Please Read:

Course Syllabus

This course is designed to maximize your interaction with educational technology.  You will be assigned articles to read for each class.  This frees up class time for enhanced student-teacher interactions. You are expected to :

• "react" or "reflect" on each article or set of articles assigned.  A reflection paper is a short piece of expository writing consisting of twenty five lines (1 inch side margins) or approximately three hundred and fifty (350) words in a Microsoft Word document format. Please use Times New Roman or Arial fonts. Each reflection should have  the student's photograph attached. 

• take all of your tests and quizzes on-line.  

• submit all artifacts and assignments on timeas stipulated in the learning management system and as required.

As such you will be required to do or observe the following:

1. Submit your reflection papers by uploading them into WEBCT (Webct4a.mdc.edu). Check your papers first for plagiarism by submitting them to Turnitin.com. Then submit them to WEBCT.

2. Write your reflections in your own words. Plagiarized reflection papers will be returned with a zero (O) grade.  

3. Reflection papers are due by the date specified in WEBCT. Reflection papers will be determined late according to the date they were received. You should keep a copy and a back-up copy of each reflection and assignment on a jump drive or CD. 

4. Maintain a digital portfolio of all of your work in LIVETEXT. This will be checked and graded regularly. You must update your changes and resubmit after each change (addition or correction) you make in the portfolio.   The portfolio constitutes your final exam and must be complete. All quizzes, reflections and assignments must be in the portfolio. Any missing quiz, reflection or assignment or artifact, etc., renders the portfolio incomplete and will result in a failing grade for the portfolio. 

5. Submit a digital portfolio of all of your work at the end of term in LIVETEXT. 

6. On the first day of class you will be registered into the WEBCT learning management system so that you can take your quizzes, and in LIVETEXT so that you can maintain your portfolio. You must have purchased LIVETEXT by the end of the week one.

7. You will take all of your quizzes online.

8. You will take all of your quizzes online. You have ten to fourteen days normally (unless extended by the professor) to take an on-line quiz in WEBCT. All quzzes must be taken during the time the quiz is open. If you miss a quiz, you will fail the class.

9. You will download a copy of each of your completed quizzes (the best performance) and save the quiz in your LIVETEXT Portfolio.

10. Your LIVETEXT portfolio will contain minimally 30 reflection papers, a designated number of required   class assignments, Florida Educator Accomplished Practices (FEAPs) Artifacts and up to seven (7) quizzes. 
11. You must attend 85% of scheduled classes to receive an "A" in the class.  You must attend 75% of scheduled classes (34 MWF classes, 24TR classes, and 13 single night or day classes) to confirm and validate any earned grade e.g. if you have earned a "B" through your work, you will get a "B" if you have attended class 75% of the time.  Attendance will influence borderline performances. In a Tuesday and Thursday class, you must be present for twenty-four (24) classes.  In a Monday, Wednesday, Friday class, you must be present for thirty-six (34) classes.  In a class meeting once a week, you must be present thirteen (13) classes. If you miss 3 classes in a night class, your grade will be lowered one grade.
12. You must be in class before fifteen (15) minutes past the start time has elapsed. You will not be admitted after fifteen (15) minutes unless you have received prior permission by the professor. 

13. Perform a minimum of fifteen (15) hours of clinical field experience as required

• Register for WEBCT 
• Presentation of Website
• Introductions and ice breakers

The purpose of this unit's set of readings and activities is to introduce the pre-service teacher to the concepts:

• Learning Climate
• Learning Environment
• Creating A Classroom Community
• The Classroom Management plan
• The Classroom Management Theories of Jacob Kounin and Rudolf Dreikurs

The pre-service teacher will  receive an explanation of rubrics and performance criteria and due dates for required  FEAPs artifacts:)

• Ethical Conflict Report: Analysis of Slippery Situations (6c)
• Teacher Conduct Report: Multiple Jeopardies and Infraction Penalties (6a) (6B-1.006) (Chapter 1012)
• Case Study on Classroom Management (9c)

 Assignments: 

• Reflection #1:  What are the key elements of  learning climate
• Reflection #2: Compare the ideas of Kounin and Dreikurs.
• Reflection# 3  What do you know  now about classroom environment?
• Reflection#4   React to Ron Walker's Classroom Physical Arrangement/Environment
  

  Quiz#1 Nakamura Text Chapter 1 and Readings

Optimum Environments for Learning

• What is a learning climate? (1) (2)
• What is the learning environment? (1) (2)
• Creating a Classroom Community
  • Passive Learning vs Active Learning  (1) (2)
  • Active vs. Passive Learning Style Test
  • Creating a democratic classroom environment
  • Arranging your classroom
  • Classroom Physical Arrangement/Environment (1)
  • Effective Classroom Arrangement
  • The Emotionally Literate Classroom
• Enhance Learning With Technology
• Using Technology to Enhance Engaged learning for At-Risk Students
• Does Using Technology in Instruction Enhance Learning?
• Does Using Technology in Instruction Enhance Learning? A Response to Ed Neal
• Classroom Management Essentials (1) (2) (3)
• Pioneer Theorists in Classroom Management (go to Webct EDG 3410 Homepage)
• Jacob Kounin: Withitness, Overlapping, Momentum And Smoothness.
• The Jacob Kounin Model (Powerpoint)
• Classroom Discipline following Kounin's Model
• Rudolf Dreikurs: The Social Discipline Model or Positive Discipline
• Discipline Models, Class Control, etc
• What is Positive Discipline
• Classroom Discipline Plan
• A Work in Progress

• Review

The purpose of this unit's set of readings and activities is to introduce the pre-service teacher to ideas about organizing and managing the classroom. The pre-service teacher will focus this week on :

• The classroom management profile
• What is Classroom Management
• The Behavior Management Plan
• The Classroom Management Theories of Lee and Marlene Canter and Fredric Jones

Assignments: 

• Reflection #5 What did you learn about yourself after taking the Classroom management profile?

