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 enormous expertise of World Campus M.Ed. students’ experiences with the development and nurture of classroom learning environments. The course facilitates M.Ed. students’ inquiries into the “what,” “why,” and “how” of creating safe, affirming, and intellectually challenging learning environments for diverse learners. By connecting existing practices and tools with beliefs, dispositions, and mindsets, the course provides the time and space for educators to (re)conceptualize “classroom management.” In this class, students will have opportunities to learn from research, theory, and practice as they engage with literature and stories of classrooms, while joining professional conversations and asking important questions related to effective classroom management and meeting the needs of students in P–12 learning environments.

The course is broken down into three modules and consists of 12 lessons.

Module 1: Reimagining "Classroom Management"

This module consists of five lessons:

• Lesson 1: Introduction to CI 405
• Lesson 2: The Landscape of Classroom Management
• Lesson 3: Schools' Role in the Cradle-to-Prison Pipeline
• Lesson 4: Situating Our Conceptions of Curriculum and Classroom Management
• Lesson 5: I'm Already an Expert in Classroom Management—Why Am I Taking This Course?

Module 2: Classroom Management Is About Creating Caring Environments

This module consists of the following five lessons:

• Lesson 6: Effective Instruction: Critical Reflective Practices
• Lesson 7: Effective Instruction: High Student Engagement in Course Content and Positive Framing
• Lesson 8: Effective Instruction: Building a Classroom Community
• Lesson 9: Creating a Caring Environment
• Lesson 10: Restorative Discipline

Module 3: Where Did We Start, and Where Are We Now?

This is the last module and consists of the following three lessons:

• Lesson 11: Topic Paper Writing Groups
• Lesson 12: Conclusions, Implications, and Recommendations
• Lesson 13: Course Wrap-Up

Course Objectives

In CI 405, World Campus M.Ed. students will work in a collaborative inquiry community to

• Come to deeper understandings about their current beliefs and practices of classroom management, and where those perspectives come from.
• Learn from the ways others (people they know and people they will read about) think about classroom management
• Consider the role of curriculum, pedagogy, relationships (with students, families, community members, and colleagues), and assessment in classroom management.
• Discuss and cultivate ways “classroom management” can and should be reimagined for the lives of students.
• Systematically and intentionally study their own practices related to creating and nurturing classroom learning environments.

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 and Help

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.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about 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 4 to 8 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, and punctuality is very important to me. We have a great deal to learn from one another in a short amount of time!

With that said, I understand that sometimes things come up. Please be sure to communicate proactively with me if anything arises that would prevent you from meeting a deadline. I will work to communicate proactively with you, too, if anything unexpected should come up for me. Let's keep each other in the loop.

Assignment Details

 

Grades

Below is a description of the required percent range to earn the corresponding letter grade for this course.

Grade Scale

Letter	Range
A	94 to 100
A-	90 to < 94
B+	87 to < 90
B	84 to < 87
B-	80 to < 84
C+	77 to < 80
C	70 to < 77
D	60 to < 70
F	0 to < 60

All work in the course should use academic English appropriately, cite all sources, proofread to remove typos, etc. With that said, writing is something we are all working to improve. I view every assignment as an opportunity for growth, not a "gotcha." If points are deducted due to grammar/mechanics, I will clearly mark these. You may then resubmit the work with corrections to earn back the points.

 

Please refer to the University Registrar's 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).

 

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

Getting Started

Getting Started

Readings:	Syllabus
Assignments:	Complete the World Campus Canvas Orientation Course

Module 1: Reimagining "Classroom Management"

Lesson 1: Introduction to CI 405

Lesson 1

Monday, August 25 to Tuesday, September 2, 2025

Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). About the Authors. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. ix–xii). Corwin. Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Introduction. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 1–9). TCorwin. E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Gruenert, S., & Whitaker, T. (2015). Chapter 2: Culture vs. Climate. In School culture rewired: How to define, assess, and transform it (pp. 9–23). ASCD.

L1: Developing Our Community Agreements | Class Discussion L1: Classroom Community Introductions | Class Discussion L1: Readings | Class Discussion

Lesson 2: The Landscape of Classroom Management

Lesson 2

Wednesday, September 3 to Tuesday, September 9, 2025

Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 1: Understanding the landscape of classroom management: A look at research, theory, and practice. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 11–31). Corwin. E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Casey, Z. A., Lozenski, B. D., & McManimon, S. K. (2013). From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management. Journal of Pedagogy, 4(1), 36–58. Pinar, W. F. Currere. Key Concepts in Curriculum Studies: Perspectives on the Fundamentals. Wearing, J., et al. eds. New York. Taylor & Francis. 2020. 9780815348467. Ch. 5. pp. 50–59. Pinar, W.F. Method of currere. Counterpoints Vol. 2, Autobiography, Politics and Sexuality. New York. Peter Lang. 1994. 978-0820418490. pp. 19-27. Other Readings Emdin, C. (2020, July 24). Teaching Isn't About Managing Behavior: It's about reaching students where they really are.

