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This course provides an overview of adolescent development issues and classroom management practices. Adolescent development is examined through research into major theorists in developmental psychology: Piaget, Vygotsky, and Erikson etc. Classroom management strategies are explicitly taught through case study analyses, and examination of core beliefs, focusing on interpersonal relationships between students, teachers, parents, mentors and supervisors.

As a result of coursework students will:
  • understand adolescent development issues and their implications for effective teaching

  • understand a range of classroom management strategies

  • assimilate new approaches to dealing with difficult students

  • learn to apply new problem solving schema for group dynamics

  • analyze personal values and beliefs as they influence teaching practices

  • understand how to include parents/guardians in the teaching learning dynamic

  • apply methodologies that will differentiate curricula for students with disabilities

The Graduate School of Education’s commitment to its guiding theme, “Education for Transformation” produces graduates who:
  • demonstrate excellent knowledge, judgment and skill in their professional fields;
  • promote equity of educational opportunity for all learners;
  • collaborate with other educators, parents, and community representatives to support educational excellence;
  • use inquiry and research to address educational challenges.

REQUIRED MATERIALS
BOOKS:

Ruiz, D. M. (1997). The four agreements: A practical guide to personal freedom. San
Rafael, CA: Amber-Allen.
four_agreements.jpg


VIDEO:
HBO’s “The Wire” Season Four. DVD Release Date: December 4, 2007


wire.jpg

ARTICLES:

Available at:__http://library.uml.edu/__

Landrum, T. J., Lingo, A. S., & Scott, T. M. (2011). Classroom misbehavior is predictable and preventable. Phi Delta Kappan, 93(2), 30-34.

Marzano, R. J., & Marzano, J. S. (2003). The Key to Classroom Management. Educational Leadership, 61(1), 6-13.

Sprenger, M. (2005). Inside Amy's Brain. (Cover story). Educational Leadership, 62(7), 28-32.

Tomlinson, C., & Doubet, K. (2005). Reach Them to Teach Them. (Cover story). Educational Leadership, 62(7), 8-15.

Other articles may be assigned as necessary.


CASE STUDIES:

Available at:__http://www.mhhe.com/airasian5e__

Karen Lee-Chapter 5

Elizabeth Rhodes- Chapter 7

Scott Donovan-Chapter 8

Lee Scott-Chapter 9

Sarah Hanover-Chapter 10






Table of Assignments
Session #
Core Assignments
Presentation
connecting theory to practice.
Case Studies/books
Journal Articles
1
5/20
Introduction to course



2
5/27

Locus of Control,
Julian Rotter
The Four Agreements
To pg. 80

3
6/3

Zone of Proximal Development, Lev Vygotsky

Theory of Moral Development, Lawrence Kohlberg
The Four Agreements
To pg. 160

4
6/10
Reflection on Mentor
Theory of Operant Conditioning
B F Skinner

Theory of Mastery Learning, Benjamin Bloom
Karen Lee
Reach Them To Teach Them
5
6/17

Theory of Self-Efficacy, Albert Bandura

Theory of Cognitive Development, Jean-Paul Piaget
Leigh Scott
The Key to Classroom Management
6
6/24
IEP & 504 Plan
Hierarchy of Needs, Abraham Maslow

Banking Concept
Paulo Freire
Sarah Hanover
Classroom misbehavior is predictable and preventable
7
7/1

Choice Theory, William Glasser

Theory of Psychosocial Development, Erik Erikson
Elizabeth Rhodes

8

ONLINE
Course Overview and Grading Policy
TBA
TBA
TBA
9
7/15
Parent Teacher Conference Plan
Theory of Multiple Intelligences, Howard Gardner

Experiential Learning Theory,
John Dewey
Scott Donovan

10
7/22
Statement of Teaching Philosophy



Each day an assignment is late will result in -10 points on that assignment.
University of Massachusetts Lowell
Graduate School of Education
Academic Course Grades

Grade
Points
Description
A+
99-100
Work of the highest professional standard demonstrating independent and exemplary performance. Worthy of professional publication.
A
96-98
Excellent work demonstrating independent high quality performance
A-
90-95
Very good work indicating consistent and careful thought and attention to the task but requiring some areas of improvement
B+
85-89
Good work carefully executed for the most part yet requiring several areas of improvement
B
80-84
Work of graduate standard but omissions exist or careful analysis is not evident
B-
75-79
Effort is evident but work indicates lack of understanding of the demands of the task
C+
70-74
Poor quality work with little attention to detail and the demands of the task
C
65-69
Work of very poor quality indicating no understanding of the depth of analysis required
Note: Numerical points are used internally during the semester by the instructor but are not reported on official transcripts that include letter grades only. More than one unexcused absence will affect the final grade.


