ECE 538 / ELED 538
Classroom Management for Teachers
Three graduate credit hours 
	
Course Description:	A study of current theories and practices of classroom management and discipline in early childhood, elementary, and middle school settings. 
	
Instructor’s Name:	Josh Thompson, PhD
	
Office Location:	Sowers, Ed South 221 
	
Office Hours:	 T 2.30-4.30 pm 
W 9.00-9.30 am, 3.30-4.30 pm
Th 2.30-4.30 pm (MPLX) 
eCollege Virtual Office 10:00– 11:00 p.m. SMTWTh
	
Contact Information:	Josh_Thompson@TAMU-Commerce.edu
	
	Office: 903-468-8627 
Cell: 214-663-6102	
Faculty Webpage: 	http://Faculty.TAMU-Commerce.edu/JThompson/
	
Course Webpage:	http://faculty.tamu-commerce.edu/jthompson/538/538Sp07.htm 
	
Goals of the Course:	To help students build an appropriate system of guidance and discipline based on their philosophy of early childhood education
	
Required Texts:	Charles, C. M. (2005) Building Classroom Discipline, 8th edition. Allyn & Bacon. 
Wolfgang, Charles H. (2005) Solving Discipline and Classroom Management Problems: Methods and Materials for Today’s Teachers, 6th edition. Wiley Jossey-Bass.
 	
Supplemental Texts: 	Bloome, et al (2005) Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective. LEA. 
Carlson (2006) Essential Touch: Meeting the Needs of Young Children. NAEYC. 
Goleman (2005) Emotional Intelligence. Bantam. 
Lightfoot (2004) Essential Conversations. Ballantine. 
Lillard (2005) Montessori: The Science Behind the Genius. Oxford. 
Noddings (2006) Critical Lessons. Cambridge. 

Measurable Objectives:	1. To foster pro-social behavior among children in the classroom
2. To build positive self-esteem within children
3. To apply principles and theories of guidance models
4. To use appropriate guidance techniques with children
5. To explain strategies associated with various classroom management styles
6. To develop communication skills among adults, children and families	
Course Requirements: 		
1. Participation, preparation, & professional commitment 

10% 	Y-O-U make the difference in quality education, your own, your peers, your professors, but, most especially, the students in your charge. Participating in this course, online, in class, via email, and with your small group(s) will make a difference. Preparing your weekly readings, homework assignments, and major projects with care for quality, and in a timely manner is the expected norm for graduate students. Your leadership is expected throughout the semester, and particularly on an assigned day when you help host the class. 
You will reflect on your participation, preparation, & professional commitment throughout the semester, and self-evaluate your success in earning these points. This will require you to become a reflective observer and practitioner. This part of your grade will come from a self-evaluation of the substance, timeliness, and respectfulness of your participation and engagement in this class.
	
2. Quizzes & Homework
5%	Up to five quiz or homework grades will be collected throughout the semester. The quizzes may be announced or as pop quiz over assigned readings. 
	
3. Presentation of a Classroom Management and Guidance Model 

20%	Participate in a small group project: Select an early childhood/elementary guidance model. Prepare a written handout for class distribution. Make an oral presentation to the class. Each student graded individually on group reports. Grades assigned at conclusion of all presentations. 
1. Curwin & Mendler 
2. Teacher Effectiveness Training 
3. Dreikurs & Albert 
4. Glasser 
5. Nelson/Lott/Glenn 
6. Marshall Responsibility 
7. Jones 	
		
4. Articles 

10%	Review 2-5 published refereed journal articles on classroom management and guidance. Summarize article and provide bibliographic data. Journal articles should be current within the last 5 years (since 2002) and relevant to early childhood/elementary education. Incorporate these in your model and in your paper. 
	
5. Application 

10% 	Document your examination of classroom management and guidance theories and techniques in the field. Incorporate these in your model and in your paper. 
	
6. Paper
25%	Develop a paper concerning your approach to classroom management. 
	
7. Exam I
5%
 	Multiple-choice exam over readings and theorists. 	
8. Exam II 
7%	Short answer exam over application of theorists to practical case studies. 
	
9. Exam III
8%	Final, summative evaluation, with practical application components built-in. 
	
Assignments: 	See attached “Tentative Course Schedule” and “Course Requirements” for due dates and other specific details on assignments. Note: readings are due the date they are listed. Explicit rubrics can be constructed as needed. 
	
Instructional Methods and Delivery Systems to be Used:	This course is taught face to face, with many interactive web-based features built into the course website, and into eCollege. The nature of this class is highly collaborative. Students will work together in groups to craft their understanding and knowledge of the course objectives, and to complete the course requirements. 
	
Overview of Lessons:	See attached “Tentative Course Schedule.” 
	
Methods of Student Evaluation/ Assessment of Student Outcomes: 	Diverse evaluation measures will be used periodically to assure student success. Exams will assess mastery of course materials and methods. Other assignments will allow students to demonstrate mastery. The specific weight of each assignment is given on the “Course Requirement” form. 

	
Grading Scale: 	A = 90 – 100
B = 80 – 89 
C = 70 – 79 
D = 60 – 69 
F = 0 – 59 	
Tips on How to be Successful in This Class: 	Participate. Learning is an adventure, not a fast food, drive-through event. Create meaningful applications and interpretations of the course materials through observing children in real learning situations, and bring your documentation of their learning, along with your questions about their learning, un-learning, or not-learning. 	
Methods Used to Evaluate Instruction: 	Frequent surveys, exit slips, feedback forms, etc. will aid instructor as a monitor of student learning. At the end of the semester, a formal course evaluation will be administered.	
Statement on Student Behavior from Student Guidebook: 
* Required

	“All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment.” (See Student’s Guide Handbook, Policies and Procedures, Conduct)	
Statement on Accommodations for ADA eligible students: 

* Required	Students requesting accommodations for disabilities must go through the Academic Support Committee. For more information, please contact the Director of Disability Resources & Services, Halladay Student Services Bldg., Room 303D, (903) 886-5835.	

Host Responsibilities: Stay late the week before to clean up and plan. Come early to class to arrange room (optional: Provide snack), facilitate materials & handouts, manage attendance roll & follow-up on absentees, introduce the topic of the day with a related story or picture book, provide a closing activity that summarizes the topic of the day.