The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
CI 405 Strategies in Classroom Management
(3 credits): Managing and coping with disruptive student behavior in instructional settings so that they support the teaching/learning process.
Overview
Welcome to CI 405, Strategies in Classroom Management. This course is designed to build on the learning experiences you have had in both face-to-face and online learning environments. We’ll spend time thinking deeply about our practices as both learners and educators, and how these experiences impact classroom learning environments. This course is a required class for the Curriculum and Supervision emphasis in the Master of Education Curriculum and Instruction program.
This course has been designed for students in the Penn State World Campus M.Ed. program. The course provides an opportunity for students to combine coursework with classroom experiences that enable them to create and sustain classroom learning communities that foster and enable success for all children.
This course is broken down into 3 modules and consists of 12 lessons:
Module One: Understanding and Creating Classroom Learning Environments
This module consists of five lessons. Lessons in this module will focus on understanding and creating classroom learning environments and include:
- Lesson 1: Welcome and Introduction: Establishing Our Classroom Learning Environment
- Lesson 2: Establishing the Physical Environment
- Lesson 3: Establishing Rules and Procedures
- Lesson 4: Establishing the Classroom Community
- Lesson 5: Establishing the Classroom’s Social-Emotional Climate
Module Two: The Role of Culture and Community
This module consists of the following three lessons:
- Lesson 6: Belief Systems
- Lesson 7: Cultural Beings and the Role of Culture Part 1
- Lesson 8: Cultural Beings and the Role of Culture Part 2
- Lesson 9: The Role of Community
Module Three: Maintaining Classroom Community
This is the last module and consists of the following three lessons:
- Lesson 10: Becoming an Effective Classroom Learning Environments Facilitator - Developing a Stance
- Lesson 11: Coping with Challenges
- Lesson 12: Strategies for Maintaining Classroom Community.
Course Objectives
In this course, you will develop theoretical and practical understanding about strategies in classroom management in order to apply new learning to relevant contexts for the purposes of design, evaluation, and analysis. You will engage in scholarly discussion and writing related to these concepts:
- What impact does creating a dynamic classroom learning environment and climate have on student motivation, feelings of support, and engagement?
- What is the intersection of each child’s culture and family background and my own cultural backgrounds? How does each child’s cultural background and my own cultural background influence my teaching?
- In what ways do belief systems concerning classroom environments impact student learning? What are the rationales for these belief systems? How might they be enacted?
- How can I become better aware of classroom learning environment strategies, theories, and beliefs and what impact they have on my practice?
- In what ways will taking an inquiry stance help me critically engage with teaching and learning?
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a
distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
Technical Requirements
| Operating System
|
Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.
To determine if your operating system is supported, please review Canvas' computer specifications. |
| Browser
|
Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using.
Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.
To determine if your browser is supported, please review the list of Canvas Supported Browsers.
Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
|
| Additional Canvas Requirements
|
For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
|
| Additional Software
|
All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint.
Students will need a PDF reader, such as Adobe Reader.
|
| Hardware
|
Monitor: Monitor capable of at least 1024 x 768 resolution
Audio: Microphone, Speakers
Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software. |
| Mobile Device (optional)
|
The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
|
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Method of Instruction
If this is the first online course you are taking you will find it is different from a more traditional face to face classroom environment. The anxiety that you may feel at the beginning is normal. It will be less stressful once you are comfortable with the technology and the rhythm of the course. Be aware that you will need to spend four to eight hours a week on this course.
The key to success in an online course is organization. The course schedule will be a helpful guide in getting organized. It has a summary of the lessons, reading assignments, discussion assignments, activities and assessments. In addition, the syllabus outlines course expectations, including learning community roles, grading policies, and deadlines.
Please be aware that this course is not self-paced. Deadlines exist so that we may engage in learning together as a community. We have a great deal to learn from one another in a short amount of time!