Grade Weighting for this Course
20% Statement of Teaching Philosophy
10% Reflection on Mentor Paper
20% Panel Discussion and paper on articles or cases
5% IEP Plan (in class)
5% Parent Teacher Conference Plan (in class)
10% Course Overview and Grading Policy
20% Presentation on Educational Psychologists & The Wire
10% Class Preparation and Participation

Statement of Teaching Philosophy/Core Beliefs
Our core beliefs inform how we speak to, respond to and deal with our students, their parents and the curriculum. Our ideas about how people learn influence our classroom management. They affect our behavior when we are in the role of teacher. Therefore, we need to examine those beliefs, ideas and philosophies.

You are going to write a statement (900 words max) about how you believe teachers should teach based on what you believe about how students learn. These core beliefs are ever-evolving, and you are only taking a snapshot of what you think teaching and learning are about right now.

You should include any psychological theories, pedagogical frameworks or academic influences that have shaped your ideas about education. You may also want to discuss philosophical schools of thought in your statement. I encourage you to rely on your personal experience. Lastly, be sure to describe how your thinking has changed over the years.

HOW IT WILL BE GRADED?
  1. How well you described your teaching philosophy.
  2. How well you integrated influences.
  3. How well you discussed the evolution of your philosophy.
  4. The quality of your writing. (Max of 900 words.)


Please submit all written work as a googledoc to __jbrown4343@gmail.com__.

Reflection on Mentor
You are going to have to think back to a teacher who you would consider to be a mentor. This person could be a teacher from any level of education. Recall how he or she inspired you, why this person had such a strong effect and why you consider this person to be a mentor. Consider his or her example as well as his or her message. Anecdotes are encouraged as long as they are brief and illustrative. Also include how you are different from your mentor in addition to describing how your mentor still influences your teaching today (even indirectly).


HOW THIS WILL BE GRADED?
  1. How well you described your mentor.
  2. How well you explained your mentor’s influence on you.
  3. How well you included similarities/differences between you and your mentor.
  4. The quality of your writing. (Max of 900 words.)

Note: Students may be asked to read their papers in front of the class.
Please submit all written work as a gdoc to __jbrown4343@gmail.com__.

Case Study Analysis & Panel Discussion
Case Study Analysis is an educational tool that aims to simulate “real-life” situations and dilemmas faced by practitioners. Thus, cases bring into the university classroom the situational decision-making and problem solving required of teachers in actual school environments.

During this semester we will all read five “Case Studies”
(from__http://www.mhhe.com/airasian5e__ ) in which teachers deal with difficult issues and challenges. Each of these cases reads like a story and leaves the main character (and us) at the end of the story facing a dilemma and decision point. Thus it invites us to explore “real life” teaching situations. So, you will need to put yourself into the story as though you are the main character and try to make sense of it.

Each of you will be required to write an analysis of one out of the five cases. Then, you will sit on a panel that addresses the situation of that case. The panel will act as experts in problem-solving for the class. The class will ask questions and discuss the case.

Give your response a “title.” Your response should address the following questions:

  1. What do you see as the central issue (from your perspective) that is driving the situation; also describe any additional satellite issues?
  2. What are some specific, plausible options for action (and possible implications) the main character in the case might take in the situation as described as the story closes?
  3. What can we learn from this case for our classroom teaching?

HOW THIS WILL BE GRADED?
  1. How well did you describe the central issue and secondary issues in your paper?
  2. How well did you explain the options and their implications in your paper?
  3. How well did you articulate what you learned from this case in your paper?
  4. How well is the paper written? (600 words max)
  5. How well did you lead the panel discussion?


Please submit all written work as a gdoc to __jbrown4343@gmail.com__.

Article Review or Panel Discussion
Each student will write a response, reacting to one article.

Responses should be thoughtfully focused and address these questions:
  1. For you, what was the most powerful idea(s) in the article? Describe at least one; not more than two. Use brief quotes from the article to clearly identify the idea.
  2. Describe an example of how you see these ideas applying to a: person, a program, an event, an anecdote, an assignment, a teaching strategy, or an opportunity.
  3. What questions do you have for the author?


Each response will also require a follow up panel discussion in class on the topics covered in the case study.

HOW THIS WILL BE GRADED?
  1. How well did you describe the central issue of the article?
  2. How well did you apply the issue of this article to teaching?
  3. How well did you articulate what you learned from this article in your paper?
  4. How well is the paper written? (600 words max)
  5. How well did you lead the panel discussion?

Please submit all written work as a gdoc to __jbrown4343@gmail.com__.

Presentation on Educational Psychologists
Each of you will be assigned one psychological theory that relates to adolescent development. Your task is to present what this theory is, who developed it and describe how it works. Use clips from the show THE WIRE to illustrate examples of this theory at work. You will have only 10-15 minutes to present the theory and play a relevant video. The class will discuss implications for teaching immediately following your presentation, during a 5-10 minute discussion.