• Reflection #6 React to the Article “DEVELOPING A DISCIPLINE PLAN FOR YOU. ( found in Optional Elements of a Discipline Plan by Thomas H. Allen, Ph.D.")

• Reflection #7 What is the difference between Discipline and Classroom Management?

• Reflection #8 Compare the classroom management theories of the Canters and Fredric V. Jones

Quiz#2  

Organizing and Managing the Classroom

• What is your classroom management profile?-
• What is Classroom Management (1)
  • Discipline Vs. Group Management
  • DISCIPLINE:Education's Number One Problem
  • Responsive Classroom Strategies
  • Revisiting Hopes, Goals, and Classroom Rules
  • Creating Student-Generated Classroom Rules
  • Prevention and Intervention
• The Behavior Management Plan
• Elements of a Discipline Plan by Thomas H. Allen, Ph.D.
• Classroom Discipline Plan
• Optional Elements of a Discipline Plan by Thomas H. Allen, Ph.D (1)
• Lee and Marlene Canter: Assertive Discipline
• Fredric Jones: Positive Classroom Discipline
• Classroom Management Approaches  (1)
• What is your Political Typology

• Review

The purpose of this unit's set of readings and activities is to introduce the pre-service teacher to the concepts and skills involved in interpersonal and professional communication skills. The pre-service teacher will study:

• Professional Communications
• Interpersonal Communications
• Non-verbal Communications
• Classroom Assessment System
• The Professional Development Plan
• Parent-Teacher Conferences
• The Individual Educational Plan
• The Classroom management theories of Hiam Ginott and Linda Albert

Assignments: 

• Reflection #9 What does interpersonal communication have to do with classroom management?

• Reflection #10 React to the Culture, Communication and Language Survey

• Reflection #11 What have you learned about “Body language and Nonverbal Communication?

• Reflection #12 Compare the classroom management theories of Hiam Ginott and Linda Albert

  Quiz#3

Interpersonal and Professional Communications and Communication skills

• Motivating Students
• Interpersonal Communication in the Classroom (1)

• Parent Communication

• Skills related to Effective Non-verbal Communication
• Classroom Communication Climate.
• What Do I know About Culture, Communication and language?-
• Culture Communication and language
• Interactive Teaching
• Aspects of Non-Verbal Communication
• Six Ways To Improve Your Nonverbal Communications-
• Transformation: Creating Context Part 2
• Classroom Assessment system (general)

• Classroom Assessment Set Up
• Classroom Management Checklist
• Classroom Assessment Plan Overview
• Classroom Assessment Sample Blueprint

• The Professional Development Plan (1) (2) (2a)
• Parent-Teacher Conferences

• Five Important Questions
• Parent-Teacher Collaborations

• Individual Educational Plan
• A Student's Guide to the IEP
• Helping Students Develop Their IEP
• Hiam Ginott: The Ginott Model (1) (2)
• Linda Albert: Cooperative Discipline (a Graduate Student's View)
• Six Classroom Management Theorists

The purpose of this unit's set of readings and activities is to focus the pre-service teacher's attention the theories of classroom communication. The pre-service teach will study:

• classroom interactions
• behaviorist communication competencies
• constructivist communication competencies and lesson design
• Mastery learning theories of Benjamin Bloom and Madelyn Hunter 
• The Classroom Management theories of William Glasser and B.F. Skinner

Assignments: 

• Reflection #13  What are classroom interactions? React to the discussions of the effects of gender, race and multiage groupings on classrom interactions. (links 1,2,3,4)

• Reflection #14  Discuss two communication competencies that you consider a personal strength.

• Reflection #15  Discuss any communcation competency that you consider a personal weakness.

• Reflection #16 Compare the classroom management theories of B.F.Skinner and William Glasser

  Quiz#4

Classroom communication skills

• Classroom interactions and achievement (1) (2) (3) (4)
• Classroom Communication Skills (1)

• Competencies of Communication 
  • Stimulus Variation 
  • Set Induction  
  • Communication of rules, conventions, codes of conduct 
  • Reinforcement of Student Participation 
  • Fluency in Asking 
  • Questioning Skills 
  • Illustrating and Using Examples    
  • Transition
  • Lecturing
• Constructivist Learning Design
• Mastery Learning by John B. Carroll, Benjamin Bloom, and Madeline Hunter 
• Instructional Model Key by Thomas H. Allen, PH.D
• William Glasser: Reality Therapy (1) (2) (3)
• B.F. Skinner: Positive Reinforcement
• An MI Inventory for Adults