ESSE679: Advanced Classroom Management/Practicum in PreK-3

Mission Statement
Old Dominion University's major purpose in it education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the art instruction with students of various cultural and socioeconomic backgrounds and attitudes that reflect commitment to teaching and learning as well as lifelong professional growth and development. The Conceptual Framework, Educator As Professional, reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students.

Description
This course will examine methods for educators to use in order to make their classroom teaching more efficient.  For teachers to implement and to sustain a success- oriented environment, they must continually and thoroughly address the teaching process.  This process is founded upon the planning and implementing of instructional activities and the evaluating of teacher and student performance.

Purpose
This course is designed to help professional educators to become aware of the various discipline techniques used by parents and teachers and to become astute as to the effectiveness of those techniques.  The effects of negative, punitive and damaging discipline will be examined, and the student will learn how to avoid the use of such techniques.  Effective positive discipline techniques that are supported by research will be taught, with an opportunity given for the student to use these skills in the classroom, home and community.

Course Objectives
As a result of this course and its activities, the learner should:

1. Become aware of the frustration which teachers and parents face when they lack the
         basic understanding of child behavior.
2. Develop an understanding of child behavior.
3. Become aware of their own reactions to children's misbehavior and the ways that they have learned to respond - based on their own experiential backgrounds and become            advocates on behalf of young children and their families.
4. See the need for parents and teachers to be trained in the use of positive behavior techniques with children and develop a philosophy that is based on research-based practices.
5. Be given an opportunity to successfully use different positive techniques with children in an effort to gain an expertise in behavior management.
6. Observe adults as they interact with children and be able to accurately identify the effectiveness of the alternative teaching models and methodologies.
7. Interact with and observe children in an effort to become acutely aware of a child's perspective on life - and thus the reasons for her/his behavior.
8. Attend workshops or conferences in the community that are targeting the topic of discipline and behavior problems, for example, those being sponsored by social service agencies, public schools or private enterprises.
9. Become aware and be able to identify the stage of Erikson of children at different ages, in order to better understand their developmental needs, their struggles and their strengths.

Course Requirements

1. Practicum Assignment (Spring 2006): Handout to be distributed.
2. “Me” Bag Assignment: During the course of a semester take your “Me Bag” to your Practicum class and share it with your group of children. Be sure to write in your journal their response, how you felt about it, and what you learned from the experience.
3. Written Assignments: All work should be kept in a soft folder with two pockets.  When assignments are returned to you in the folder, move the graded work to the left side of the folder. Please leave all of your work together in the folder.
• All assignments must be typed (using a word processing package) and are due at the beginning of class on the day designated.  Assignments cannot be accepted via email or fax.  Failure to turn in assignments at the appropriate time will result in a full letter grade deduction for each class that the assignment is late.  (Exceptions will be made if there are extenuating circumstances, which will be determined by the course instructor.)
• Read the textbook assignments as required, and be prepared to answer questions on the study guide pertaining to the assigned reading each class period. (See class participation, section i)
• Four Behavioral Observations: Observe and record the interaction of an adult and at least one child, and be prepared to discuss and/or role-play in class. Each written observation must include:
• Date of observation.
• Place of observation (supermarket, shopping mall, church, school,  playground, home, etc.)
• Participants (i.e. young man, 2 boys - ages 4 and 6
• Stage of Erikson that participants represent (children as well as adults)
• Account of the Interaction
• Outcome.
• What the child learned.
• Alternative way(s) of handling situation. Cite references (refer to texts and class discussions).
• Select the alternative that you would choose to use first.
• Explain how the interaction you observed shows the struggles that might be expected considering the stage of development (Erikson) of the various participants.
• Do not submit more than one observation in one week.   Each observation is worth 25 points for at total of 100 points. Please see rubrics.
• Teacher and Classroom Observations: During the semester, you are required to complete two classroom observations, two teacher interviews, and two student observations. The classroom and student observations can be done in your practicum classrooms. Your teacher interviews should be done with public school teachers (any grade). Each assignment is designed to provide real life illustrations of the theory and practice you are studying in this course. Your written summary and reflections will show your understanding of concepts you have learned in class. Each assignment is worth 10 points for a total of 60 points. Please see specific attached assignments and rubrics.
• Personal Reflections:  Our personal backgrounds and experiences create a formative framework for our approaches to relationships.  Each of two assignments is designed to help you reflect on the interpersonal and social interactions that have impacted your views about discipline and the way you feel about and treat children. Your written responses should indicate personal growth and learning as you examine your experiences in light of the concepts and principles presented in class. Each assignment is worth 25 points.
• Article Review: Find a professional article on Corporal Punishment and write a summary of the article including your reaction. Attach a copy of the article to the summary.  See rubric for further guidance.
• Conference/Workshop/ Parent Chat Critique / OR Two Abstracts: Attend and critique one conference, workshop offered in the community (for example, by social service agencies, public schools, or private organizations) concerning children or discipline. You may choose instead to attend one Parent Chat at the Child Study Center at Old Dominion University. Your two page typed critique of the presentation should include:
• Description of the event: Who was the presenter, what was the title of the presentation, who was in attendance.
• Summarize the material presented
• Personal reflection: Was this information useful? Would you recommend this material/workshop to others? How might you apply the information personally and/or professionally?
           OR
• Write two abstracts:  Abstract topics are on the following topics:
• Functional Behavioral Assessment
• No Child Left Behind.
  
