classroom management cert syllabus 9-17-19 · 2019-11-22 · the classroom management course is to...

Revised on 9/17/19 by ed

1 CLASSROOM MANAGEMENT

COURSE DESCRIPTION: The Classroom Management course is to provide classroom instructors with the information needed to focus on the core principles and practices of classroom management. This course blends a humanistic, competency-based approach with an applied, research-based, behavior management approach to provide instructors with the best current thinking on effective classroom management. COURSE OBJECTIVES: Students will . . .

1. Describe major theories of human behavior and explain how they apply to classroom management practices

2. Implement strategies for anger management in the classroom 3. Describe the ethical and legal aspects of schoolwide discipline 4. Explain how to develop trusting relationships with students and families 5. Describe the four stages of group process relationships 6. Demonstrate how to use Glasser's 7-step problem-solving process 7. Conduct a simple behavioral assessment that will guide the selection of appropriate

interventions 8. Investigate how to integrate behavior-based strategies into a comprehensive classroom

management plan. 9. Implement various evidence-based techniques for behavior management 10. Develop and perform a plan for teaching classroom rules and consequences

Course Structure

• Series of 10 lessons • Final Exam over entire course (culminating activity)

Instructional Purpose: Identifying the course structure provides the big picture of the course and sets expectation for the learner. This is the beginning to set the stage for engagement for the learner. Course takers will find that they are addressed as “learners” rather than as “students” because the goal of the course is for course takers to learn and not to study, although study will be part of learning. Lesson Structure

1. Essential Learnings Instructional Purpose: Learner scans the key points of the lesson. This stimulates interest and curiosity. This may connect with prior background knowledge and questions begin to form in the learner’s mind.

2. Lesson Questions Instructional Purpose: Learner quickly reads the Lesson Questions which is a way of starting with the end in mind. The learner’s mind will subconsciously be watching for and recognize the answers as the learner progresses through the lesson content.


2 3. Tutorial (use link)

Instructional Purpose: Learner will be introduced and exposed to the basic concepts of the lesson, often in an interactive way.

4. Course Content (located in course syllabus) Instructional Purpose: Learner will explore the expanded and elaborated content of the lesson that was introduced in both the Essential Learnings and in the Tutorial and foreshadowed in the Lesson Questions. The content is presented with links to relevant articles and youtube presentations. The content presentation is a form a digital text. The learner will find themselves being more of a researcher than simply referring to a depository of content as is sometimes common when reading a traditional textbook. The graphics are helpful in providing summaries, definitions and charts of the content. A picture in addition to text is another way to present content that is more effective for some learners.

5. Lesson Questions Instructional Purpose: Learner examines Lesson Question to determine if they know the answers. If any uncertainty exists, go back to content to find the answer. Note: Because both the course designer and course taker are teachers, they are colleagues. The course designer has included the instructional purpose for each segment of the course structure and the lesson structure. The inclusion of the instructional purpose supports the course designer’s goal of helping the learner increase their instructional skills. Every element of the course should be supported by a learning strategy. The instructional purpose is included to reveal the course designer’s instructional strategy as an instructional model for the course taker. Lesson design is intended to prepare the learner for the culminating activity, the final exam. Lesson 1- Discovering How Human Behavior Influences Classroom Management This lesson summarizes the historical context of discipline and classroom management, describes major theories of human behavior and how they apply to classroom management practices, and compares the conceptual domains of classroom management and discipline. This lesson also explains Froyen’s 3 C’s Model of discipline. Essential Learning

1. Summarize the historical context of discipline and classroom management, including corporal punishment

2. Describe major theories of human behavior and how they apply to classroom management practices

3. Compare and contrast the conceptual domains of classroom management and discipline: relationships, specific behavioral concerns, instruction with models of discipline

4. Explain Froyen's 3 C's Model of discipline.

Lesson Questions

L1Q1 How should a systems-ecological perspective change the way in which we view students and their families? What are the implications of a systems-ecological perspective for classroom management?


3 L1Q2 A student is annoying you with her disruptions of your learning activity. Should you be expected to treat her with unconditional positive regard? How do you handle her disruptions? How do you treat her at the start of the next day? Discuss some common disciplinary problems such as Froyen’s 3 C’s model of discipline and determine how different theories might address them.

