Syllabus

Classroom Management 1 – The Learning Environment

 

Course Description:
This course involves applied learning that features the organization for a positive learning environment; establishing

rules, routines, and procedures in the classroom. Teachers receive assistance in organizing their classroom environment, working with students to design the rules and routines, and using strategies to foster the building of a learning environment

or community. Specific strategies are suggested to limit or decrease behaviors that interfere with learning. Classroom

examples are provided for all grade levels to assist the teacher-learner in learning and implementing these classroom management strategies in the classroom.

 

 

Course Overview:
This course is designed for teachers and administrators who are presently teaching students in a school setting or have

access to a classroom of students for five or more classes per week. The focus of the course is on the effective

implementation of classroom management strategies used during instruction. Participants will explore various theories of discipline and research in setting up a learning environment and learn effective practices. Along with the  Learning Coach

and mentors, teacher-learners will discuss, activate, and reflect on subject matter that is pertinent to the classroom teacher.

 

Course Objectives:
The goal of this course is to inform and give practice to you and your students in the use of effective classroom

management strategies. When used on a consistent basis, they will become powerful tools that will engage

students, enhance appropriate behavior, and improve the learning environment. Specific objectives are:

1. To facilitate appropriate classroom designs for learning

2. To practice developing rules and routines for any classroom

3. To develop proactive and open communication between and among course participants as well as with the online

4. Learning Coach through a virtual learning community

5. To learn how to engage students in worthwhile learning tasks that reduce opportunities for misbehavior

6. To build observation skills and use case studies to interpret and define challenging behaviors in order to develop appropriate practices for managing an effective classroom

 

All teacher-learners will demonstrate and apply knowledge and skills learned appropriately, taking into consideration the diversity among student-learners

 

 

Example of Weekly Schedule:

 

Week 1

Introduction

Lesson 1: Overview

 

Lesson 2: Organizing the Learning Environment

Biography, profile picture, forum discussions, Learning Community Activities and responses
Online reading, Classroom application, Learning Community activities and responses,

 

Week 2

Lesson 3: Rules, Routines, and Procedures

 

Online reading, Classroom application, Learning Community activities and responses,

 

Week 3

Lesson 4: Creating a Learning Community

Online reading, Classroom application, Learning Community activities and responses, Final Project

 

Week 4

Upload Final Project - Design a Plan for the Learning Environment

Classroom Management: Final Exam Quiz

Classroom Management Course Survey

 

Final Exam and Survey

Assignments, Activities, and Exam:
Points are given for each activity in each lesson. Scoring Rubrics are the basis for grading all lessons.  Rubrics are

located on the course site.  Lessons vary in the amount of points possible. The percentage or weight of each assignment

or activity is as follows:

• Reading course material – 2%

• Strategy Plans / Project – 35%

• Virtual Learning Community (VLC) Activities – 35%

• Final Exam – 20%

• Online time and effort – 8%

 

Directions for the assignments and activities are related to your responsibilities as a teacher. Individual assignments

should be completed before moving onto the next lesson. All of the above assignments must be satisfactorily completed

in order to pass the course. Brief and insightful feedback to other participants is expected. Write concisely, limiting your responses to a few relevant sentences when responding to other posts.

 

 

(Note: Read the responses of your peers, but respond to only two others that do not have many responses during each

lesson. You may wish to revisit the forum site to read the responses recorded after posting your response to answer any questions.)

 

It is expected that all members of the class hold all online comments in professional confidence. If you have a particular

matter that you wish to discuss with the online Learning Coach, mentor, or another teacher-learner, choose to use email or

post your private message for the Learning Coach. It is also expected that teacher-learners will initiate and/or use original thoughts in writing and assignments. Plagiarism will not be condoned and may result in expulsion from the class.

 

Teacher-Learner Expectations:
As a result of taking this course, it is expected that each teacher-learner will be able to:

1. Set up your classroom in ways that are organized for effective mobility and learning

2. Create a classroom learning community that provides opportunities for students to contribute, build trust and

3. relationships, take risks, put forth effort, and demonstrate respect

4. Design an effective management plan for a school and  a classroom,

5. Participate and interact appropriately in an online Virtual Learning Community with other teacher-learners according

6. to the due dates

7. Reflect on the learning process, learning progress, and learning content throughout the course

8. Complete course assignments, VLC Activities, and projects following Rubric and Scoring Guides criteria

 

Due dates:
Assignment postings are due no later than 11:55 PM (MST) on Wednesday of the week listed on the syllabus unless

another time has been designated. Late posts will result in a loss of points.
Responses and feedback to other teacher-learners are due on posted due dates or no later than 11:55 PM (MST) on

Saturday of the week listed on the syllabus. Late discussion posts will result in loss of points.

All course work is due by the final end date posted in the course schedule. Assignments posted after the final end date

for the course will receive zero points.

Grading: (No rounding)
A = 90-100%
B = 80-89.99%
C = 70-79.99%
D = 60-69.99%
F = 0-59.99%

 

The highest quality of work will reflect:

1. Products that reflect professional comprehension and application of course content

2. Products that demonstrate proper English compositional skills

3. Posts or submissions of assignments that meet the deadlines

4. Participation that exhibits professional thought, links to course content and engages other teacher-learners

5. Academic integrity at all times. Unethical actions are grounds for failing this course and dismissal from this

6. graduate school.

 

Any teacher-learner in need of special accommodations should contact William Peters at williampeters8@gmail.com.