Assignment Details
Note: The assignment details are presented via a slide carousel. Once you have completed the current slide, please click on the subsequent sphere (or the right-side arrow) at the top of the carousel to proceed to the next assignment. Over the next few slides you will learn about the following assignments:
- Participation in Discussion Forums (20%)
- Participation in Reflections (10%)
- Classroom Spaces Presentation (15%)
- Topic Paper (20%)
- Where I’m From Poem, Discussion, and Reflection (5%)
- Classroom Management Videos Response (5%)
- Classroom Learning Environments Plan (25%)
Participation in Discussion Forums (20%):
Due Weekly - First Responders by Sunday, 11:59 p.m. and Connectors by Tuesday, 11:59 p.m.
You are expected to participate in (and often lead) interactive discussions. Within our discussions, you will be expected to synthesize readings, push the thinking of yourself and the group, and connect readings within and beyond the class. Participation in discussion grades will be based on overall participation in class discussions.
Each week you are expected to participate, at least once, as either the “first responder” or “connector” in a class discussion. More information about these roles is provided in the discussion expectations handout.
Generally, our discussion will be open, with no initiating question, although there will be times that your reflection is prompted. Unless otherwise prompted, your task is to select one or two key excerpts or ideas from the assigned reading that speaks to you, and in about one page (1) write about the passage(s) you chose and why, (2) how what you learned from the text influences your thinking and/or your practice, and (3) any concerns or questions related to the idea.
Please refer to the course planning tool for your role assignment each week, and for discussion due dates.
Participation in Reflections (10%):
Due frequently as part of lesson content – please check lessons carefully for reflection due dates.
You are expected to participate in reflections around course content. These reflections will be prompted within lesson content in order for you to synthesize learning and connect new knowledge to your existing experiences and current and future practices. Reflections are individual assignments.
Classroom Spaces Presentation (15%):
Due by the end of Lesson 4
Working individually or in small groups (please email me if you’d like to work in a small group of no more than 3), create a visual presentation, approximately 5-minutes in length, that illustrates principles of classroom organization and design in kindergarten, primary, or intermediate grades based on what you have read and discussed in CI 405. Presentations should include photographs/videos of different classrooms along with audio explanations of the effective classroom design for student learning seen in the photos. Photographs can be taken in schools where you work/volunteer, or from websites/blogs (with appropriate permission and citations).
Watch Video
In case it is helpful for you, here is an example of an iMovie classroom spaces presentation.
Loading the player
Topic Paper (20%):
Due by the end of Lesson 7
At the end of Lesson 7, you will be expected to submit a paper on a topic from CI 405 that you want to learn more about. This assignment has four parts and will be described in detail in Lesson 3, but you will want to begin thinking of a topic before then to allow plenty of time to complete the paper. For this assignment, you are expected to:
- Choose a topic related to classroom management that you want to explore more deeply.
- Develop a list of 6-10 resources about this topic. Up to three of these resources may come from course materials. Your resources might include articles, books, videos, personal interviews, classroom observations, teaching materials, or others.
- Synthesize your new learning from these resources and develop 3-4 learning statements about what you learned.
- Write a short paper that is organized around your 3-4 learning statements and refer to your resources. Your paper should begin with a topic overview and end with a reflection about your overall learning.
Your paper should follow APA 6th edition guidelines, be professional in appearance, and well written.
Where I’m From Poem, Discussion, and Reflection (5%):
Due during Lesson 8
In Lesson 8, you will write a Where I’m From poem as part of a Morning Meeting activity. A template and example for the poem will be provided in the lesson. After writing the poem, you will share it in a discussion forum and reflect on the experience in relationship to your teaching practices.
Classroom Management Videos Response (5%):
Due at the end of Lesson 11
Visit the Responsive Classroom YouTube channel where you will find a series of classroom management videos. By the end of Lesson 11 (which is also the end of Module 3) you are expected to watch at least 5 of these short videos and post a brief (about 5-10 sentences) response to each video. Choose exemplars of strategies you would like to see in action. You will probably watch a lot more than 5 but you only need to record your response to 5 of the videos. Record your responses on the Classroom Management Video Response Log form and then upload it as an assignment in Lesson 11.