Work Through Tutorial (use link) Course Content (Read)

What are the implications of a systems-ecological perspective for classroom management? Theories can be a foundation for building strategies for classroom management. Review the links below to gain an understanding of a systems-ecological perspective.

https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/

https://www.youtube.com/watch?v=5htRhvm4iyI


4

Froyen’s 3 C’s model of discipline is another theory worth exploring. Open these links to learn more.

Look closely at the concepts of conduct, covenant and content management. https://intime.uni.edu/classroom-management https://www.scribd.com/doc/292832124/covenant-management https://intime.uni.edu/conduct-management


5


6

Review Lesson Questions

L1Q1 How should a systems-ecological perspective change the way in which we view students and their families? What are the implications of a systems-ecological perspective for classroom management?


7 L1Q2 A student is annoying you with her disruptions of your learning activity. Should you be expected to treat her with unconditional positive regard? How do you handle her disruptions? How do you treat her at the start of the next day? Discuss some common disciplinary problems such as Froyen’s 3 C’s model of discipline and determine how different theories might address them.

Lesson 2 - Developing Competence in Communication This lesson compares direct confrontation with problem-centered discussions and explains strategies for anger management. Essential Learning

1. Compare and contrast direct confrontation with problem-centered discussions. 2. Explain strategies for anger management.

Lesson Questions

L2Q1 One of the characteristics of leadership is to question the status quo, find opportunities, experiment, and take risks. What do you do to encourage this quality in your students? Compare and contrast direct confrontation with problem-centered discussions using experiences you have had as examples. What are the advantages of preplanning to discuss problem behavior with a student?

L2Q2 How do you handle your own anger? As you think about how you deal with anger, consider anger management strategies for the classroom and discuss why they might be effective (or why not). Provide an example for your experience.


Our beliefs about ourselves, our personalities, strengths, weaknesses tell us much about our self-concept. How do you describe yourself? Are you a good teacher? Are you physically attractive? friendly? likable? moody? intelligent? empathetic? energetic? physically active? How do you think your students regard themselves? And how do you think this might influence their learning? How do self-concept and self-esteem affect the classroom performance of the students with whom you are working? The bottom line is self-concept and self-esteem do effect performance. Look at the content source links about Erikson's psychosocial stages, Kohlberg’s studies, the value of self-concept and self-esteem and positive self-talk.

https://www.psychologynoteshq.com/erikerikson/

https://www.verywellmind.com/kohlbergs-theory-of-moral-developmet-2795071 https://www.thepathway2success.com/how-to-teach-positive-self-talk/ https://mps.milwaukee.k12.wi.us/MPS-English/CAO/Documents/PBIS/behavior-lesson-positive-self-talk.pdf


8 https://www.youtube.com/watch?v=GioMlnOKzfA Review Lesson Questions

L2Q1 One of the characteristics of leadership is to question the status quo, find opportunities, experiment, and take risks. What do you do to encourage this quality in your students? Compare and contrast direct confrontation with problem-centered discussions using experiences you have had as examples. What are the advantages of preplanning to discuss problem behavior with a student?

L2Q2 How do you handle your own anger? As you think about how you deal with anger, consider anger management strategies for the classroom and discuss why they might be effective (or why not). Provide an example for your experience.

Lesson 3 - Competencies in Legal Aspects of School-wide Discipline This lesson describes the ethical and legal aspects of communication and schoolwide discipline, explains the reasons why today's teachers need to be familiar with the legal context within which they work. This lesson also defines due process and the protections that students enjoy, explains the legal changes that have extended many constitutional rights of citizens to students and provides examples of teachers' basic legal obligations. Essential Learning

1. Describe the ethical and legal aspects of communication and schoolwide discipline 2. Explain the reasons why today's teachers need to be familiar with the legal context within which

they work 3. Define due process and the protections that students enjoy 4. Explain the legal changes that have extended many constitutional rights of citizens to students 5. Provide examples of teachers' basic legal obligations.


L3Q1 Should schooling be defined as a privilege so that professional educators can more aggressively respond to problems without being so concerned about their legal rights? Why do teachers need to be familiar with the laws that affect them?

L3Q2 How do you respond to the contention that poor discipline is related to the erosion of the authority of teachers and administrators? In your opinion do students enjoy too many protections at the expense of good discipline?

L3Q3 Go to http://thomas.loc.gov. In the search block, type "education" and click "search." What bills relating to education have been introduced recently? Choose one and explain how this might affect you or your students, particularly as it relates to schoolwide disciplinary issues.



