COURSE SYLLABUS

EEX 3616

CORE CLASSROOM MANAGEMENT STRATEGIES

(Spring, 2005)

INSTRUCTORS

Terrance M. Scott, Ph.D.

G315 Norman Hall

(352) 392-0701 x263 (with voice mail)

terryscott@coe.ufl.edu

http://www.coe.ufl.edu/faculty/scott/terrys/tscott.html

Rich Mancil

1341 Norman Hall

(352) 392-0701 x262

mancil@ufl.edu

CLASS MEETINGS

Wednesdays 11:45 to 2:45

NRN 342

OFFICE HOURS

By appointment for all instructors

I typically am in my office on Tuesdays and Wednesdays and you are always welcome to drop by. Your best bet is to call or e-mail with questions or to make an appointment – I guarantee a response within 24 hours.

COURSE OVERVIEW

The purpose of this course is to provide pre-service teachers with group and individual behavior management and instructional procedures that can be used in a variety of educational and human environments. Course content will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments. Emphasis will be placed on (a) instructional procedures rather than the content (i.e., curriculum) of instruction, (b) behavior and program evaluation, and (c) core management principles.

Students will be presented course content through readings, lectures, discussions, and practice activities. The student's responsibility is to participate in these activities and provide the instructor with information that indicates an understanding and mastery of course content. The instructor's responsibility is to provide clear expectations and instruction, be available to assist students in applying course content, and evaluate student performance and provide feedback that enables the student to meet course objectives.

Goals and Objectives:

Students in EEX 3616 should be able to accomplish the following goals and objectives:

Goal 1: Students will have knowledge of methods for establishing the classroom community and preventing problem behavior. Students will know how to:

• Organize classroom and supplies
• Establish rules and procedures
• Manage student work
• Establish a positive climate for learning through the use of Morning Meeting and related friendship and social skill building strategies
• Plan and conduct instruction to prevent management problems
• Communicate effectively with students and caregivers
• Manage teacher stress in the work environment

Goal 2: Students will have knowledge of methods for analyzing and addressing classroom-based problem behavior. Students will know how to:

• Use observational techniques and functional behavior assessment techniques to analyze problem behavior and determine appropriate interventions
• Identify kinds of problem behavior and appropriate (minor, moderate, extensive) interventions
• Implement classroom problem solving meetings to address problems
• Manage crisis situations in the classroom and school

Accomplished Practice documented in this course:

Accomplished Practice 9.1

Task Description
Students will develop a Behavior Teaching Plan with group members. The Classroom Management Plan will consist of the components listed on the BTP.
Met	Met with Weakness	Not Met
Classroom Management Plan demonstrates exemplary reflective practice leading to developing a positive learning environment for all students. The plan is realistic and workable while demonstrating understanding of and insight into the needs of students and the roles of education professionals.	Classroom Management Plan demonstrates reflective practice, but lacks depth. Elements of the plan leading to developing a positive learning environment are minimal. Benefit to students would not be substantial.	Classroom Management Plan does not demonstrate reflective practice, lacks depth, and elements of the plan are underdeveloped or missing.

**This Accomplished Practice may be documented by satisfactory completion of the Behavior Teaching Plan assignment.

COURSE REQUIREMENTS

Students will be required to:

1. Attend classes and participate in class discussions

2. Complete all assigned readings

3. Complete assigned competency and reading tasks

4. Submit a completed Behavior Teaching Plan

5a. Complete weekly quizzes on course content OR

5b. Final examination

Students with Disabilities

To request classroom accommodations, contact the Assistant Dean of Students / Director of the Disability Resources Program at P202 Peabody Hall or call 392-1262 (V), 392-3008 (TDD)

REQUIRED READINGS

Text

Evertson, C., Emmer, E. T., & Worsham, M. E. (2000). Classroom management for elementary teachers. Boston: Allyn and Bacon. 6^th Edition.

Other required reading will be provided in class.

ACTIVITY DESCRIPTIONS

The relative point value of each activity is given below. Student grades will be determined by computing the percent of points earned from the number of points possible. Some of the following activities are described further in the required readings packet.

QUIZZES (100 points). Quizzes will be designed to assess the student's mastery of course content and encourage students to be prepared for class meetings. The questions for the quizzes will be based on previous readings and lectures and on the readings due for the class meetings in which the quiz is given. Students should anticipate a quiz at the beginning of each class meeting. The final course quiz score will be the cumulative percentage correct (range 0% to 100%). Probes are optional and can be trashed at the end of the course in lieu of the final exam.