Classroom Learning Environments Plan (25%):
Due at the end of Lesson 12, although it lends itself to being completed as separate components through the course and then assembled into a coherent package at the end
This assignment has 4 components:
Letter or Brochure to Parents: Write an opening letter or brochure to the parents of future students. Make sure your letter/ brochure is positive, accessible to a non-educator audience, concise, and professionally published. In your letter/ brochure include the following:
- Introduce yourself and share a little bit of your background
- Explain your goals for students for the year
- Describe in general your management style and expectations for students
- Describe the typical kinds of activities in which students will be involved on a daily basis
- Communicate to parents the role you hope they play in your classroom as well as how they can help their children be successful
- Tell parents how they can communicate with you
Physical Environment: Create a visual (i.e., a drawing, model, or video tour) that shows the physical organization of your classroom. Write a rationale, or include an audio file, that explains how your classroom is arranged and why.
Community Building: Describe how you would go about creating a sense of community within your own classroom in a developmentally appropriate way. Consider before school activities, beginning of the year activities, and community building activities that occur at different points throughout the year.
Reflective Conclusion: In this final section of the plan, reflect on some of the major commitments/beliefs that you have developed. As you reflect on the course, conclude your plan by describing one key idea that you have learned and plan to use in the future, and explaining a key belief or commitment that you will take with you as an educator.
Make sure that the plan is consistent across all components, follows APA 6th edition guidelines, is professional in appearance, and well written.
The following exemplifies a classroom management plan.
Grades
| Letter
|
Range
|
Grade Scale
| A
|
93-100
|
| A-
|
90-92
|
| B+
|
87-89
|
| B
|
83-86
|
| B-
|
80-82
|
| C+
|
77-79
|
| C
|
73-76
|
| C-
|
70-72
|
| D
|
65-70
|
| F
|
<65
|
Please refer to the
University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the
Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
Module One: Understanding and Creating Classroom Learning Environments
Getting Started
Lesson 1
|
Readings:
|
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
|
|---|
|
Assignments:
|
- Complete Canvas Orientation
|
|---|
Lesson 1: Course Welcome and Introduction
Lesson 1
|
Readings:
|
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
|
|---|
|
Assignments:
|
- Developing Our Community Agreements (Whole Class Forum): Submit three community agreements to the discussion form and acknowledge (via reply) which agreement feels most important to you today.
- Classroom Community Introductions (Whole Class Forum): Submit initial post and reply to the introductory posts of two classmates (at minimum).
- A Case of Two Teachers (Reflection): Submit initial post after engaging with continuum tool. Read and reflect upon submissions other colleagues posted. Based upon the activity's prompt, submit a reflection that answers four key questions.
|
|---|
Lesson 2: Establishing the Physical Environment
Lesson 2
|
Readings:
|
Textbook
- Clayton, M., & Forton, M. (2001). Classroom spaces that work.
- Chapter 1 pages 11-20 and the key growth patterns for the age(s) of the children you are interested in teaching
- Chapter 2
- Chapter 3
- Chapter 4
Other Readings
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Kriete, R. (2002). Overview. In The morning meeting book (2nd Ed.). Turners Falls, MA: Northeast Foundation for Children.
|
|---|
|
Assignments:
|
- Morning Meeting Greeting (Group Forum): Using the video recording feature in the forum, greet the members of your group by name in a language other than English.
- Six Word Memoirs: Input your own six word memoir and post it on the Morning Meeting Six Word Memoir Activity Wall.
- Building Community Through Morning Meeting (Whole Class Forum): Post one way that a morning meeting can help build community.
- Course Announcements (Whole Class Forum): Post any special occasion or announcement you have this week to the forum.