9 Awareness of legal issues involving students and the education system can keep teachers out of trouble. There are some elements of the educational structure that are important to know in carrying out your instructional duties. Also, being aware of school district polices is wise. Review these links.

http://www.crlt.umich.edu/gsis/p1_6 https://www.specialeducationguide.com/pre-k-12/what-is-special-education/legal-rights-to-services/

https://prezi.com/zgrvvmtpgdzu/top-10-legal-issues-in-k-12-education/

https://www.masters-in-special-education.com/lists/5-important-special-education-laws/


L3Q1 Should schooling be defined as a privilege so that professional educators can more aggressively respond to problems without being so concerned about their legal rights? Why do teachers need to be familiar with the laws that affect them?

L3Q2 How do you respond to the contention that poor discipline is related to the erosion of the authority of teachers and administrators? In your opinion do students enjoy too many protections at the expense of good discipline?

L3Q3 Go to http://thomas.loc.gov. In the search block, type "education" and click "search." What bills relating to education have been introduced recently? Choose one and explain how this might affect you or your students, particularly as it relates to schoolwide disciplinary issues.

Lesson 4 - Using Problem-Solving to Resolve Behavior Problems This lesson defines the concept of a covenant and covenant management, explains how to develop trusting relationships with students and families, and describe the four stages of group process relationships. This lesson also demonstrates how to use Glasser’s 7-step problem-solving process and describes useful techniques for managing anger. Essential Learning

1. Define the concept of a covenant and covenant management 2. Explain how to develop trusting relationships with students and families 3. Describe the four stages of group process relationships 4. Demonstrate how to use Glasser's 7-step problem-solving process 5. Describe useful techniques for managing your anger and the anger of others


L4Q1 How do you think changes in society affect the climate and culture of the classroom? Specifically, how does a diverse student body shape the process of group formation and the establishment of rules and procedures at the start of the school year? Cite several examples from your own experience as a teacher. How can the concept of a covenant and covenant management help to maintain discipline in the classroom? What are some strategies to develop trusting relationships with students and their families?


10 L4Q2 Discuss the rules and procedures and the forming stage of the classroom group. What are the pros and cons of involving students in rule setting at the start of the school year? Describe the stages of group development and how you can use this knowledge to enhance the learning community. Do these stages of group development provide a realistic way to think about management priorities during the school year? Why or why not?

L4Q3 Some people would criticize Glasser's approach to solving problems with individual students as impractical because it requires too much time. How would you answer this charge? Provide examples from your experience. Think of a time when you defused a tough situation. How did you do it? Why did it work? What are some positive strengths you already possess when trying to defuse a difficult situation and reach conflict resolution?


A positive school climate and culture contributes to being a learning culture. Simply, school is a place to learn and anything teachers can do to facilitate and enhance student learning is movement toward the goal of student learning. Open the links below to get further insights into school climate and culture and specifically into your classroom climate and culture.

https://thehighlyeffectiveteacher.com/6-ways-to-build-a-positive-classroom-culture/

https://www.cfchildren.org/blog/2012/08/key-factors-in-creating-a-positive-classroom-climate/

https://www.youtube.com/watch?v=QwH370O26ZM

https://www.youtube.com/watch?v=Z-_NvhlcusQ

https://www.youtube.com/watch?v=hvv-URrlVFs


11 Group work can be a very useful learning tool and also a preparation for employment structures after school. But forming and managing groups can be challenging to ensure that they student efforts are productive and result in meeting learning goals. Open these links to discover more.

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups

https://tomprof.stanford.edu/posting/1532

https://www.youtube.com/watch?v=CIp_kFR5_jc

https://www.youtube.com/watch?v=pzr5x2cLljg

https://www.mindtools.com/pages/article/newLDR_86.htm

https://www.teacherpowered.org/guide/about/stages

Dr. William Glasser is known for his reality therapy and choice therapy concepts. These have application in classroom management. Check out these links to see what you think about these therapies as the might apply to classroom management.

https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/William_Glasser

https://www.youtube.com/watch?v=FckebmElMa8

https://www.youtube.com/watch?v=MLIOwYaTHxg


12 https://www.youtube.com/watch?v=yZA0zAgOl60


13


L4Q1 How do you think changes in society affect the climate and culture of the classroom? Specifically, how does a diverse student body shape the process of group formation and the establishment of rules and procedures at the start of the school year? Cite several examples from your own experience as a teacher. How can the concept of a covenant and covenant


14 management help to maintain discipline in the classroom? What are some strategies to develop trusting relationships with students and their families?

