your post.

Practicum Experience # 1

Analyze the physical setting of the classroom (include a map). Your map may be computer generated, hand drawn or fully described in writing. However, a written description is not an analysis of the environment! If uncertain about how to proceed with your analysis then return to the video: Room arrangement as a teaching strategy and view with critical attention as to how they talk about the messages young children may receive about how their environment is presented. Your analysis should allow you to define the room arrangement as a teaching strategy or in other words: In what ways does the room arrangement prevent or create discipline problems for children? How are mobility and/or personal space needs met? Include information on how this arrangement fosters autonomy (moral and intellectual) for students? The following website may be helpful in creating a classroom map:

The Guidance and Discipline Practicum Report Form is not needed for this experience.

Practical Experience # 2

Attempt to usethe steps for negotiating conflict as described in chapter 7, and specifically on

page169, at the time of conflict. Follow the structure of the Guidance and Discipline practicumreport form. Analyzeyour results to gain insights on how to be more effective in the future

include your insights in your report. This needs to be a report on your personal (active) experience. Do not base your observations of the behavior of another adult, teacher, or caregiver.

Practicum Experience # 3

Observea disruptive situation; record the event using the guidance and discipline practicum

report form. Use the structure of the Guidance and Discipline practicumreport formwhen

writing up your experience.

Post your practicum experiences to the Forum on our class home site

Directions for posting to the Forum:

You may access the Forumby going to the Communication Tools section on the

Home Site and locating the ForumTopics.

Click on the subject title such as Practicum #1 Reports…. This will automatically take

you to the Topic Index and the ForumMap.

Click on the thread you wish to access (Practicum #1).

Once the new screen opens you will need to click on the Post Response option located

In the lower felt hand side of the message box.

Once the new window opens, you will need to modify the title to include your first

name. For example: Experience #1. Susan, which should help to clarify each event and

our opportunities to respond consistently to one another.

When ready to submit, simply hitPost Item and your work will be posted on the home

site as a new thread.

Please submit your report by the end of the week following your practical experience.

The work you do during the practicum will contribute directly to the development

of your standards papers or your Ideal literacy classroom paper.

You must respond to the postings of at least two classmates. In your response, be specific

to their writing with meaningful and constructive feedback. No credit will be given for simply saying that you liked… without specific elaboration. You can strengthen the report

by providing examples of children’s work when appropriate.

When responding to the work of your classmate, you will go through the same process

as above though you will not change the title of your entry. You merely post your

response.

Final paper(s):

M.A.T. ECE- Portfolio Documentation for individual UAS Conceptual Framework Goals: 2& 6 (alignment provided on page 3 & 4 of this syllabus).

M.Ed. ECE & SPED Candidates – Knowledge Statement: synthesizing informationfromreadings, theory, and personal experience using course content in support of your vision for an appropriate early childhood educational/classroompractice. Youmay draw upon the theme represented in

the UAS Goals: 2) Human Development and Learning, and 6) Learning Environment. However, you must write with respect to our NAEYC Standard: 1) Promoting Child Development and Learning, and NAEYC Standard 4) Using developmentally effective approaches to connect with children and familiesas the framework for your paper.Some of you may wish to also embrace NAEYCStandard 6: Growing as a professional. Additional information on completing your knowledge statements is contained in this syllabus. Alignment provided on

page 3 & 4 of this syllabus) and samples may be available upon request. M.Ed. SPED candidates

may choose to write with regard toCEC Standard 2: Development and Characteristics of Learners (See link under Resources: Standards for CEC content standards for all beginning special education teachers).

UAS-SOEUnitGoalsoftheConceptualFramework

AlaskaStateTeacher Standards

SOE Goal #2 Teacher candidates understand how human development affects learning and apply that knowledge to practice.