- Classroom Spaces that Work (Lesson Reading Forum): Design a classroom space (aerial blueprint). Post and respond to discussion forum per instructions for First Responder/Connector roles.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 3: Establishing Rules and Procedures
Lesson 3
|
Readings:
|
Textbook
- Denton, P. & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: Northeast Foundation for Children.
- Read:
- Prime factors;
- Key terms;
- Chapter 1- pages 29 to 34 and the grade level section for your grade;
- Chapter 2 – pages 79-84 and the grade level section for your grade level.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
Other Readings
|
|---|
|
Assignments:
|
- Morning Meeting (Whole Class Forum): Greet fellow classmates via the Round Robin greeting.
- Observations, Inferences, and Judgments: Complete this formative assessment, which will gauge your current knowledge of the differences between observations, inferences, and judgments.
- Establishing Rules (Whole Class Forum): Create a Venn diagram based upon the forum prompt. Post your diagram and reply to at least three colleagues' Venn diagrams.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 4: Establishing the Classroom Community
Lesson 4
|
Readings:
|
Textbook
- Chapter 6 in Levin, J. & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. (7th Ed.). Boston: Pearson.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
|
|---|
|
Assignments:
|
- Morning Meeting (Collaboration): Participate in the Alphabet Story. Post your contribution directly to the collaborative Box Note.
- Morning Meeting (Reflection): Submit a reflection to the activity's prompt.
- Classroom Spaces Presentation (Submission): Upload your presentation to the Box folder according to the grade level you are presenting on.
- Classroom Spaces Presentation (Whole Class Forum): Watch at least one video from each category. Contribute at least once to the discussion board about the similarities and differences you noticed.
- Connecting Space to Community (Reflection): Post a reflection about the connections between classroom space and community. Respond to the prompts provided in the activity. Your reflection may be conducted via video, audio, or text.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 5: Establishing the Social-Emotional Climate
Lesson 5
|
Readings:
|
Textbook
- Charney, Ruth, S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Denton, P. (2007). Power of our words. Turners, Falls: MA: Northeast Foundation for Children.
- Chapter 1: General Guidelines for Teacher Language
|
|---|
|
Assignments:
|
- Morning Meeting (Whole Class Forum): Post any special occasion or announcement you have this week to the forum.
- Principles of Teacher Talk (Part 1): Complete survey.
- Read and Example (Group Forum): Post your “Read and Example” to your discussion group. Read your discussion group’s posts and reply to each member by responding to the activity's conversation prompts.
- Power of Our Words: Review each scenario and match it with the appropriate principle.
- Principles of Teacher Talk (Part 2): Complete survey.
- Classroom Learning Environments Topic Paper (Reflection): Choose a topic related to classroom management that you want to explore more deeply. Develop a list of 6-10 resources about this topic. Synthesize your new learning from these resources. Develop 3-4 learning statements and write a short paper that is organized around your 3-4 learning statements.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Module Two: The Role of Culture and Community
Lesson 6: The Role of Culture
Lesson 6
|
Readings:
|
Textbook
- Levin, J. & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. (7th Ed.). Boston, MA: Pearson.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Charles, C. M. (2001). Building classroom discipline (7th ed.) (pp. 67-84). Boston, MA: Allyn & Bacon. - Albert
- Chapter 5: Linda Albert's 'Cooperative Discipline'
- Charles, C. M. (2001). Building classroom discipline (7th ed.) (pp. 189-204). Boston: Allyn & Bacon. - Alfie Kohn
- Chapter 12: Alfie Kohns's Beyond Discipline
- Wolfgang, C. H., (2001). Solving discipline and classroom management Problems: Methods and models for today’s teachers. (6th ed.) (pp.79-96). Hoboken, NJ: Wiley. - Canter
- Chapter 4: Assertive Discipline
|
|---|
|
Assignments:
|
- Morning Meeting (Whole Class Forum): Post (share) the topic you are considering for your Topic Paper based on last lesson’s reflection.