L4Q2 Discuss the rules and procedures and the forming stage of the classroom group. What are the pros and cons of involving students in rule setting at the start of the school year? Describe the stages of group development and how you can use this knowledge to enhance the learning community. Do these stages of group development provide a realistic way to think about management priorities during the school year? Why or why not?

L4Q3 Some people would criticize Glasser's approach to solving problems with individual students as impractical because it requires too much time. How would you answer this charge? Provide examples from your experience. Think of a time when you defused a tough situation. How did you do it? Why did it work? What are some positive strengths you already possess when trying to defuse a difficult situation and reach conflict resolution?

Lesson 5 - Developing Competence in Conduct Management This lesson identifies your ideas and feelings toward authority, and relate these attitudes to your classroom management style, defines positive behavioral support and identifies its four key elements. This lesson also conducts a simple behavioral assessment, distinguishes between minor and moderate-to-severe behavior concerns, and compares prevention and intervention classroom management strategies. Essential Learning

1. Identify your ideas and feelings toward authority, and relate these attitudes to your classroom management style

2. Define positive behavioral support and identify its four key elements. 3. Conduct a simple behavioral assessment that will guide the selection of appropriate

interventions. 4. Distinguish between minor and moderate-to-severe behavior concerns and identify

alternative strategies and appropriate interventions. 5. Compare and contrast prevention and intervention classroom management strategies.

Lesson Questions

L5Q1 What are the pros and cons of authority? Is there such a thing as blind obedience? Can duty be taken to extremes and become detrimental? What are the key qualities expected of a successful leader? Explain why a successful teacher must have all four parts of the self-developed-Planner, Builder, Relater, and Adventurer. How can you help your students take advantage of their strengths and improve their weak areas?

L5Q2 What do you need to do in order to further develop your leadership qualities in the classroom? What are the pros and cons of including students in the determination of rule-setting? What are some examples that you can think of for acknowledging responsible behavior in the classroom? Explain using examples from your experience. For Wolfgang, interventions are on a continuum from soft to hard. How do you use Wolfgang's techniques?

Work Through Tutorial (use link)


15 Course Content (Read) Behaviorist approaches are useful in promoting greater academic success and more appropriate classroom behavior, particularly when combined with cognitive approaches. Theorists introduce classical conditioning and operant conditioning. Review the links below. https://www.slideshare.net/JamieRBourret/classical-conditioning-in-the-classroom-15195207 https://classroom.synonym.com/uses-classical-conditioning-classroom-7603215.html http://www.psychologydiscussion.net/learning/learning-theory/operant-conditioning-definition-and-educational-implications/2507 https://www.learning-theories.com/operant-conditioning-skinner.html

Students’ fear or anxiety interfere with learning so teachers want to develop strategies to reduce them. Associated with these issues are strategies for eliminating nonproductive or counterproductive classroom behaviors. Open and review these links.

https://www.psycom.net/classroom-help-anxious-child-at-school/ https://www.newtimes.co.rw/section/read/228669 https://1313lola.wordpress.com/2015/04/27/unproductive-student-behaviors-procrastination/


16

Reinforcement properly used is a valuable tool for achieving the classroom behaviors you desire. Check out these links.

https://cehdvision2020.umn.edu/blog/positive-reinforcement-teacher-tips/

https://www.youtube.com/watch?v=xC4wSO3IDYg

https://www.youtube.com/watch?v=R1Cs3phICUA


L5Q1 What are the pros and cons of authority? Is there such a thing as blind obedience? Can duty be taken to extremes and become detrimental? What are the key qualities expected of a successful leader? Explain why a successful teacher must have all four parts of the self-developed-Planner, Builder, Relater, and Adventurer. How can you help your students take advantage of their strengths and improve their weak areas?

L5Q2 What do you need to do in order to further develop your leadership qualities in the classroom? What are the pros and cons of including students in the determination of rule-setting? What are some examples that you can think of for acknowledging responsible behavior in the classroom? Explain using examples from your experience. For Wolfgang, interventions are on a continuum from soft to hard. How do you use Wolfgang's techniques?