  Please attach full text of article to each critique.
• This assignment (either choice) is worth 20 points. Please see attached rubrics.
• Behavior Modification Assignment: Your plan is to be submitted on January 15, 2006. It will be reviewed and returned to you. You will be expected to continue the assignment throughout the semester and turn in a written report (2-page summary) including chart on April 19, explaining what you did, why you did it, how it turned out and what you learned from it. (If a chart or other physical demonstration of this project is used, that should be detailed here.)  This assignment is worth 30 points.
• Weekly Applied 101’s: Each week that the class meets, you are to turn in a written account of two 101’s that you have used during the week. Your real life illustration should show that you have used one of the 101 techniques from “The 101s: A Guide to Positive Discipline” with a spouse, significant other, friend and/or family member. Your brief paragraph should site the principle, tell how and why you used it, and explain the outcome.
  
  The purpose of this assignment is to help you become an expert at using a variety of principles in different settings. Therefore, each week a principle that you have not previously used should be turned in.
• Class participation: Class participation showing evidence of weekly preparation accounts for 40 points towards the final course grade.
• Seminar Attendance: PreK-3 students will attend the Practicum Seminars, which are held in room 244 of the Child Study Center. The hour-long Practicum seminar, held at 12:00 noon on designated Mondays, provides students with professional development experiences and guest speakers that enhance and add to the depth and quality of your training.
  
  The presenters are caring mentors who are master teachers and administrators highly invested in your personal success. Topics are designed to inspire, inform, and challenge you to make an impact on the lives of children, families, and schools. Seminar dates for Spring Seminar will be Monday January 23, February 6, February 20, March 20, April 3, and April 24. Light refreshments and drinks are provided.
• Mid-term and final examinations. Each exam is worth 100 points.

Evaluation of Written Assignments
Please see attached rubrics for each of the written assignments.

Required Book List

• Krumboltz and Krumboltz - Changing Children's Behavior
• Wong and Wong - The First Days of School
• Payne - A Framework for Understanding Poverty

Bibliography

Borich, Gary, Observation Skills for Effective Teaching. Columbus, Ohio: Merrill Publishing Co., 1990.
Coloroso, Barbara, The Bully, The Bullied, and the Bystander. Harper Collins: 2004

Fried, SuEllen and Fried, Paula, Bullies, Targets and Witnesses. M Evans and Company
Inc. 2003.

Haberman, Martin, Star teachers of Children in Poverty. Indianapolis, Indiana:Kappa Delta Publishing, 1995.

Hallowell, Edward, M, The Childhood Roots of Adult Happiness. Balantine books NY: 2002.

Kindlon, Dan and Thompson, Michael, Raising Cain: Protecting the Emotional Life of Boys, Random House: 2000

Kriete, Roann, The Morning Meeting Book. Greenfield, Massachusetts: Northeast Foundation for Children, 1999.

Lew, Amy and Bettner, B.L., Responsibility in the Classroom. Newton Centre, Massachusetts: Connexions Press, 1995.

Mackenzie, Robert, Setting Limits in the Classroom. Rocklin, California: Prima Publishing, 1996.

Newman, Rebecca, Educating Homeless Children. New York: Garland Publishing, 1999.
Steinberg, Laurence, The Ten Basic Principles of Good Parenting. Simon and Schuster: 2004

Articles

American Academy of Pediatrics: Guidance of Effective Discipline, PEDIATRICS, Vol. 101, No. 4, April 1998 (http://aappolicy.aappublications.org/cgi/content/full/pediatrics;101/4/723)

Hamre, Bridget, & Pianta, Robert, “Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?” Child Development, Volume 76, No. 5,September/October 2005

Swick, K. & Freeman, N, “Nurturing Peaceful Children To Create a Caring World- The Role of Families and Communities,” Journal of the Association for Childhood Education, Fall 2004