Procedure:
  1. Research your assigned psychological theory and the psychologist who designed it. (Include references in APA style on a handout for the class.)
  2. Connect the theory to a scene from THE WIRE.
  3. Develop a presentation plan. The used of technology such as popplet, prezi or Powerpoint is required
  4. Practice your presentation (at home). Time yourself. You will have only 10-15 minutes.
  5. Design a one-page handout that describes the theory. Include references in APA Style and enough copies for everyone in class.
  6. Give your presentation on the assigned date.
  7. Lead a discussion about the application of the theory in educational settings.
*When presenting Powerpoint presentations, do not read slides.

Please submit all written work as a gdoc to __jbrown4343@gmail.com__.


IEP Plan**
During class you will be grouped in your content areas. Then you will be given a copy of an individualized education program. Your task as a group will be to read the iep and develop a plan that demonstrates how you would (as teachers) differentiate instruction to include the student with the disability in the lesson.

  1. Individually, read the iep taking notes about-- what the child’s disability is--and how it affects how she learns in class.
  2. Note the accommodations that must be made for this student for instruction and assessment.
  3. Get into groups to discuss the iep.
  4. As a group, write a brief report that you will read to the class about: who the child is, what his disability is, how it affects his ability to learn in your class and what you are going to do about it. (You will need to divide up roles: writer, presenter, leader etc.)
5. Your report must include a learning activity that this student can benefit from, one that does not isolate him or deprive him of the skills and content of the class.

HOW WILL THIS BE GRADED?
  1. How well did you understand the disability?
  2. How well did you see how it affects his ability to learn?
  3. How well does your report explain a learning activity that the child can benefit from?
  4. How well did you work in a group?
  5. How well did you present the material?

Parent Teacher Conference Plan/Role Play
You will be grouped in your content areas, again, during class time. You will be given a student profile or iep to read and discuss with your group. Then, you will develop a preparation plan for a parent teacher conference of up to 10 minutes. One member of the group will write the plan, another will lead the group, a third will play the role of teacher. A fourth member will play the part of parent.

The class will observe the role play, and then we will all discuss it afterwards. During the discussion, the group’s plan will be read to the class.

HOW WILL THIS BE GRADED?
1. How well did you understand the role of the teacher in a PTC?
2. How well did you demonstrate how the PTC affects the education of the student?
3. How well did you play the role?
4. How much did you learn about PTC communication?
5. How well prepared were you?

Course Overview and Grading Policy (2 pages max)
You are going to write a course overview (one paragraph) and grading policy (with weights) that describes to your students the various routines, rules and grading practices that you will use during the school year.

The course overview part should include a brief description of the goals of the course as well as the content and skills that are covered. You should also include topics and examples of activities that will be explored in class.

You should include your contact information, a heading, required materials, behavioral expectations (with consequences), procedures, and a grading policy.

HOW WILL THIS BE GRADED?
1. How well did you explain behavioral expectations and consequences?
2. How well organized is the document?
3. How well does your document explain your grading policy?
4. How well written is the document?
5. How well did your document plan for contingencies?


Accessing “Educational Leadership”

You can access (as a registered student) the “Educational Leadership” journal through the UMass Lowell Library online to read and print the different articles. Here’s how you do it.

  1. Go to our home page www.uml.edu
  2. Click on “Libraries” in the top horizontal menu bar
  3. In the Libraries page, click on “Off campus users start here” if you are not on campus and follow directions to “enter username and password”
User name= your UML email address
Password= your UML email password
  1. Once on the library home page, click on “articles” in left menu column
  2. Then click on “e journals”
  3. Then go upper right to find (search). Enter “Educational Leadership”
  4. Then see “Educational Leadership, Journal of the Association for Supervision and Curriculum Development” and select “Academic Search Premier 1974-present”
  5. Then click on the appropriate year and finally select the monthly journal you need (eg April, 2005)
  6. There you have it. You may be able to discover a shortcut but this is the path I take.




Resources

Duttweiler, P. (1984). The internal control index: A newly developed measure of locus of control.

Educational and Psychological Measurement, 44(2).



Laidler, S. (2013). Locus of control 101. Retrieved from http://www.fittoprosper.com/personal-

development-locus-of-control-101



Neill, J. (2006, December 6). What is locus of control?. Retrieved from

www.wilderdom.com/psychology/loc/locusofcontrolwhatis.html



Rotter, J. (1954). Social learning and clinical psychology. NY: Prentice-Hall.



Rotter, J. (1966). Generalized expectancies for internal versus external control of reinforcement

Psychological Monographs: General and Applied, 80(1).