Lesson 6 - Classroom Management and Evidence-Based Practice This lesson describes the utility of evidence-based practice and investigates how to integrate behavior-based strategies into a comprehensive classroom management plan. This lesson also demonstrates an understanding of how to use evidence-based techniques for behavior management and explains how empathy supports teachers in their efforts to develop competent learners. Essential Learning

1. Describe the utility of evidence-based practice


17 2. Investigate how to integrate behavior-based strategies into a comprehensive classroom

management plan 3. Explain how empathy supports teachers in their efforts to develop competent learners 4. Demonstrate an understanding of how to use the following evidence-based techniques

for behavior management Lesson Questions

L6Q1 How does empathy support teachers in their efforts to develop competent learners? Listening skills are important to displaying empathy and succeeding at withitness. What could you do to improve your listening skills in the classroom?

L6Q2 Describe the utility of evidence-based practice. How would you use the following evidence-based techniques for behavior management?

o Task Engagement Program to track student engagement with assignments

o Break Cards to reward students for being on task or completing assignments. What reinforcer is inherent in this program?

o Response Cards to check student understanding


Good teachers are good listeners. Here are some links that may helpful in increasing listening skills.

https://www.acs.edu.au/info/education/trends-opinions/listening-skills.aspx

https://www.youtube.com/watch?v=7gYxrRQffLE


18

“Withitness” is a phrase that has been coined to describe knowing what is going on in your classroom.

https://www.aaeteachers.org/index.php/blog/764-withitness-being-aware-of-whats-going-on-in-the-classroom

https://owlcation.com/academia/Classroom-Management-Strategies-With-It-Ness


19 Evidence base practice is simply classroom management strategies that have been proven to work.

https://www.edutopia.org/article/11-research-based-classroom-management-strategies


L6Q1 How does empathy support teachers in their efforts to develop competent learners? Listening skills are important to displaying empathy and succeeding at withitness. What could you do to improve your listening skills in the classroom?

L6Q2 Describe the utility of evidence-based practice. How would you use the following evidence-based techniques for behavior management?

o Task Engagement Program to track student engagement with assignments

o Break Cards to reward students for being on task or completing assignments. What reinforcer is inherent in this program?

o Response Cards to check student understanding

Lesson 7 - Strategies for Reducing or Eliminating Disruptive and Rule-Violation Behavior This lesson investigates how to integrate behavior-based strategies into a comprehensive classroom management plan and demonstrates how to use behavioral contracting and other evidence-based strategies for reducing disruptive and rule-violation behavior. Essential Learning

1. Investigate how to integrate behavior-based strategies into a comprehensive classroom management plan.


20 2. Demonstrate how to use behavioral contracting and other evidence-based strategies for

reducing disruptive and rule-violation behavior: • Strategy #1: Behavioral Contracting • Strategy #2: Individual Disruptive Incident Barometer • Strategy #3: Time-Out for Minor Disruptive Behavior • Strategy #4: Removal Time-Out for Severe Disruptive and Aggressive Behavior

Lesson Questions

L7Q1 How valuable do you think it is to precisely specify the target behavior on a behavioral contract? What might happen if a behavioral contract is written for a target behavior problem such as good behavior?

L7Q2 How do you think behavioral contracting might be used to develop a consistent approach between home and school with a given child? What might be the role of parents? How effective are other strategies such as the signal time-out? Provide some examples of using these classroom management techniques effectively. What do you think a teacher should do when a student demonstrates extreme dangerous behaviors, such as assaulting other students or teachers?


Motivation has to do with movement. What will get people to act. In a classroom a teacher wants to student to act or move in a certain direction. There are two categories of motivators: intrinsic and extrinsic.

https://www.weareteachers.com/understanding-intrinsic-vs-extrinsic-motivation-in-the-classroom/

https://www.youtube.com/watch?v=kUNE4RtZnbk

https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384

https://www.youtube.com/watch?v=v2eRnhBvI_I

https://www.youtube.com/watch?v=m6YsDMS-bmw

https://www.alleydog.com/glossary/definition.php?term=Hot+Cognition


21

Reducing student anxiety helps create an atmosphere conducive to learning.

https://childmind.org/article/classroom-anxiety-in-children/

https://www.psycom.net/classroom-help-anxious-child-at-school/ Effective use of behavioral contracts can address specific behavior issues that are problematic with some students. https://www.interventioncentral.org/behavioral-interventions/challenging-students/behavior-contracts https://www.youtube.com/watch?v=rmxGTv4PFEs https://www.youtube.com/watch?v=D8Fl7ThhaiA


22

Sometimes students self-handicap themselves in ways that hinder their learning.

https://1313lola.wordpress.com/2015/04/27/unproductive-student-behaviors-procrastination/

https://www.verywellmind.com/self-handicapping-protecting-the-ego-at-a-cost-4125125

Learning can also be influenced by students who underestimate or overestimate their abilities both run the risk of failure and disappointment.

https://thewinninglane.com/are-you-overestimating-or-underestimating-your-abilities/

Student-teacher relationships and connections are important to enhance student learning.


