Fall 2015 Syllabus for

SCED 3100: MOTIVATION AND CLASSROOM MANAGEMENT

For whom?
You, the pre-service or in-service elementary, middle, or secondary school teacher.

Why?
To help you develop systematic strategies and techniques for effectively leading your
students to cooperate with you and with one another, and to be on-task and engaged in
the learning activities you plan for them. The rationale for the course is expounded upon
in the Preface of the course textbook, Classroom Management Strategies: Gaining and
Maintaining Students' Cooperation (Seventh Edition).

What materials will you need?

You'll need:

∙ A writing pad for on-the-spot note-taking

∙ A relatively large three-section notebook or electronic file including:

▸ A section for keeping the notes you will have re-organized into a coherent
form from your in-class on-the-spot note-taking

▸ A section for keeping your responses to the synthesis activities that are
assigned for each textbook chapter

▸ A section for keeping artifacts from cooperative learning activities

∙ The usual complement of writing implements

∙ The following textbook:

Cangelosi, J. S. (2014). Classroom Management Strategies:

Gaining and Maintaining Students' Cooperation (Seventh ed.). Hoboken,
NJ: John Wiley & Sons, Inc.

Who is conducting
the course?
Barb Cangelosi
barbara.cangelosi@usu.edu
Phone: 435-797-2226
Office: EDUC 337 (Office hours by appointment)

What are the goals and objectives?

The course is organized into five units. There is a goal for each unit and each of the first

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four unit goals is defined by a set of objectives:

Unit 1: THE RESEARCH-BASED ART OF LEADING STUDENTS TO COOPERATE

(Textbook reference: Chapters 1 & 2)

Goal of Unit 1: You will begin to employ an advanced organizer for examining the
complex art of teaching and you will comprehend some
fundamental principles from the various academic areas of study
that provide the research-based foundation for the classroom
management strategies that you will be developing in your work
with Units 2–5.

Objectives Defining Unit 1's Goal:

1. Organize your teaching responsibilities within the Teaching Cycles Model.

2. Examine your personal commitment to gaining and maintaining students’

cooperation so that you enjoy satisfying teaching experiences and your students
experience optimal learning opportunities.

3. Heighten your awareness of factors that need to be considered when developing

classroom management strategies.

4. Distinguish between examples and non-examples of each of the following:

allocated time, transition time, student engagement, on-task behavior, off-task
behavior, disruptive behavior, prosocial behavior, and antisocial behavior.

5. Realize that on-task behaviors and engagement in learning activities are learned
responses that you should plan to teach your students by employing researched-
based strategies that you will learn as you work with Units 2-5.

6. Distinguish between the roles of inquiry and direct instruction in the development
of classroom management strategies.

7. Distinguish between examples of true dialogues and teacher-student interactions

dominated by IRE cycles and explain the advantages of teachers engaging
students in true dialogues during inquiry-based learning activities.

8. Explain the following behavioristic principles: positive reinforcement, destructive

positive reinforcement, punishment, contrived punishment, naturally-occurring
punishment, destructive punishment, negative reinforcement, isolated behavior,
and behavior pattern.

9. Distinguish between examples of students being intrinsically and extrinsically

motivated to engage in learning activities.

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10. Heighten your awareness of the influence from the following academic areas of
study on the classroom management strategies that you will develop as a result of
your work with this textbook: learning theory, social interaction and
communication, developmental psychology, multicultural education,
behavioristic psychology, motivation and student engagement, and violence
prevention.

Unit 2: FOSTERING COOPERATION AND PREVENTING DISCIPLINE PROBLEMS

(Textbook reference: Chapters 3, 4, 5, & 6)

Goal of Unit 2: You will develop strategies for (a) establishing a classroom
climate that is conducive to students’ cooperatively engaging in
the business of learning, (b) interacting and communicating with
students and their parents in ways that foster productive,
cooperative relationships, (c) establishing standards for classroom
conduct, procedures for classroom routines, and schoolwide
discipline and safety policies, and (d) working with the individual
characteristics of your students in ways that foster cooperation and
engagement in learning activities.

Objectives Defining Unit 2's Goal:

1. Understand that students are more likely to be on-task and engage in learning
activities in a classroom where (a) a businesslike climate exists so that the task of
achieving learning goals is paramount, (b) the teacher demonstrates withitness,
(c) transition times are efficient and students are busy, (d) students feel free to
engage in the business of learning without fear of embarrassment, harassment, or
violence, and (e) expectations for conduct are clearly established.

2. Develop organizational techniques and employ technologies for establishing a

businesslike classroom climate, demonstrating withitness, and efficiently
managing transition time.

3. Understand how to take advantage of a new school year or term to establish

healthy and productive interrelationships and work habits.

4. Develop a descriptive rather than judgmental language style in communications

with your students and their parents so that you (a) avoid the characterizations
and labeling that lead students to be defensive about engaging in learning
activities, (b) gain students’ trust so that they understand that they are not
gambling with their self-esteem by cooperating with you and engaging in the
learning activities you plan, and (c) avoid the resentment and power struggles that
occur as a consequence of students’ feeling embarrassed in the classroom.

5. Incorporate techniques in your interactions with students that lead them to choose
to attend to your messages for them, techniques that involve the judicious
selection of words, body language, voice tone, active listening, and supportive
replies.

6. Communicate that individuals are responsible for their own conduct and avoid
communicating unintended messages that lead your students to misunderstand

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 how you expect them to behave.

7. Develop an assertive communication style, avoiding both hostile and passive

responses.

8. Develop strategies for leading students to use communication styles that foster
cooperation in the classroom.
9. Emphasize formative rather than summative evaluations when communicating
with students and parents about students’ achievement of learning goals.

10. Recognize that the level of professionalism you display in your communications
about students influences the trust and confidence students have in you.

11. Distinguish between necessary and unnecessary standards for classroom conduct
and understand the consequences of having unnecessary standards.

12. Apply the teaching cycles model to help students comprehend standards of
conduct, learn how to meet them, and predict the consequences of not meeting
them.

13. Develop a plan for establishing and enforcing standards for classroom conduct as
well as routine procedures for (a) maximizing on-task behaviors, (b) increasing
safety and security, (c) preventing activities within your class from disturbing
others outside your class, and (d) maintaining decorum among students, school
personnel, and visitors to the school campus.

14. Collaborate with colleagues, parents, students, and community leaders to develop
schoolwide discipline policies and a safe-school program.

15. Explain why the effectiveness of strategies for leading students to be on-task and
engaged in learning activities depends on how you interrelate with students as
individuals.

16. Develop strategies for interrelating with students so that the individual differences
among them enhance classroom cooperation and learning opportunities.

17. Explain the consequences of students feeling marginalized within your classroom
community and develop strategies for including students with characteristics that
are disdained by the majority of so-called “mainstream society.”

18. Explain the legal implications of your classroom management strategies relative
to the inclusion and accommodation of special needs students, especially in light
of the Individuals with Disabilities Education Act (IDEA).

19. Develop strategies for the inclusion and accommodation of students with
physical, hearing, visual, or communication impairments that enhance classroom
cooperation and student engagement.

20. Develop strategies for the inclusion and accommodation of students with learning
disabilities that enhance classroom cooperation and student engagement.

21. Develop strategies for the inclusion and accommodation of students with
emotional or behavioral disorders that enhance classroom cooperation and student
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 engagement.

22. Develop strategies for the inclusion and accommodation of students for whom
English is not a first language that enhance classroom cooperation and student
engagement.

23. Develop strategies for using the cultural diversity of your students to enhance
classroom cooperation and student engagement.

Unit 3: MOTIVATING STUDENTS TO ENGAGE IN LEARNING ACTIVITIES

(Textbook reference: Chapter 7)

Goal of Unit 3: You will develop your own strategies for designing and
conducting various types of learning activities in a manner in
which students are motivated to cooperatively participate in them.

Objectives Defining Unit 3's Goal:

1. Develop ideas for designing problem-based lessons so that students are

intrinsically motivated to engage in learning activities.

2. Develop techniques that encourage students to be on-task when you are directing
them into learning activities.

3. Develop ideas for conducting learning activities so that you are able to monitor
student engagement and demonstrate withitness.

4. Develop techniques that encourage students to be engaged during the following

types of learning activity sessions: (a) lecture, (b) cooperative learning, (c)
discussion, (d) questioning, (e) independent work, and (f) homework.

5. Develop ideas for creating classroom arrangements that facilitate students’ on-
task behavior and engagement in learning activities.

Unit 4: CONFRONTING AND SOLVING DISCIPLINE PROBLEMS

(Textbook reference: Chapters 8, 9, 10, and 11)

Goal of Unit 4: You will develop solutions to problems of disruptive student

behaviors, lack of student engagement in lessons, and poor student
cooperation.

Objectives Defining Unit 4's Goal:

1. Apply the Teaching Cycles Model to systematically deal with student off-task
behaviors rather than reacting without careful consideration of how to teach
students to supplant off-task behaviors with on-task behaviors.

2. Develop your own ideas for implementing each of the following suggestions for
responding to student off-task behaviors: (a) Deal with misbehaviors well before
they get to you. (b) Either respond decisively to an off-task behavior or ignore it
altogether. (c) Distinguish between teaching students to be on-task and building
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 character. (d) Distinguish between isolated off-task behaviors and off-task
behavior patterns. (e) Control the time and place for dealing with off-task
behavior. (f) Provide your students with dignified ways to terminate off-task
behaviors. (g) Avoid playing detective. (h) Use the help of colleagues, parents,
and supervisors. (i) Use alternative lesson plans. (j) Do not use corporal
punishment. (k) Know your rights and limitations. (l) Maintain your options. (m)
Know your students and yourself.