- Textbook Exercise: Complete exercise nine on page 110 of Levin, J. & Nolan, J. F. (2014).
- Models of Classroom Management Jigsaw (Reflection): Based upon your specific assigned reading, create a teaching tool that teaches your classroom management model to your group. Review each team member's jigsaw. Submit reflection based on assignment prompts.
- Classroom Management Beliefs (Group Forum): Create a visual representation (no words!) of your understanding and belief of classroom management. Share (post) your visual with your small discussion group. Respond to your group about what you see and make connections to previous readings/course discussions.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 7: The Role of Community
Lesson 7
|
Readings:
|
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Sensoy, O. & DiAngelo, R. (2011) A parable: Hodja and the foreigner. From Is everyone really equal (xxiii-xxv). NY: Teachers College Press.
- Rousseau, C. K. & Dixson, A. D. (2006). The first day of school: A CRT story. In A. D. Dixson & C. K. Rouseau (Eds.), Critical race theory in education (pp. 57-65).
|
|---|
|
Assignments:
|
- Morning Meeting (Group Forum): Repost your visual from Lesson 6 and share your ideas behind it, as well as what you learned from reading your group’s comments and connections.
- Topic Paper (Submission): Submit a paper on a topic from CI 405 that you want to learn more about.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 8: Cultural Beings
Lesson 8
|
Readings:
|
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
Other Readings
- Struggle for Smarts? How Eastern and Western Cultures Tackle Learning
- Delpit, L. (2006) Lessons from teachers. Journal of Teacher Education 57 (3), 220-231.
- Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42, 269-276.
- McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10–12.
|
|---|
|
Assignments:
|
- Where I'm From Poem: Develop and submit poem from template.
- Where I'm From (Group Forum): Post your poem and respond to your group member's poems.
- Where I'm From (Reflection) Based upon prompts within the activity, reflect on the experience of writing, sharing, and reading your classmates’ Where I’m From poems.
- White Privilege (Group Forum): This is a four part discussion forum that spans two weeks:
- Parts 1-3 are due during the first week, whereas
- Part 4 is due during the second week.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 9: Cultural Competency
Lesson 9
|
Readings:
|
Textbook
- Charney, Ruth, S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Seitz, K.A. (2011). Parent collaboration: Developing partnerships with families and caregivers. In R. Powell & E.C. Rightmyer (Eds.), Literacy for all students (pp. 57-81).
|
|---|
|
Assignments:
|
- Morning Meeting (Whole Class Forum): Participate in the Me Too! greeting by posting a fact about yourself to the whole group. Respond by greeting someone that you have commonality with.
- Discovering Gloria (Reflection): Watch the film Discovering Gloria Incorporate the the 4As handout to guide and the activity's prompts into your reflection.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Module Three: Understanding and Developing Belief Systems
Lesson 10: Belief Systems
Lesson 10
|
Readings:
|
Textbook
- Charney, Ruth, S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
Other Material
|
|---|
Assignments: |
- Morning Meeting (Whole Class Forum): Share (post) one skill or strategy you have learned so far that resonates with you. Within your post, explain how you imagine using it in the future?
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
|
|---|
Lesson 11: Developing a Stance
Lesson 11
|
Readings:
|
Textbook
- Charney, Ruth, S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
- Levin, J. & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. (7th Ed.). Boston: Pearson.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
- Strachota, R. (1996). On their side: Helping children take charge of their learning. (pp. 58-79). Turner’s Falls. Northeast Foundation for Children.
- Chapter 4: Getting on their side
|
|---|
|
Assignments:
|
- Morning Meeting (Whole Class Forum): Share (post) your favorite video from the Classroom Management Video Response assignment with your classmates.
- Classroom Management Issues and Strategies (Submission): Using the Classroom Management Issues handout, consider classroom management issues and come up with a list of strategies based on the readings and your classroom experiences.
- Classroom Management Consultancy: This assignment is based upon the Consultancy Protocol Overview and consists of the submission of a reflection as well as participation within a discussion forum. Please see the assignment for specific details and deadlines.
- Lesson Reading Forum: Post and respond to discussion forum per instructions for First Responder/Connector roles.
-
Classroom Management Video Response (Submission): After watching a minimum of five short videos, you will submit a 5-10 sentence response to each video recorded within the Classroom Management Video Response log.
|
|---|
Lesson 12: Becoming an Effective Classroom Learning Environments Facilitator
Lesson 12
|
Readings:
|
Textbook
- Charney, Ruth, S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation menu.)
|
|---|
|
Assignments:
|
- Morning Meeting (Group Forum): This activity is the final step (carry over) from Lesson 11's Consultancy assignment. The student whose dilemma was highlighted should provide a reflection on what was shared. Other members should share any final thoughts, reflections or questions they might have.
- Success Analysis (Whole Class Forum): Post one part of your plan that you are particularly proud of with a description of what made this portion of the plan particularly successful for you. You will then reply to at least three classmates' successes. Finally, you will return to your original post and write a reflective response on what made this successful.
- Final Commitment (Whole Class Forum): TBD.
- Classroom Learning Environments Plan (Submission): Assemble and submit your plan into a coherent package by semester's end. Your plan should include a letter or brochure to parents; visual illustrating your classroom's physical organization; descriptor on how you plan to create a classroom community; and a reflective conclusion.
|
|---|
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Academic Integrity
According to Penn State policy
G-9: Academic Integrity
, an academic integrity violation is “an intentional,
unintentional, or attempted violation of course or assessment
policies to gain an academic advantage or to advantage or
disadvantage another student academically.” Unless your instructor
tells you otherwise, you must complete all course work entirely on
your own, using only sources that have been permitted by your
instructor, and you may not assist other students with papers,
quizzes, exams, or other assessments. If your instructor allows you
to use ideas, images, or word phrases created by another person
(e.g., from Course Hero or Chegg) or by generative technology, such
as ChatGPT, you must identify their source. You may not submit
false or fabricated information, use the same academic work for
credit in multiple courses, or share instructional content.
Students with questions about academic integrity should ask their
instructor before submitting work.
Students facing allegations of academic misconduct may not
drop/withdraw from the affected course unless they are cleared of
wrongdoing (see
G-9: Academic Integrity
). Attempted drops will be prevented or reversed, and students will
be expected to complete course work and meet course deadlines.
Students who are found responsible for academic integrity
violations face academic outcomes, which can be severe, and put
themselves at jeopardy for other outcomes which may include
ineligibility for Dean’s List, pass/fail elections, and grade
forgiveness. Students may also face consequences from their
home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the
Policy on Academic Integrity
indicates that procedure requires an instructor to inform the
student of the allegation. Procedures allow a student to accept or
contest a charge. If a student chooses to contest a charge, the
case will then be managed by the respective college or campus
Academic Integrity Committee. If that committee recommends an
administrative sanction (Formal Warning, Conduct Probation,
Suspension, Expulsion), the claim will be referred to the
Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review
procedures may vary by college when academic dishonesty is
suspected. Information about Penn State's academic integrity policy
and college review procedures is included in the information that
students receive upon enrolling in a course. To obtain that
information in advance of enrolling in a course, please contact us
by going to the
Contacts & Help page
.
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities.
The Student Disability Resources (SDR) website provides
contacts for disability services at every Penn State campus. For further information, please visit the
SDR website.
In order to apply
for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled,
participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources
office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible.
You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the
World Campus Student Center website.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
-
Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
-
Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
-
Students are responsible for monitoring their grades.
-
Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
-
Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
-
Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
-
Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
-
Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
-
For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
-
Senate Committee on Student Life policy on managing classroom disruptions:
Office of Student Accountability and Conflict Response.
-
Penn State Principles