READING TASKS (15 points). Questions from each of the three selected readings will be distributed the week before that reading is due. Students will provide responses to the questions and turn them in by the next class session. The final course reading tasks score will be the cumulative number of points received (range 0-15)

TASKS (40 points). Four required activities will be assigned at least one week prior to its due date – two will be group tasks and two will be individual tasks. Each task will require the student to indicate his/her acquisition of concept or skill presented in class. The final course task score will be the cumulative number of points received (range 0 to 10 for each of 4 tasks).

BEHAVIOR TEACHING PLAN (25 points). In this activity students will conduct and present, in writing, a behavior teaching plan (BTP). This write-up will approximate what might be required in a public or private school setting serving students with special needs. (range 0 to 25).

FINAL EXAMINATION (100 points). The final examination for this course is cumulative and optional. The final will be consist of a maximum of 50 questions which may include multiple choice, fill in the blank, or true/false questions. All final exam content will directly mirror the content covered in class readings and lecture (range 0 to 100%). Students have the option of using either their probe or final score to calculate their final grade. It is permissible to take both quizzes and final and to then take whichever is higher – or the student may opt to take either one alone.

Due Date	Points	Task
1/24 E*	10	Task #1 – Defining behavior and developing classroom rules, routines, and arrangements (Group Project) - Class presentation 1/18
2/1	10	Task #2 – Understanding function of behavior
2/22	10	Task #3 – Identifying and teaching replacement behaviors
4/14 E*	10	Task #4 – Integrated intervention plan (Group Project) - Class presentation 4/12
4/19	25	Behavior Teaching Plan (BTP)

E* Electronic submission required

GRADING

All grading will be done as objectively as possible. In the case of qualitative assessment, evaluation will be based on instructor judgment. Grades will be assigned based upon total points earned. It will be assumed that a "B" grade represents satisfactory progress and performance. An "A" grade represents outstanding performance. Both grades are indicative of competence in the objectives indicated below. Keep in mind that most students will perform satisfactorily. Accordingly, everyone will not receive "A" grades.

Grade	Percent of total possible (180)	Minimum Points required
A	90%	158
B+	87-89%	153
B	80-86%	140
C+	77-79%	135
C	70-76%	123
D+	67-69%	118
D	60-66%	105
Fail	>60%ll	<105

GENERAL REQUIREMENTS AND EVALUATION PROCEDURES

1. "REGULAR ATTENDANCE" is required for all scheduled class meetings in that the student is responsible for information covered in assigned readings, class lectures, handouts, and in-class discussions and activities. Attendance is stressed for three reasons: (a) Quizzes will be given throughout the semester (NOTE: a quiz may be excused ONLY if the student notifies the instructor PRIOR to the class meeting in which the quiz is given), (b) information provided in classes will be tested on the final, (c) material for completing tasks and the BTP will be presented in class. Should the tasks or BTP be turned in after the start of class on the due date, it will receive a 1 point reduction for the first day and an additional 1 point for every calendar day thereafter - unless specifically arranged otherwise with the instructor PRIOR to the due date.

2. Like the instructors, students are expected to come to class meetings thoroughly prepared. "Thoroughly prepared" is defined as having read the readings sufficiently to verbally and in writing (a) discuss definitions, concepts, issues, and procedures, (b) relate this information to content presented previously in class or readings, and (c) employ this information in applied problems. It also implies that the student has reviewed information from previous readings and class meetings. It will be the student's responsibility to prepare questions when information from readings or class meetings is unclear.

3. All assignments must be turned in at or before the assigned due date. Students may receive early feedback on any task or the BTP if it is delivered to the instructor at least 48 hours prior to the due date. This practice is strongly encouraged.

4. All written assignments must be prepared in a "professional" manner. It is STRONGLY ENCOURAGED that FINAL PRODUCTS BE TYPED; however, "professional" is defined as being appropriate for classroom, community, and administrative uses. Products which, in the judgment of the instructor, are unreadable or prepared in an unprofessional manner will be returned ungraded or assigned a lower evaluation.

5. DO NOT PLAGIARIZE!!! To plagiarize is "to steal and pass off as one's own the ideas or words of another" (Webster, 1967, p. 646). If plagiarism is evident, the student will receive a "0" on that activity AND may be given an "F" grade for the course AND may be suspended or expelled from the university. See Code of Student Conduct for further explanations.

