Assignments:
1. Field Observations (25 hours): Observe an inclusive setting and reflect on teacher-student and student-student interactions.FIVE reflections are to be completed on the blog prior to the last day of class. I am including an outline of what to look for as you are observing. Please complete 1-2 entries each week as these will be important to our class discussions. (Note: A passing grade and credit for the course will not be given if the field work experience is not completed and a properly executed time sheet is not submitted with the Report to the professor.) Pages 44 & 46 of the Participant Observer Handbook need to be completed and returned to me prior to the last day of class. Please return original, signed copies to me and upload them to Moodle per the University guidelines.
2. Synthesis of Theorists: Complete an "engaging presentation" on two theorists (chosen in class) following the "theorist synthesis document" as a guideline. Additionally, provide each member of the class with a copy of each theorist synthesis document that you complete (one for each theorist).
3. Completion of Reading Assignments / Participation in Class / Attendance:
- Class Texts - Read both Kohn and Marzano and complete "book talks" for each
- Attend Class - non attendance will result in the inability to achieve an A in this class.
- Participate - class discussions, blog entries, and assignment completion are all measures of class participation
4. Classroom "Management" Plan:
- In your plan, you must include the following:
- Introduction --- include your vision / philosophy as well as your assumption about young people and learning
- Visual Representation of your Classroom --- what will your classroom look like?
- Theoretical Underpinnings --- the theorists that inform your perspective and why. Be sure to use the theorist synthesis documents as resources as well as the work of Robert Marzano and Alfie Kohn
- How the Plan Works --- expectations (what do you expect of yourself and your students and how will you promote that), policies (technical management techniques), rules (student centered or teacher centered), instructional and assessment strategies (e.g. meeting the needs of all students; instructional techniques to limit students' acting out; assessment tied to management goals)
- Motivation --- are there any reward / incentive plans (there do not have to be); why will students do what you want them to do?
- We will share these plans during the last week of class.
Grading:
Field Observations (including blog posts) - 25%
Synthesis of Theorists - 25%
Completion of Reading Assignments (Book Reviews)/ Participation in Class / Attendance - 25%
Classroom "Management Plan" - 25%
Synthesis of Theorists - 25%
Completion of Reading Assignments (Book Reviews)/ Participation in Class / Attendance - 25%
Classroom "Management Plan" - 25%
Performance Outcomes – based on the 6 goals of the Conceptual Framework
1. Scholarship-• Students will gain an understanding of teaching as an art and have basic understanding of federal and State Law, and Regulations. Students will gain an understanding of the changing structure of American Society and will examine different models of classroom management. Students will become familiar with various behavior and cognitive assessments. Students will learn to assess and analyze the function of behaviors and to implement behavior intervention plans. Students will examine the role of informal observation in assessing student behavior.
2. Reflective Practice-• Students will develop the practice of Self- reflection. Students will examine Core beliefs, Assumptions and Expectations of classroom management.
3. Social Justice- • Students will become familiar with how to design and share (1) strategies, (2) techniques and (3) activities for managing behavior.
4. Inclusive Community-• Students will appreciate and understand the impact of family dynamics, cultural influences, class and gender on behavior. Students will become familiar with strategies that aid instruction.
5. Wellness• Students will become familiar with strategies to help students with special needs in managing the classroom.
6. Creativity and the Arts- Students will become familiar with, design, and share (1) strategies, (2) techniques and (3) activities for managing behavior• Students will become familiar with ways to modify curriculum, and use of different methods and materials, in order to design instruction and develop lessons to meet the needs of exceptional students.
2. Reflective Practice-• Students will develop the practice of Self- reflection. Students will examine Core beliefs, Assumptions and Expectations of classroom management.
3. Social Justice- • Students will become familiar with how to design and share (1) strategies, (2) techniques and (3) activities for managing behavior.
4. Inclusive Community-• Students will appreciate and understand the impact of family dynamics, cultural influences, class and gender on behavior. Students will become familiar with strategies that aid instruction.
5. Wellness• Students will become familiar with strategies to help students with special needs in managing the classroom.
6. Creativity and the Arts- Students will become familiar with, design, and share (1) strategies, (2) techniques and (3) activities for managing behavior• Students will become familiar with ways to modify curriculum, and use of different methods and materials, in order to design instruction and develop lessons to meet the needs of exceptional students.
Other:
- Use the APA Publication Manual (5thed.) to answer questions related to style, composition, mechanics, etc., and reference citations.
- All assignments will be graded on adherence to course and individual project requirements.
- The highest letter grade given for the course is an “A”
- UNIVERSITY STATEMENT ON ACCOMMODATIONS OR ADAPTATIONS NEEDED If you are a qualified student with a disability seeking accommodations under the Americans with Disability Act, you are required to self- identify with the Office of Disability Services, 3rd floor, University Center. Please see me at the soonest possible time for special arrangements, seating and other accommodations if necessary.
- UNIVERSITY STATEMENT ON ACADEMIC HONESTY AND INTEGRITY You are expected to behave with the highest level of academic integrity. Cheating and other forms of dishonest will not be tolerated and will receive the proper disciplinary action from the university. You are expected to come to class prepared - this means having read and studied the assigned chapters before class. By having prepared in this manner, you will be able to maximize your time spent in class.
- USE OF STUDENT WORK All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department. For these purposes samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.
