نظرة عامة على البرنامج

Course Description

In this practical classroom-focused course, interns will develop detailed, in-depth applied knowledge of theories, principles, models, evidence-based practices, professional craft knowledge, and current research for effective classroom and behavior management and identify the implications for their developing classroom practice. Interns will develop practical, theoretical, and research-informed understandings of the social and cultural dynamics of different classroom environments, including critical analysis of self-management, values-based action, promotion of critical thinking, creation of safe spaces for dialogue, and rights and responsibilities of teachers and students. Interns will learn to employ effective, well-adapted, and well-integrated communication and information technology skills to design and critique the effectiveness of classroom and behavior management approaches.

Course Resources

The following resources will be utilized in the course:

• Classroom Behaviour by Bill Rogers
• Principles of Classroom Management: a Professional Decision-Making Model
• Behavior Management by John W. Maag

Course Outline

The course will cover the following topics:

Week 1

• Introduction and Course Orientation
• Classroom Dynamics
• Required Reading:
  • Whitaker, T. (2020). What great teachers do differently: Nineteen things that matter most (3rd ed.). Routledge. Chapter 1: Why look at great?

Week 2

• Unit 1: Theories, Models, and Practices of Classroom Management
• Part 1: The Importance of a Teacher's Self-Management and Self-Reflection
• Required Readings:
  • Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the definition of classroom management: Recurring themes and new conceptualizations. The Journal of Classroom Interaction, (1), 31-41.
  • Mergler, A. G., & Spooner-Lane, R. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
• Recommended Reading:
  • Abu-Ramaileh, S. (2017). Factors affecting teacher motivation. In Abu-Rmaileh, S., Elsheikh, A., & Al Alami, S. (Eds). Motivation and classroom management: Theory, practice and implications (pp. 74-84). TESOL Arabia.

Week 3

• Unit 1: Theories, Models, and Practices of Classroom Management
• Part 2: Approaches to Classroom Management
• Required Reading:
  • Levin, J. & Nolan, J.F. (2010). Principles of classroom management. A professional decision-making model (6th ed.). Pearson Education. Chapter 4: Philosophical approaches to classroom management.
• Recommended Reading:
  • Kaya, S., Lundeen, C., & Wolfgang, C. H. (2010). Discipline orientations of pre-service teachers before and after student teaching. Teaching Education, 21(2), 157-169.

Week 4

• Unit 1: Theories, Models, and Practices of Classroom Management
• Part 3: Motivation, Behavior, and Contingencies
• Required Reading:
  • Maag (2018). Behavior management: From theoretical implications to practical applications (3rd ed.). Cengage Learning. Chapter 4: Basic principles of behavior (p. 61-71 only).
• Recommended Reading:
  • Maag (2018). Behavior management: From theoretical implications to practical applications. (3rd ed.). Cengage Learning. Chapter 4: Basic principles of behavior (p. 71-80 only).

Week 5

• Unit 2: Designing Safe Classrooms and Promoting Student Engagement
• Part 1: Establishing Classroom Rules, Routines, and Expectations
• Required Reading:
  • Rogers, B. (2015). Classroom behavior: A practical guide to effective teaching, behavior management and colleague support (4th ed.). Sage. Chapter 2: New class, new year: The establishment phase of behavior management.
• Recommended Reading:
  • Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms. Urban Education, 45(5), 560-603.

Week 6

• Unit 2: Designing Safe Classrooms and Promoting Student Engagement
• Part 2: Effective Teaching as a Classroom Management Strategy
• Required Reading:
  • Maag (2018). Behavior management: From theoretical implications to practical applications. (3rd ed.). Cengage Learning. Chapter 8: Preventative approaches.
• Recommended Reading:
  • Tincani, M., & Twyman, J. S. (2016). Enhancing engagement through active student response. Center on Innovations in Learning, Temple University.

Week 7

• Unit 2: Designing Safe Classrooms and Promoting Student Engagement
• Part 3: Class-wide Activities to Increase Prosocial Behavior
• Required Reading:
  • Estrapala, S., Rila, A., & Bruhn, A. L. (2021). A systematic review of Tier 1 PBIS implementation in high schools. Journal of Positive Behavior Interventions, 23(4), 288-302.
  • Mitchell, R. R., Tingstrom, D. H., Dufrene, B. A., Ford, W. B., & Sterling, H. E. (2015). The effects of the Good Behavior Game with general-education high school students. School Psychology Review, 44(2), 191-207.
• Recommended Reading:
  • Fowler, K., Windschitl, M., & Richards, J. (2019). Exit tickets: Understanding students, adapting instruction, and addressing equity. The Science Teacher, 86 18-26.

Week 8

• Unit 3: Addressing Individualized Behavior Needs in the Classroom
• Part 1: Working with Students with Specialized Behavioral Needs
• Required Reading:
  • Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School and Clinic, 43(3), 140-149.

Week 9

• Unit 3: Addressing Individualized Behavior Needs in the Classroom
• Part 1: Working with Students with Specialized Behavioral Needs
• Required Reading:
  • Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School and Clinic, 43(3), 140-149.

Week 10

• Unit 3: Addressing Individualized Behavior Needs in the Classroom
• Part 2: Teaching Self-Management Skills to Learners
• Unit 4: Assessing Classroom and Behavior Management Strategies and a Return to the Importance of Teachers' Self-Management and Self-Reflection
• Required Readings:
  • Alkurdi, R., & Alghazo, S. (2021). Teachers' misbehaviours in class and students' reactions: A case study. IAFOR Journal of Education: Language Learning in Education, 9(3), 97-114.
  • Kaur, A. W. (2021). Helping first-year undergraduates develop self-management skills. Syllabus, 10(2), 1-10.
  • MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers' Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies. Beyond Behavior, 20(2), 4-12.