Classroom Management for Teachers – EDUC 304
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
This course will survey instructional approaches, materials, and methods for classroom management. Emphasis will be placed on management styles and the various methods associated with those styles.
(EDUC 205 or EDUC 220) and Background Check Receipt with a score of 5
The process of classroom management requires the application of a cadre of integrated skills that necessarily flow into all areas of the curriculum and presentation of that curriculum. Good classroom management establishes the groundwork and foundation for academic achievement; therefore, instruction in this area must be as effective and efficient as possible.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Apply strategic concepts of classroom management skills.
- Assess the role of a Christian educator in impacting students based on the Great Commission in Matthew Chapter 28.
- Design a classroom arrangement for providing a supportive environment.
- Examine effective means of communication among teachers, administrators, and families.
- Identify instructional skills and teaching methods necessary for classroom success.
- Analyze various styles of learning for encouraging on-task behavior.
- Demonstrate how to prevent bullying in the classroom.
- Create a management plan for the diverse needs of today’s K–12 students.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.
Discussion Board Forums (6)
There are 6 Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction among candidates regarding relevant, current course topics. Discussion Boards are collaborative learning experiences; therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 1 other classmate’s threads. Each reply must be 150 words. For each thread and reply, the candidate must support his/her assertions with at least 1 citation in current APA format. (MLO: A, B, D, E, F)
Modality Inventory and Quiz
The candidate will complete a modality inventory in Module 1 and attach it to the specified assignment portal. In a separate assignment portal the candidate will answer questions about the results of the inventory. Parkers’ Modality Test is a self-calculating, computerized learning styles profile and study skills inventory. Together these tools describe learning preferences according to the individual student. (MLO: D, E, F)
Classroom Challenges (2)
The candidate must complete 2 classroom challenges - one on effective room arrangement and another on bullying in the classroom. Each paper must be at least 1,200 words and include 4 sources, 1 of which is the Bible and 1 of which is the textbook. Each paper must include at least 5 citations from the 4 sources. (MLO: A, C, F, G)
The candidate must complete a classroom management plan consisting of 12 sections that coincide with the 12 components in the grading rubric. This plan must be at least 1500 words and include 4 sources, 1 of which is the Bible and 1 of which is the textbook. This plan must include at least 6 citations from the 4 sources. (MLO: A, B, C, D, E, F, H)
The candidate will complete the textbook readings for each module/week and then take the textbook assignment quizzes that are designed to evaluate comprehension of the textbook. All quizzes are open-book/open-notes and contain 16 multiple-choice and true/false questions, with the last quiz containing 14 multiple choice questions and 1 essay. All quizzes have a 30-minute time limit except for the last quiz which has a 1-hour time limit. (MLO: D, E, F)