6. The assignment of incomplete or "I" grades will be assigned only in cases of extreme emergencies and in cases where a passing grade may be earned. However, should an "I" grade be required, students should notify the instructor at the time such circumstances exist. Upon notification, a course completion contract between the student and instructor will be developed before the last week of the semester.

7. Students are encouraged to submit assignments electronically and may receive feedback electronically. In addition, the instructor’s web page (http://www.coe.ufl.edu/faculty/scott/terrys/tscott.html) will be used to relay information and provide additional supports.

8. COURSE SCHEDULE

Following is a tentative class schedule. Efforts will be made to stick to this schedule - however, should circumstances arise which necessitate changes in this schedule, students will be notified at least one (1) week in advance.

DATE	TOPIC	KEY TERMS	DUE
Jan 11	•Course Overview and Requirements. •Introduction to Behavior Management and Positive Behavior Support	prediction and prevention, data, probability of success, Positive Behavior Support; operational definitions
Jan 18	•Creating positive classroom environments	discipline; rules, routines, & arrangements,	Evertson Ch 1 & 2
Jan 25	•Developing positive classroom environments demonstration task •Understanding behavior	function, reinforcement, cognition, biophysical, behavioral, environment, FBA, replacement behavior	TASK #1 electronic submission by 1/24
Feb 1	•Effective Instruction	positive, explicit, pre-correction, errorless learning, self-monitoring, example selection	Evertson Ch 8 TASK #2
Feb 8	•Social Engagement	social skills, role play, freeze, morning meeting	Evertson Ch 4; Reading Task 1: Bondy & Ketts, 2001)
Feb 15	•Monitoring performance and goal setting	criteria, social validity, fair pair, objectives, replacement behavior, evaluation, testing	Evertson Ch 5
Feb 22	•Increasing behaviors	increasing behavior, reinforcement strategies, natural reinforcement,	Evertson Ch 3 TASK #3
Mar 1	SPRING BREAK	NO CLASS	Evertson Ch 7;
Mar 8	•Decreasing behaviors	Decreasing behavior, punishment strategies, ethics, natural consequences, fading	Reading Task 2: Colvin & Patching, 1993
Mar 15	•Individual intervention plans	facilitating success, teaching, planning, prompts	Evertson Ch 9;
Mar 22	•Class-wide strategies	conflict resolution, peer mediation, group contingency, token economy, contingency contracting	Reading Task 3: Barbetta, Norona, & Bicard, 2005
Mar 29	•Crisis management	7 stages of escalating behavior, indicators, strategies	Evertson Ch 6;
Apr 5	•Develop classroom teaching plans	Team work time
Apr 12	•Team demonstration of classroom intervention strategies •Politics and roadblocks	collaboration, inclusion, mainstreaming	TASK #4 electronic submission by 4/14
Apr 19	•Behavior Teaching Plan	turn in final BTP	Task #4 Demonstration BTP
Apr 26	•FINAL EXAM (optional)

TASK #1 1 team copy due electronically by Jan 24, 11:45 AM

Defining Behavior and Developing Classroom Rules, Routines, and Physical Arrangements

Names:

•To be completed in teams

•Based on viewing the video “Eddy”

Requirements

1. Are there problems apparent with Eddy in this classroom? What are the problems – provide concrete definitions (observable and measurable) for 3 different identified problems in this classroom.

2. Develop a set of big ideas for the classroom under which smaller rules can serve as examples. Use your big ideas to create a matrix of very specific behaviors (that can be taught to the students to prevent the identified problems - hint: remember what classroom rules need to look like!

3. Develop and describe 2 classroom routines that are specifically calculated to prevent the problems you identified in #1 above.

4. What is there in the physical arrangement of the classroom that you believe may tend to predict these problems? Develop and describe two environmental changes (physical arrangements) in the environment that are calculated to prevent problems that you identified in #1 above.

Points: 12 total

1. Operationally define 3 problems 1.5 1 .5 0

2. Big Ideas .5 0

Matrix expectations

-specific 1 0 -appropriate 1 0

3. Routines

-appropriate routine changes 1 0

-relevant routine changes 1 0

4. Physical arrangement

-appropriate routine changes 1 0

-relevant routine changes 1 0

5. Class demonstration 2 1 0

TOTAL Written = /10

TASK #2 one individual copy due Feb. 1, 11:45 AM

Using Function to Identify Replacement Behaviors

•To be completed individually

•This task is based on a viewing of the video “Tracy”

Requirements

1. Watch the video of Tracy and consider how behavior and the environment interact. Describe 2 different chains of behavior that you observed for Tracy (When X happens, Tracy tends to Y, and the outcome tends to be Z).