23 https://www.edutopia.org/blog/make-meaningful-connections-with-students-nick-provenzano

What is hot cognition? Review the links below to discover what hot cognition is and you will understand its importance in classroom management.

https://www.alleydog.com/glossary/definition.php?term=Hot+Cognition

https://www.youtube.com/watch?v=pOV1JUe5bEQ


24


L7Q1 How valuable do you think it is to precisely specify the target behavior on a behavioral contract? What might happen if a behavioral contract is written for a target behavior problem such as good behavior?

L7Q2 How do you think behavioral contracting might be used to develop a consistent approach between home and school with a given child? What might be the role of parents? How effective are other strategies such as the signal time-out? Provide some examples of using these classroom management techniques effectively. What do you think a teacher should do when a student demonstrates extreme dangerous behaviors, such as assaulting other students or teachers?

Lesson 8 - Surviving the First Weeks of School by Building a Discipline Plan This lesson describes a teacher who effectively blends 5 forms of power into classroom management functions and explains how to develop a plan for teaching classroom rules and consequences. This lesson also teaches classroom rules, consequences, and instructional procedures. Essential Learning

1. Describe a teacher who effectively blends 5 forms of power into classroom management functions

2. Develop a plan for teaching classroom rules and consequences, using the forms in Appendix A

3. Teach students classroom rules, consequences, and instructional procedures


25 Lesson Questions

L8Q1 Developing and maintaining classroom control requires both authority and power. In the minds of some, power has negative connotations, but in an educational setting, power is important to a teacher's success. But what do we mean by power? How is power related to authority? How do you exercise power in your classroom? Authority is conferred, but power is earned. Explain what you think this means. Record your thoughts on your role as a teacher. Consider the definition of power as you describe your role as an educator. Which type of power-or combinations of types-is most effective in the classroom, in your view? Why?

L8Q2 What are the pros and cons of involving students in rule setting at the start of the school year? Your textbook asserts that the value of student collaboration in defining classroom rules is multifaceted. Which approach do you prefer and why? Develop a plan for teaching classroom rules and consequences, using the forms in Appendix A.

a. How many items did you check for which you do not have a set procedure to teach? b. How many items received an asterisk to indicate that you do not have a procedure for that item but feel you should?


Remember that the teacher is the leader in the classroom and leaders must have power and authority. However, how to exercise that power and authority is an important element for success as an educator. Consider the thought and ideas in the following links.

https://www.impactteachers.com/7-ways-stamp-authority-classroom/teacher-tips

https://cft.vanderbilt.edu/2016/09/claiming-your-authority-in-the-classroom/

https://www.wgu.edu/heyteach/Authority-in-the-Classroom-5-Tips-for-Striking-the-Right-Balance

https://www.youtube.com/watch?v=bzZ30TMB2BE


26

https://www.facultyfocus.com/articles/teaching-and-learning/different-sources-of-power-that-affect-the-teacher-student-relationship/


27

Essential to order in the classroom which is critical to creating an effective learning environment is rules. Student buy-in the rules can be enhanced if they have some part in the origin of the rules. But remember the creation and maintenance of order is the teacher’s responsibility. Open these links for further consideration.

https://www.theartofed.com/2017/08/08/3-benefits-creating-classroom-expectations-students/

https://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james

https://www.youtube.com/watch?v=-u8hTq3zh1o


28


L8Q1 Developing and maintaining classroom control requires both authority and power. In the minds of some, power has negative connotations, but in an educational setting, power is important to a teacher's success. But what do we mean by power? How is power related to authority? How do you exercise power in your classroom? Authority is conferred, but power is earned. Explain what you think this means. Record your thoughts on your role as a teacher. Consider the definition of power as you describe your role as an educator. Which type of power-or combinations of types-is most effective in the classroom, in your view? Why?

