Mary Baldwin College Master of Arts in Teaching Program

Mary Baldwin College Master of Arts in Teaching Program

Mary Baldwin University – Master of Arts in Teaching

ED 625S Classroom and Behavioral Management:

Theory and Practice

Course Syllabus – Spring 2017

Class will meet Jan. 9, Feb. 20, April 3 5-8 pm

We reserve the right to meet on March 13, IF necessary, so keep that date as a class.

(Other sessions will be online)

Check in on Blackboard by Jan. 6

Wenger 401

Course Description: Theories and practices associated with establishing, implementing, and maintaining classroom and behavioral management procedures are emphasized, along with preventing behavior problems and modifying classroom environments to enhance student learning. Response to Intervention theory (RTI) and strategies are included in this course. Participants develop and analyze specific techniques to increase positive behavior and decrease inappropriate behavior that effect learning. Methods of behavior/environmental assessment are addressed.

Instructors: Dr. Alice M. WaddellGwen Whitmore

Assistant Professor of EducationTeaching Partner

Cottage Farm

1378 Ross Road 184 Valley View Lane

Lexington, Virginia 24450Fairfield, VA 24435

540-463-3243540-348-2456

Textbook: Solving Discipline and Classroom Management Problems, Charles Wolfgang: Wiley Publishing, 2009 ISBN 978-0-470-12910-4

Course Evaluation:

Blackboard Participation 27points

Design for the Beginning of School Year 10 points

Management Essay 10 points

Classroom Management and Discipline Plan 15 points

Book Review 5 points

Bullying Paper 8 points

Discipline Analysis Presentation 10 points

Class Participation in face-to-face sessions 15 points

Grading Scale:

95-100 A

92-94 A-

89-91 B+

84-88 B

81-83 B-

78-80 C+

73-77 C

Below 72 F

Course Goals: As a result of the experiences in this course, students will be able to:

Design and implement a classroom management and discipline plan

Research theories behind established discipline plans

Be aware of various components of established/published classroom discipline plans

Be able to make knowledgeable choices regarding classroom management and discipline

Be aware of the coordination of classroom discipline and teacher planning

Become knowledgeable of intervention programs such as RTI

Be aware of the significance of a strong management plan at the beginning of the school year

Acquire an understanding of how theory meets practice

Course Requirements:

Unless otherwise specified, all work is to be your own. When collaboration is appropriate, it will be indicated.

  1. Students must attend all class sessions and be prepared, having

completed all assignments. Active participation is expected. We will be a group whose focus will be to learn and assist each other in a relaxed, professional setting. Participation includes online assignments. You will be awarded up to 5 points for participation in face-to-face sessions. You must be present to get the points.

  1. Each student will submit assignments via the Assignment Folder on Blackboard.
  2. Each student will develop a classroom management and discipline plan as the exam.
  3. Each student will design a plan for the first days of school.
  4. Each student will analyze discipline situations.
  5. Each student will review a book on discipline.
  6. Each student will interview one regular ed teacher and one special ed teacher and write an essay describing that experience to include how the teachers handle discipline issues and management of their classes/caseloads.
  7. Each student will develop a paper that addresses bullying.
  8. Participation in discussion threads is a major part of this class.

10. Each student will complete all assignments.

Instructors’ Expectations:

  • The amount of knowledge, skills, and abilities you develop as a result of this course will be directly proportional to your level of participation and contribution.
  • When you email, use professional etiquette as you compose your message.

A blended class requires more independence on your part and less dependence on the instructor. Skipping required readings and exercises WILL lead to confusion and ultimately impact performance on assignments. We suggest that you set up a schedule to keep yourself on track for the semester.

We anticipate that you will come to class with enthusiasm, ready to challenge some of your preconceptions about classroom and discipline management as you build your own understandings.

You are expected to abide by the provisions of the Honor Code of Mary Baldwin College. The course catalog contains additional information about the Honor Code.

Cite using APA.

You are expected to attend/participate in all classes. If you must be absent due to personal or immediate family illness or emergency, please contact one of the instructors prior to class time. You will be notified of any class cancellations by email/Blackboard.

You must participate weekly in all thread posted on Discussion Board.

Please word process your assignments (double-space, 12 pt. font), and submit on or before the due date asspecified by the instructors. Your name, date, and the assignment title should appear on all assignments. Assignments should be presented with all grammatical, spelling, or mechanics/structures issues (such as logical flow, transitions) resolved before being submitted. Grammar and spelling errors will result in a grade deduction.

Your grades will reflect following all directions, turning in assignments on time, meeting the requirements of the assignments and writing at a level expected of a graduate student.

  • If you have a disability or other special need that requires an accommodation, please discuss this with the instructor before the first week of class.
  • The instructors reserve the right to make modifications to the syllabus, content, assignments, and course timeline when special circumstances occur.
  • Once class begins,USE THE SYLLABUS POSTED ON BLACKBOARD!

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