2. Write a functional hypothesis statement of the function of her behavior (why do you think Tracy does this? – state in terms of function).

3. Be really logical – describe how you could test your hypothesis in the classroom if you had to (what could you manipulate and monitor to see if your hypothesis is right?).

4. Write a replacement behavior for Tracy that mirrors identified antecedent conditions (under X conditions, Tracy should Y).

5. Describe why this is a functional replacement behavior (Why would Tracy want to do it this way? What’s in it for her? How is this functional?).

6. Describe one new or altered routine and one new or altered physical arrangement you could make in the classroom to make your replacement behavior more likely to occur (like you did in the last task).

Points: 25 total

1. Functional Assessment

-describe chains 2 1 0

-logical from video 1 0

2. Hypothesis

-logical 1 0

3. Test

-logical and simple 1 0

4. Replacement Behavior
-appropriate behavior 1 0

-fair pair 1 0

5. Describe Function

-logical 1 0

6. Routines and Arrangements

-logical routine 1 0

-logical arrangement 1 0

TOTAL = /10

TASK #3 one individual copy due Feb. 22, 11:45 AM

Monitoring and Goal Setting

•To be completed individually

•This task is based on the video of Shane

Requirements:

1. Watch the video of Shane in Math class

2. Measure Shane’s “on task” behavior – defined as engaging in the behavior that the teacher has directed

3. Develop one event-based system and one time-based system for measuring Shane’s on task behavior in the classroom. – hint – keep it simple and realistic.

4. Create a sample of your instrument with:

a. step-by-step set of directions for using it (must be clear enough so that a substitute could pick it up and use it)

b. an actual copy of the instrument that has been filled in (use data from observation of Shane)

c. summarize your data using an appropriate metric for your instrument

Points: 10 total

1. Measure appropriate to behavior 2 1 0

2. Accurate sample instrument and data 2 1 0

3. Replicable directions for use 4 3 2 1 0

4. Correct metric for each instrument 2 1 0

TOTAL = /10

TASK #4 one team copy due electronically April 14, 11:45 AM

Classroom Intervention Planning

Names:

•To be completed as a team

•Based on “activity 3” - page 195 in Evertson, Emmer, & Worsham book.

Requirements

1. Develop, describe, and prepare to present classroom-based intervention strategies for each of the 4 situations on page 195.

Points: 10 total

1. Scenario 1

-replicable description of strategy .5 0

-logical strategy .5 0

-student behavior .5 0

-teacher behavior .5 0

2. Scenario 2

-replicable description of strategy .5 0

-logical strategy .5 0

-student behavior .5 0

-teacher behavior .5 0

3. Scenario 3

-replicable description of strategy .5 0

-logical strategy .5 0

-student behavior .5 0

-teacher behavior .5 0

4. Scenario 4

-replicable description of strategy .5 0

-logical strategy .5 0

-student behavior .5 0

-teacher behavior .5 0

Class Presentation (April 12, 11:45 AM) 2 1.5 1 .5 0

TOTAL = /10

Behavior Teaching Plan

(25 points) Due April 19, 2006, 11:45 AM Name:

Philosophy of Teaching 3 2 1 0

-General Beliefs

-How do students learn best?

-Beliefs about classroom management

Introduce Problem 3 2 1 0

-problem behavior described in observable terms

-describe context (antecedents) of problem behavior in observable terms

-describe why it is a problem, why intervention is needed

Functional Assessment 5 4 3 2 1 0

-include ABC

-all components written in observable terms

-chains of behavior are identified and described

-hypothesis is testable and logical

-describe possible test of hypothesis & what outcome looking for to prove

Instruction 3 2 1 0

-operational definition replacement behavior

-positive teaching examples

-negative teaching examples (non examples)

Instructional Environment 4 3 2 1 0

-identify at least 1 possibility of failure

-1 logical routine and or physical arrangement change

-consequence to use when student succeeds and explain why it is functional

-consequence to use when student fails and explain why it is functional

Measurement Plan 3 2 1 0

-appropriate to target behaviors – can measure it

-replicable directions for use

-sample instrument with data

Goals and Objectives 3 2 1 0

-appropriate objective for behavior/student

-complete (4 components), positive, & observable behavior

-can be measured by measurement instrument (criterion and measure match)

Other 1 0

-professionally presented

-no spelling errors

-appropriate grammar, etc.

Total /25