||TED626 - Classroom Management
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Preferably, for candidates planning to student teach in the near future. Candidates apply research-based models and strategies in creating and maintaining effective learning communities in K-6 or G7-12 classroom settings. There is an emphasis on preventing and managing common classroom situations as well as working with disruptive students. Requires four-hours of work in a K-6 or G7-12 classroom.
|Course Learning Outcomes:
- Use strategies and models in building K-6 or G7-12 learning environments and communities that are appropriate for grade level and content area. (MCA 1)
- Demonstrate strategies to teach proactive and pro-social skills to K-6 or G7-12 students that are appropriate for grade level and content area. (MCA 1)
- Identify legal, ethical, professional and effective practices for working with difficult students and situations. (MCA 2)
- Identify policies, procedures, laws and strategies for developing and maintaining safe schools/classrooms. (MCA 3)
- Develop a finalized K-6 or G7-12 classroom management plan. (MCA 3)
- Use effective, legal, professional, and ethical practices in working with K-6 or G7-12 students and their families. (MCA 4)
- Apply and evaluate strategies for working with outside resources in effectively managing K-6 or G7-12 students. (MCA 4)
|Specified Program Learning Outcomes:
- Analyze the application of educational research, evidence-based practices, and academic writing.
- Apply collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
- Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
- Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
- Apply the ability to develop, implement and evaluate evidence-based curriculum and instruction that includes assistive technology that provides access to the core standards for students with mild moderate disabilities and diverse learners, including students with autism spectrum disorder
- Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
- Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
- Apply the knowledge and skills to develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology.
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7).
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
- Critique research and synthesize learning theories as they relate to cognitive, language, and social development of ASL-English learners as well as those with special needs throughout their lifespan.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
- Evaluate the application of educational research, evidence-based practices and academic writing, a focus on secondary education matters.
- Evaluate the application of educational research, evidence-based practices, and academic writing with a focus on elementary education.
- Identify differences between the etiologies and learning characteristics of students who are DHH and those who are DHH with special needs.
- Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
- Implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed.
- Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners,including those with diverse learning needs.
- Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
- Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
- Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in ongoing professional learning by using evidence to evaluate the influences of professional practices, choices, and actions on learners, families, other professionals, and the community.
- Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
- Seek appropriate leadership roles and opportunities by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and advancement in the profession.
- Use appropriate developmental milestone goals and advocacy skills for individuals, from infancy to adulthood, to meet the communication and academic needs of d/Deaf learners during key transitional stages.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures