Spring 2016 Cuin 4375 Syllabus

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CUIN 4375: Classroom Management

Spring 2016
Instructor: Dawn B. Whitten, MS MEd

Office Room Number: Farish 442
Office Hours: By Appointment
Phone: (713) 743-8869
Email: dwhitten@uh.edu
Course Description:
This is a three-hour undergraduate course that focuses on effective classroom management systems, including the
socio-emotional climate, group processes, and behavior modification methods. Together, we will: (1) uncover and study
theories of classroom management; (2) practice research-driven methods to create a well-managed classroom; (3)
produce functional approaches for use in your future classroom; and (4) discover the theorists behind these successful
methods. This course will focus on methods and practices utilized in both elementary and secondary classrooms. The
knowledge gained through this course will be an invaluable resource for you during your professional career as an
educator.
Relationship to the University of Houston, College of Educations Conceptual

Framework:
Learning and leading are central to the University of Houstons mission, and collaboration for learning and leading is the
foundation to the education of pre-service and in-service teachers. Collaboration for learning and leading is embedded
in CUIN 4375 with the focus of knowledge and inquiry, the attention given to excellence in teaching, the respect
demonstrated for diversity, the emphasis on interactions between public schools and higher education, the expectation
that students will work collegially with one another on group projects and classroom activities, and the development of
presentation and instructional skills.
Learning Objectives/Outcomes:
The learner will:
Describe and compare theories and theorists of classroom management;
Employ methods to build student connectedness, including establishing rules, procedures, and related
management actions;
Describe the relationship between use of instructional time, classroom management, and academic
achievement;
Analyze the role of interpersonal and intrapersonal communications in classroom management;
Identify the roles that organization, climate, the instructional continuum, and student connectedness have in
the classroom management component of effective teaching and learning;
Propose methods to enhance students sense of responsibility for their behavior and learning;
Explain and rate methods to teach students self-management and self-control strategies;
Review current research, Classroom Management models and programs; and
Design a practical classroom management plan for future implementation within your classroom that covers the
first days and weeks of school and beyond.
NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Materials / Required Readings:
Manning, M.L., &Butcher. (2013). Classroom management: Models, applications, and cases (3rd ed.). Upper
Saddle River, NJ: Pearson.
Supplemental readings may be assigned throughout the course
Composition Book for Reflective Journal.
Your choice of book and article for literature review.
Technology Use:
Please turn off your cell phone or place it on silent mode during class. Please refrain from texting during class. If you
must take an urgent phone call, step outside. In such situations, you are responsible for any missed content. Laptops,
tablets, and other personal electronic devices should be used for the sole purpose of note taking during class, unless
otherwise directed by the instructor.
Support Services:
Student assistance for Blackboard can be found by visiting http://www.uh.edu/blackboard/help/, calling 713-743-1411,
or emailing support@uh.edu. If you cannot purchase or download the suggested software programs, utilize the CITE
computer lab for available computers (http://www.coe.uh.edu/cite). CITE is located on the third floor of Farish Hall in
the suite 300N rooms. Software or hardware can be purchased at the UH Bookstore or UH CougarByte Discount website
(http://www.cougarbyte.com/). Additional UH computer labs are available all over campus. Learn more by visiting
http://www.uh.edu/infotech-new/services/facilities-equipment/comp-labs/index.php
Participation/Attendance:
Punctual attendance is an important attribute of a professional educator. Please arrive prepared and on time. Regular
attendance of this class from start to finish is expected, as is informed class participation. If you must miss class for a
valid reason, please let me know via email prior to the class. Missing class will directly affect your Professional Attributes
grade. If you miss three classes, you may be dropped from the course. It is your responsibility to find out what you
missed. Communication is critical. If you have questions, ideas, or concerns, e-mail or call me.
Students are responsible for knowing and adhering to all university and college dates and deadlines. Such dates and
deadlines include those for enrollment (registration), adding and dropping of courses, academic holidays, payment and
refunds, and applying for graduation. Visit the following website for specific dates:
http://www.uh.edu/academics/catalog/academic-calendar/
In a case of emergency, it is the students responsibility to keep posted on all official University alerts or closures by
visiting: http://www.uh.edu/emergency.
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Assignment details and points:
Assignments are expected to be turned into Blackboard by 11:59pm on the assigned due date. Honest and open
communication is critical. If an unforeseen emergency arises, please let me know as soon as you can so I can better to
assist you with your needs
Late work will be accepted up to two days past the due date with a reduction of 10% on your assignment grade. Any
work not turned in after those two days will be reduced by 20%.
Technology failures will not be accepted as reason for missed assignment due dates. Therefore, do not leave anything to
the last minute. Back up files frequently and in various locations so work is not lost. It is the students responsibility to
identify alternative ways to complete or submit an assignment. For example, if the Blackboard Learn system is offline
consider emailing the assignment before the due date. Students are required to follow all UH deadlines:
http://www.uh.edu/academics/catalog/academic-calendar/
Due Date Percentage Points

Assignment Summary
of Grade Received
Reflection Journal Turn in #1: 20
2/10
Turn in #2:
4/20
Professional Literature Review 2/24 20
Small Group Discussion Leader 10
Theorist Activity 10
Individual Meetings 3/2 5
CMP Final Paper 5/2 20
CMP Presentation 4/27 10

Teacher Education Professional Attributes Ongoing 5
TOTAL 100
Reflective Journal (20 Points) prompts will be given during each class meeting. Additionally, you will need to write your
thoughts, comments, or questions on each reading (textbook or otherwise) in the form of three big idea flags. Details to
follow in class. Predetermined topics, personal observations, and class questions should also be included in your
reflection journals. The ability to reflect on what you learn, what you want to learn, and what you will learn is an
integral part of being a successful educator.
Professional Literature Review (20 Points) is a critique about current literature that pertains to a specific classroom
management issue or theme.
As part of this assignment, you will:

Choose a professional educational book - chosen from the list provided or approved by the instructor, and
Choose one related peer-reviewed article to review - which adds depth to an issue raised in the book. This article
will be turned in along with your paper.
The following rubric will be used to assess the literature review:

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Description Point Value Score

Introduction Provide a brief introduction to frame the 2
literature review.
Book and Article Chosen Choose a relevant book and article. The book 2
must be on the list provided or approved by
the instructor. The article must be from a
peer-reviewed/refereed source.
Summary of Book Provide a complete, yet fairly brief summary 2
of the book. Do not simply summarize one
area of the book. A full summary is necessary
to show evidence that you have read the
book.
Summary of Article Provide a complete, yet fairly brief summary 2
of the article. Do not simply summarize one
area of the article. A full summary is
necessary to show evidence that you have
read the article.
Implications for the classroom In light of the sources read, what does this 5
mean for classrooms? What does this mean
for classroom management? Cite specific
examples from your sources to support your
arguments.
Data Collection for Book How did the author(s) get data for the book? 1
Was it personal experience or based on
research? If research, discuss the type of
research.
Data Collection for Article How did the author(s) gather data for the 1
article? Provide a summary of the research
that was used.
Conclusion Conclude the material in a coherent way, 3
linking book and article findings together to
create a new understanding.
Grammar and APA Include a reference list and appropriate 2
internal citations. Grammar, syntax, and
correct APA 6th Edition should be used.
Total Points
20
Note: Full credit is given to full, complete responses. Partial credit may be given for short, incomplete,
insufficient responses.
Professional Literature Book Review Choices:

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Cayuso, E., Fegan, C. & McAlister, D. (2004). Designing teacher study groups: A guide for success. Gainesville,
FL: Maupin House.
Clark, R. (1993). The essential 55: An award-winning educator's rules for discovering the successful student in
every child. New York: Hyperion.
Codell, E. R.(1999). Educating Esme: Diary of a teacher's first year. Chapel Hill, NC: Algonquin Books of Chapel
Hill.
Connors, N. A. (2000). If you don't feed the teachers they eat the students: Guide to success for
administrators and teachers. Nashville: Incentive Publications.
Denton, P. (2007). The power of our words: Teacher language that helps children learn. Turners Falls, MA :
Northeast Foundation for Children.
Esquith, R. (2007). Teach like your hair's on fire: The methods and madness inside Room 56. New York: Viking.
Evanchyk, L., & Mendenhall, C. (2003). Those who teach do more: Tribute to American teachers. Bloomington,
IN: 1st Books Library.
Faber, A., & Mazlish, E.(1996). How to talk so kids can learn. New York: Rawson Associates.
Faber, A. ,& Mazlish, E. (1999). How to talk so kids will listen and listen so kids will talk. New York: Collins
Living.
Faber, A. ,& Mazlish, E. (2006). How to talk so teens will listen and listen so teens will talk. New York: Collins
Living.
Faber, A., et al. (1995). How to talk so kids can learn at home and in school - What every parent and teacher
needs to know. New York: Rawson Associates.
Farias, M. (2007). 25 ways to keep your child safe, healthy and successful: Lessons from a school counselor.
Victoria, British Columbia: Trafford.
Freiberg, H. J. (Ed.). (1999). Beyond behaviorism: Changing the classroom management paradigm. Boston, MA:
Allyn & Bacon.
Freiberg, H. J. & Driscoll, A. (2005). Universal Teaching Strategies (4th edition). Boston: Allyn & Bacon.
Gardner, H. (1993). The unschooled mind: How children think and how schools should teach. New York: Basic
Books.
Graham, P. A. (2005). Schooling America: How the public schools meet the Nations changing needs. New
York: Oxford University Press.
Hamlin, S. (2006). How to talk so people listen: Connecting in today's workplace. New York: Collins Business.
Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.
Johnston, P. H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.
Kohn, A. (2006). Beyond Discipline: From compliance to community. Alexandria, VA: Association for
Supervision and Curriculum Development.
Liesveld, R., Miller, J. A., & Robison, J. (2005). Teach with your strengths: How great teachers inspire their
students. New York : Gallup Press.
Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.
Rogers, C., & Freiberg, H. J. (1994). Freedom to learn (3rd ed.). Merrill: Ohio.
Severe, S. (2002).How to behave so your preschooler will, too! New York: Viking Adult.
Stronge, J. H. (2004). Qualities of effective teachers (2nd ed.). Alexandria, VA: Association for Supervision and
Curriculum Development.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountain View,
CA: Harry K. Wong Publications.
Wright, H. N. (2004). How to talk so your kids will listen. Ventura, CA: Regal Books.
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The purpose of the Small Group Discussions (10 Points) is to discuss and reflect on the readings with a small group in
class. The person who is leading the small group discussion for the week will be expected to have a written plan to lead
the discussion. The plan will be turned in to the professor.
Theorist Activity (10 Points) is a group presentation over a theorist not discussed on the syllabus. The first purpose of
this activity is to learn about theorists other than those covered in the scope of this class. The second purpose is to
provide an opportunity to practice creating and implementing an engaging lesson. This project will be presented
throughout the semester. The following rubric will be used to assess this project:
10 Total Points Points

Presentation (6 total)
Student Engagement 3
Lesson Content 3
Take-away
Quality of Take-away (handout, PowerPoint, etc.) 2
Cooperative Group
Ability to work effectively in a group 2
Classroom Management Plan (CMP) Paper and Round Table Poster Presentation (30 points) is a paper with the goal of
beginning the process of developing a management style that works for you and your future students
Through your work in this course, you will discover models and ideas about how to best manage your classroom. Most
teachers develop their own styles of classroom management over time. Your classroom management plan (CMP) will be
a continuous work-in-progress as you develop your own management style with experience.
The CMP Paper should be approximately 8-10 pages in length. At appropriate points throughout your CMP
paper, you may refer to the relevant theorists and models we have discussed in this course as well as
information found in your literature review to define your management personality. See the rubric below for
required topics. [Point Value: 20%]
The CMP presentation will consist of a Poster and Round Table Presentation that will be given in class during our
final class session. Your CMP will be presented in a similar fashion as experienced in a session at a research
conference. Large tri-fold boards will be used for the presentation. See the rubric below for requirements. [Point
Value: 10%]
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Assessment Criteria for CMP Paper
Paper Sections Description Points

You may want to include the following items:
Introduction Provide an overview of the paper. What grade levels are you referring to? Are you 2
planning for a specific content area?
Philosophical Describe your beliefs about classroom management with a description of what you 2
Statement believe to be your teaching philosophy and approach. How is this related to your choice
of theory and/or program?
First Day (s) Discuss what you will say first to students as well as your plans for the first day. Include 2
activities, results you hope to achieve, what you will need to reinforce over the first few
weeks, and dialogue you could possibly use to accomplish your goals.
Classroom What will your classroom look like? Where will items be located? You may want to 2
Environment provide a layout of the classroom.
Classroom How will your policies be determined? What might they include? How are they 2
Policies communicated to students, parents, and administrators?
Classroom How will you begin and end class days/periods? How will you plan for 2
Procedures transitions/interruptions? What instructional strategies will you use that may require
specific rules and procedures? How will you implement these? How will you address the
distribution of work, supplies, etc.
Steps to How you will first address misbehavior? What will you ignore and what will you address? 2
address What words will you use and how will you continue teaching while you address the
misbehavior student causing the disruption? What are possible consequences you will use? How and
when will you involve parents?
Student What will you do to motivate all students? How will you motivate the ones that dont 2
Motivation want to do anything as well as the ones doing fine, but who could do better? How will
you motivate the gifted students who dont want to stretch outside of their comfort
zone? What about the students who see no value in school?
Conclusion Provide a sufficient conclusion to your paper. 2
APA/Grammar Include a reference list and appropriate internal citations. Grammar, syntax, and correct 2
APA 6th Edition should be used.
Headings must be included in this paper.

TOTAL 20
Note: Full credit is given to full, complete responses. Partial credit may be given for short, incomplete,
insufficient responses.
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Assessment Criteria for CMP Presentation
Point 1 Point 1 Points 2 Points Score

Organization The class The class has You present You present
cannot difficulty following information with information in a
understand your your presentation some logical fully logical
presentation because the sequence, which sequence,
because there is presenter jumps the class can which the class
no sequence of around. follow. can follow.
information.
Knowledge You do not have You are You are at ease You
of the a grasp of the uncomfortable with expected demonstrate
basic tenets, with the basic answers to all full knowledge
Classroom concepts, and tenets, concepts questions and can
Management features of the and features of concerning the answer all
Content classroom the classroom basic tenets, class questions
management management concept, and with complete
model; you model and are features of your explanations
cannot answer able to only classroom and
questions about answer lower management elaborations.
your topic. level questions. model, but fail to
elaborate.
Research You do not You provide You provide You provide
and/or provide any limited research adequate research thorough
research on on and/or on and/or research and/or
Application and/or application of the applications of the applications of
of the applications of classroom classroom the classroom
Classroom the classroom management management management
Management management model. model. model.
Content model.
Learner The audience is The audience is The audience is The audience
Engagement not engaged in engaged in a engaged in an is engaged in a
the presentation. limited manner in adequate manner thorough and
the presentation. in the meaningful
presentation. manner in the
presentation.
Use of You use You occasionally Your materials Your materials
Materials unnecessary use materials and/or visuals and/or visuals
materials and/or and/or visuals relate to explain and
and/or visuals or none that support text classroom effectively
Visuals at all and may and presentation management support the
not have the and may not model used and presentation. A
required tri-fold have the required presentation is tri-fold board is
board. tri-fold board. adequate for what used as
was required. instructed.
Total Presentation Score
Out of 10 Points
Teacher Education Professional Attributes (10 Points) will include an appraisal of your Professional Attributes based on
those identified by the University of Houston Teacher Education program. Please see the Teacher Education Handbook
for the most recent update on the Professional Attributes. Professionalism includes, but is not limited to, punctuality,
communicating with instructor prior to absences, participation in class discussion, and reflective comments and
questions throughout the semester.
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General Guidelines for Written Work:

All work should be written using Standard English grammar, punctuation, and spelling and adhere to the approximate
length guidelines given for each assignment. A "page" is a full standard text page of 12-point double-spaced Times New
Roman font, left-justified and with 1-inch margins all around. Please number the pages of every document you turn in.
The College of Education uses APA Style, not MLA, for formal essays, which is what we will be producing in
this class. Please refer to the APA Style Manual if you are uncertain about formatting. More information
is available at www.apastyle.org. Each assignment is a professional document and should be submitted as
such, i.e. no unnecessary graphic decoration.
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Class Schedule:
Class Class Date Topics for Class Discussion/Activities Assignments Required
Session Due Reading
(read before
class)
1 1/20 Introduction to the Course
Introduction to Classroom Management
Discuss syllabus, reflection journals,
and class assignments
Discuss Theorist Presentations, choose
members, theorist, and presentation
date
Discuss Small Group Discussion
Leader Activity
2 1/27 Introduction to Classroom Management Choices Due Article - Why
Research Orientation for Theorist Teach
Discuss Why Teach Presentations
APA Ch 1
Review Chapter Flags
3 2/3 The Founding Fathers of Classroom Choices due Ch 3
Management: for
o Skinner Professional
o Redl and Wattenberg Literature
o Glasser Review
o Gordon
o Ginott
4 2/10 Developing Your Classroom Turn in Ch 13
Management Philosophy Journals #1 (in Ch 14
Discuss CMP Assignment class)
Applying Your CMP to Your Classroom
Classroom Layout
Theorist Presentation #1
5 2/17 Safety Bring a printed Ch 2
Peer Editing of Literature Review draft of your
Theorist Presentation #2 literature Article - The R
review to class Word
6 2/24 Assertive Discipline Canter & Canter Literature Ch 4
Theorist Review Review Due by
Theorist Presentation #3 midnight via
Blackboard
7 3/2 Individual Meetings

8 3/9 Freiberg - Consistency Management & Ch 9
Cooperative Discipline
Theorist Presentation #4 Article: Tourists to
Citizens
Article: Essential
Skills for New
Teachers
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9 3/16 Spring Break
10 3/23 Kounin Ch 5
Shriver
Allred
Schuyler, Elias, and Clabby
11 3/30 Jones Ch 7
Johnson and Johnson
Everston and Harris
12 4/6 Independent Work on CMP
13 4/13 Dreikurs Ch. 8
Albert
Nelsen, Lott, and Glenn
Gathercoal
Curwin and Mendler
14 4/20 Coloroso Turn in Ch 6
Marshall Journals #2 (in
Peer editing, Discussion of CMP class)
Q & A: Teaching and the classroom
15 4/27 Last Day of Class CMP Poster
CMP Round Table Presentations and Round
End of Semester Celebration Table
Discussions (in
class)
CMP Papers
Due: 5/2
Evaluation:
This class is a graded course. Grade distribution is calculated from the total accumulated points of learning products and
participation; and is based on the following 100-point scale.
Point Range Grade Description

100-93 A Excellent, superior achievement
90-93 A-
89-87 B+
86-84 B Good, exceeding all requirements
83-80 B-
77-79 C+
74-76 C Average, satisfactorily meeting all requirements
73-70 C-
69-67 D+
66-64 D Poor, passing
63-60 D-
59-0 F Failing or withdrawal while doing failing work
I Incomplete
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This course follows all UH grade regulations, policies, and standards as stated in the student handbook:
http://www.uh.edu/dos/studenthandbook/.
Students will not be allowed to take an Incomplete in this course due to poor planning on their part. If you find you do
have a legitimate reason for an Incomplete, please talk with me as soon as possible to discuss the situation and to
identify the documentation that will be required to support your request. Review the catalog for conditions under
which an incomplete may be granted: and http://catalog.uh.edu/content.php?catoid=6&navoid=1077
Academic Honesty:
Plagiarism or cheating will not be tolerated. Notification to all concerned parties will be made immediately.
http://catalog.uh.edu/content.php?catoid=6&navoid=1025
Accommodating Students:
When possible, and in accordance with 504/ADA guidelines, reasonable academic accommodations will be provided to
students who request and require them. Please contact The Center for Students with Disabilities at 713-743-5400
(http://www.uh.edu/csd/) for more assistance.
Student Responsibility:
A responsible student is a successful student. At the University of Houston, students are expected to conduct
themselves in a mature and responsible manner, respect the opinions, rights, and personal property of others, and meet
their financial obligations. Students are responsible for seeking help and guidance from all of the resources that the
university makes available to them. They are expected to be proactive and remain informed about university dates and
deadlines, and understand academic and disciplinary policies. They are responsible for communication with their
professors, advisors, and university staff, and the commitment to being organized and prepared to learn. Above all, our
students are expected to strive for honesty and academic integrity throughout their period of study at the University of
Houston. http://catalog.uh.edu/content.php?catoid=6&navoid=1082
Note: This syllabus and the information contained in it are based on Freibergs (2013) & Sneads (2015) syllabi.

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CUIN 4375: Classroom Management

Instructor: Dawn B. Whitten, MS MEd

Relationship to the University of Houston, College of Educations Conceptual

Due Date Percentage Points

CMP Presentation 4/27 10

As part of this assignment, you will:

The following rubric will be used to assess the literature review:

Description Point Value Score

Professional Literature Book Review Choices:

10 Total Points Points

Assessment Criteria for CMP Paper

Paper Sections Description Points

Headings must be included in this paper.

Point 1 Point 1 Points 2 Points Score

General Guidelines for Written Work:

7 3/2 Individual Meetings

Point Range Grade Description

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