3. Design learning activities to teach students to supplant off-task behavior patterns

with on-task behavior patterns.

4. Understand how the following principles of behavior modification influence the

development of behavior patterns: (a) extinction, (b) alternative behavior patterns,
(c) shaping, (d) reinforcement schedules, (e) cuing, (f) generalization and
discrimination, (g) modeling, and (h) satiation.

5. Design learning activities to teach students to supplant the following types of off-
task behavior patterns with on-task behavior patterns: (a) mind wandering, (b)
daydreaming, (c) refusing to participate in class activities, (d) failing to complete
homework assignments, (e) failing to bring needed materials to class, (f) being
under the influence of debilitating drugs during class, (g) being absent or tardy,
and (h) cheating on tests.

6. Effectively handle isolated incidents of the types of nondisruptive off-task

behaviors that are listed under Objective 5 above.

7. Design learning activities to teach students to supplant the following types of off-
task behavior patterns with on-task, prosocial behavior patterns: (a) disruptive
talking, (b) interrupting, (c) clowning, (d) being discourteous, (e) failing to clean
up, (f) bullying, (g) fighting, (h) attacks on teachers, and (i) vandalizing.

8. Effectively handle isolated incidents of the types of disruptive behaviors that are
listed under Objective 7 above.

Unit 5: CONTINUING TO BUILD YOUR CLASSROOM MANAGEMENT

STRATEGIES

(Textbook reference: Chapter 12)

Goal of Unit 5: You will reflect on how to cultivate your teaching style so that
your ability to apply classroom management strategies for gaining
and maintaining students' cooperation improves as your
experiences grow.

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How are grades determined?
The grade you receive in this course should reflect how well you achieved the five unit
goals. Your grade will be based on your performance on the four unit tests (Units 1-4)
and on the final examination. The results of these four tests will influence your final
grade for the course according to the following scale:

15% of the grade depends on the score on Unit 1's test, 35% on Unit 2's test, 15%
on Unit 3's test, and 35% on Unit 4's test.

Participation and performance during the course's learning activities do not "count"
toward the grade However, the course is conducted and the tests designed so that the
learning activities (e.g., participating in cooperative-group and large-group sessions and
diligently completing assignments) are both a preparation for and a necessary condition
for success on the tests. The tests are relevant to the same objectives that the learning
activities are designed to help you achieve. Furthermore, there will be test items that
require you to attach and analyze work completed as part of a previous learning activity.
Attendance, participation, and performance relative to learning activities are not "graded"
so that you will feel free to make mistakes and try out new ideas without fear of "being
judged." However, unless your assignments are up-to-date by the time a test is
scheduled, you will not be administered that test.

Assignments Due Date Homework Assignments

(Fall 2015)

1 9-8
2 9-17
3* 9-22
OPP #1
4 9-24
5 9-29
6 10-1
7 10-6
8 10-20
9 10-22
From Chapter1, study pp. 3-12 and engage in Activities 1.1
and 1.2.
Read Chapter 2 and type up a response to Synthesis
Activity III on p. 51.
Engage in Transitional Activity from Chapter 2 to Chapter
3.
From Chapter 3, study pp. 57-71 p to the section
“Displaying Withitness” and type up a response to Activity
3.1 on p. 71.
From Chapter 3, study pp.71-90 and type up responses to
Synthesis Activities I, II, III (A-N on pp. 60 & 61).
From Chapter 3, type up responses to Synthesis Activities
IV, V, and X on pp. 90-91.
From Chapter 4, study pp. 93-121.
From Chapter 4, study pp. 121-135.
From Chapter 5, study pp. 140-155 up to the section
“Conflict Management and Resolution in Curricula.”
From Chapter 5, study pp. 156-177.
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10 10-27 From Chapter 6, study pp. 180-227 and type up a response
to Synthesis Activity VIII on p. 228.

11* 10-29 (Material from Chapters 3-6; include attachments for Opp
OPP #2 #2).
12 11-3 From Chapter 7, study pp. 231-263 and engage in Activities
7.1, 7.2, 7.3 and 7.4.
(Take-home Opp #3)
13 11-5 From Chapter 7, study pp. 263-280.
(Bring working copy of responses to OPP #3 to class)
14* 11-10 Take-home OPP #3 (final revision) due
OPP #3 (Material from Ch. 7)

15 11-12 Study Chapter 8.

16 11-17 Study Chapter 9 and type up responses to Activities 9.1

(#1-3) and 9.2 (#1-5) on pp. 317 and 320 respectively.
17 11-24 Study Chapter 10 and type up responses to Activities 10.2
(#1-4) and 10.3 (#1-2) on pp. 337 and 340 respectively.
18* 12-3 (Material from Ch. 8-10)
OPP #4 Study Ch. 11.

19 12-8 Group presentations on Ch. 11 Activities.

12-10

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