L8Q2 What are the pros and cons of involving students in rule setting at the start of the school year? Your textbook asserts that the value of student collaboration in defining classroom rules is multifaceted. Which approach do you prefer and why? Develop a plan for teaching classroom rules and consequences, using the forms in Appendix A.

a. How many items did you check for which you do not have a set procedure to teach? b. How many items received an asterisk to indicate that you do not have a procedure for that item but feel you should?

Lesson 9 - Establishing Effective Home-School Collaboration This lesson defines collaboration, describe barriers to collaboration, and establishes a plan for parent orientation and parent conferencing using aspects of Epstein’s model.


29 Essential Learning

1. Define collaboration and describe barriers to collaboration. 2. Establish a plan for parent orientation and parent conferencing using aspects of Epstein's

model. Lesson Questions

L9Q1 Write down as many representative examples as you can of genuine collaboration between teachers and parents from your own experience. Identify several representative examples from your own experience of a lack of genuine collaboration between school and home. Brainstorm some ideas in your journal for conducting a parent interview. You can use a parent interview to practice your listening skills and acquire useful information about your students. A parent interview is an excellent "get-acquainted" exercise. It demonstrates that you are genuinely interested in families and their insights. Some questions to consider:

• The student's likes and dislikes • What the parents expect from you • The types of hobbies and skills a parent might share with the class

Compile a list of about 8-10 questions and arrange them in an interview format. Plan on using this interview format. Teachers are often distressed because the parents who really need to be partners rarely are. Speculate about why these parents are not available. On the basis of your speculations, what could be done to increase these parents' participation in the education of their children? Refer to the reasons these parents do not now participate as you defend your suggestions

L9Q2 Establish a plan for parent orientation and parent conferencing using aspects of Epstein's model.


Connections with the parents of your students can be very valuable both in acquiring useful information about the students and gaining parent support for both the student and you as an instructor. Open these links to explore suggestions for parental involvement. Caution: Some of the suggestions will not be applicable to your situation.

https://www.responsiveclassroom.org/what-research-says-about-parent-involvement/

https://choiceschools.com/10-simple-ways-get-parents-involved-classroom/

https://www.youtube.com/watch?v=0973bx1bA8Y

Developing skill in conducting parent interviews (conference) is useful in developing rapport between the school and the home. Check out the Epstein model.


30 https://static1.squarespace.com/static/5ac285c04eddecf58e185097/t/5ade2bc403ce640a436e63fd/1524509637130/2018+CBW_E4+Leadership+Presentation.pdf

https://www.turnitin.com/blog/the-do-s-and-don-ts-of-parent-teacher-conferences

https://lynndove.com/2016/05/05/how-to-conduct-a-good-parent-teacher-interview/


L9Q1 Write down as many representative examples as you can of genuine collaboration between teachers and parents from your own experience. Identify several representative examples from your own experience of a lack of genuine collaboration between school and home. Brainstorm some ideas in your journal for conducting a parent interview. You can use a parent interview to practice your listening skills and acquire useful information about your students. A parent interview is an excellent "get-acquainted" exercise. It demonstrates that you are genuinely interested in families and their insights. Some questions to consider:

• The student's likes and dislikes • What the parents expect from you • The types of hobbies and skills a parent might share with the class

Compile a list of about 8-10 questions and arrange them in an interview format. Plan on using this interview format. Teachers are often distressed because the parents who really need to be partners rarely are. Speculate about why these parents are not available. On the basis of your speculations, what could be done to increase these parents' participation in the education of their children? Refer to the reasons these parents do not now participate as you defend your suggestions


31 L9Q2 Establish a plan for parent orientation and parent conferencing using aspects of Epstein's model.

Final Exam (link)

• Learner takes the final exam which covers all the lessons and must receive a score of at least 70%.

• Recommend a quick review of the Discussion Questions and Tutorials from each lesson as preparation.

• If learner is unsuccessful in first attempt, review lesson content and focus on areas of where the learner missed questions on the final exam.

• Successful completion of the final exam (score of 70% or higher) will result in a certificate as evidence of successful completion. Print and retain certificate for JROTC certification; and, for an optional university transcript with Fort Hays State University, that includes appropriate submission of supporting writing assignments for the university credit only.

• Instructional Purpose: The final exam provides evidence of learning the content of the course.