L2: Defining "Classroom Management" | Reflection L2: Currere for More Equitable Learning Environments | Moment 1 L2: Readings | Group Discussion

Lesson 3: Schools' Role in the Cradle-to-Prison Pipeline

Lesson 3

Readings:

Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 2: Connecting classroom management and the cradle-to-prison pipeline. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 33–56).Corwin. Other Readings Choose one of the following: Ispa-Landa, S. (2018). Persistently harsh punishments amid efforts to reform: Using tools from social psychology to counteract racial bias in school disciplinary decisions. Educational Researcher, 47(6), 384–390. Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. One current events article of your choosing for the Current Events Assignment

Assignments:

L3: Current Events Assignment (1 of 4) | Group Discussion L3: Readings | Group Discussion

Lesson 4: Situating Our Conceptions of Curriculum and Classroom Management

Lesson 4

Readings:

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Glickman, C D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Boston, MA: Pearson [pp. 409–413; educational philosophy q-sort exercise] Joseph, P. B. (2011). Conceptualizing curriculum. In P. B. Joseph (Ed.), Cultures of Curriculum (2nd ed.), pp. 3–22. Lawrence Erlbaum. Charles, C. M. (2002). Alfie Kohns's Beyond Discipline. In Building classroom discipline (pp. 189–204). Allyn and Bacon. Charles, C. M. (2002). Linda Albert's Cooperative Discipline. In Building classroom discipline (pp. 67–84). Allyn and Bacon. Wolfgang, Charles H. Assertive Discipline. Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. John Wiley & Sons. 2005. 047165387X. Ch. 4. pp. 79-99.

Assignments:

L4: Curriculum Orientations Mapping | Reflection L4: Curriculum Orientations Mapping, Expand & Revise | Group Discussion (due in the next lesson)

Lesson 5: I'm Already an Expert in Classroom Management—Why Am I Taking This Course?

Lesson 5

Readings:	E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Choose two articles from the Equity-Focused Readings (Modules page).
Assignments:	L5: Current Events Assignment (2 of 4) | Group Discussion L5: Classroom Management Topic Paper | Reflection L5: Currere for More Equitable Learning Environments | Moment 2

Module 2: Classroom Management is About Creating Caring Environments

Lesson 6: Effective Instruction: Critical Reflective Practices

Lesson 6

Readings:	Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 3: Classroom management is about effective instruction. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 57–70). Corwin.
Assignments:	L6: Advisory | Class Discussion L6: Currere for More Equitable Learning Environments | Moment 1: Revisited and Expanded L6: Critical Reflective Practice | Reflection L6: Critical Reflection | Group Discussion

Lesson 7: Effective Instruction: High Student Engagement in Course Content and Positive Framing

Lesson 7

Readings:	Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 3: Classroom management is about effective instruction. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 71–top of 84). Corwin.
Assignments:	L7 - Discovering Gloria | Reflection L7 - Practicing High Student Engagement | Group Discussion L7 - Current Events Assignment (3 of 4) | Group Discussion L7 - Lesson Not Well Received | Reflection

Lesson 8: Effective Instruction: Building a Classroom Community

Lesson 8

Readings:	Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 3: Classroom management is about effective instruction. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 85–95). Corwin.
Assignments:	L8: Currere for More Equitable Learning Environments | Moment 3 L8: Pandemic Impact | Group Discussion

Lesson 9: Creating a Caring Environment

Lesson 9

Readings:

Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 4: Classroom management is about creating a caring environment. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 97–132). Corwin. E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Strachota, B. (1996). Chapter 4: Getting on Their Side. In On Their Side Helping Children Take Charge of Their Learning (pp. 58–79). Place of publication not identified: Distributed by ERIC Clearinghouse.

Assignments:

L9: "Where I'm From" Poem | Group Discussion L9: Challenging Event | Reflection L9: Topic Paper First Draft | Writing Group Response Request Part 1 due by the end of Lesson 9 Part 2 due by the end of Lesson 10 Part 3 due by the end of Lesson 11

Lesson 10: Restorative Discipline

Lesson 10

Readings:

Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Chapter 5: Classroom management is about restorative discipline. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 133–166). Corwin. Topic Paper Writing Group Read papers and provide feedback based on response requests. E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Shalaby, C. (2017). A Letter to Teachers. In Troublemakers: Lessons in freedom from young children at school (pp. 171–176). The New Press.

Assignments:

L10: Minor Discipline Issue | Group Discussion L10: Restortative Discipline | Reflection

Module 3: Where Did We Start and Where are We Now?

Lesson 11: Topic Paper Writing Groups

Lesson 11

Readings:	E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Choose two articles from the Equity-Focused Readings (Modules page). Topic Paper Writing Group  Read papers and provide feedback based on response requests.
Assignments:	L11: Currere Insight | Class Discussion Complete Part 2 of L9: Topic Paper First Draft | Writing Group Response Request

Lesson 12: Conclusions, Implications, and Recommendations

Lesson 12

Readings:	Textbook Milner, H. R., Cunningham, H. B., Delale-O'Connor, L., & Kestenberg, E. G. (2019). Conclusions, implication, and recommendations. In "These kids are out of control" why we must reimagine "classroom management" for equity (pp. 167–179). Corwin.
Assignments:	L12: Complete Part 3 of L9: Topic Paper | Final Draft L12: Current Events Assignment (4 or 4) | Group Discussion L12: Implications | Group Discussion

Lesson 13: Course Wrap-Up

Lesson 13

Readings:	E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.) Choose two articles from the Equity-Focused Readings (Modules page).
Assignments:	Currere for More Equitable Learning Enviroments | Moments 1–4 Saying Goodbye | Class Discussion

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 refer to Graduation at the Chaiken Center for Student Success.

Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), 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 or GCAC-805 Academic Integrity as appropriate). 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, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy 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 an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services 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.

Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.

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.

1. 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.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. 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.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. 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.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.