Class Assignments and Schedule for EDU 406 - Classroom Management

Class assignments

There are seven categories of assignments. Each inside a box below. The first six are major activities and information for each is inside each box. The seventh is class 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 Focus Activities ( 200 points - 20 points each chapter or combinations of chapters)

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?

Book critique - (100 points) select book from approved list or have one approved by instructor

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.
Action plan ( 100 points)
Six step behavior management plan (100 points)
Role play scripts and scenarios (100) ...
Class activities... (200 points)
  • 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 -

Week 2 -

Week 3 -

Week 4 -

Week 5 -

Week 6 -

Week 7 -

Week 8 -

Mid term break

Week 9 -

Week 10 -

Week 11 -

Week 12 -

Week 13 -

Week 14 -

Week 15 -

Week 16 -

Week 17 -

Final class -

Graduation

Dr. Robert Sweetland's notes