EDU305 : Classroom Management

Course Overview

Course Synopsis

One of the foremost reasons cited for teacher burnout is the challenge of classroom management. This comes as little surprise as classrooms are crowded, busy places in which students of diverse backgrounds and learning styles must be organized, directed, and actively involved in learning. Many events need to occur simultaneously, and the course of these events is often unpredictable. Teachers must react often and immediately to evolving problems and needs. Teaching in such settings requires a highly developed ability to manage people, space, time, and activity. A programme of study that aims to prepare prospective teachers must, therefore, equip them with knowledge and strategies for becoming effective classroom managers. In its narrowest sense, classroom management is defined in terms of disciplining and controlling students. However, this course places the goal of student learning at the heart of classroom management. That is, it views the best-managed classrooms as ones in which each learner is effectively engaged in constructing knowledge. To this end, teachers must manage teaching content, plan lessons, develop responsive instructional strategies, differentiate instruction, create predictable structures and routines, and connect learning to the real world outside the classroom. It also views the best-managed classrooms as learning communities with shared values of respect and caring. In this course, prospective teachers will be encouraged to explore their own beliefs about teaching and learning to arrive at a philosophy of classroom management that places learning as an ultimate goal. Prospective teachers will be given the chance to explore curricular concerns of what to teach and how to teach it and to view lesson planning as the consequence of these decisions. They will also study research and best practices on differentiation of instruction, classroom structures, routines, procedures, and community building.

Course Learning Outcomes

After completing this course, Student Teachers will be able to:

  • Define classroom management as a means to maximizing student learning
  • Identify key features of a well-managed classroom
  • Plan lessons, activities, and assignments to maximize student learning
  • Differentiate instruction according to student needs, interests, and levels
  • Design and practice predictable classroom routines and structures to minimize disruptions
  • Plan for a culture of caring and community in the classroom.


Course Calendar

TopicLectureResourcePage
Introduction to Classroom Management (Topic 1 to 6)1
Classroom Control (Topic 7 to 11)2
Physical Seating & Classroom Management (Topic 12 to 17)3
Overt Management Approaches (Topic 18 to 23)4
Classroom Management Approaches (Topic 24 to 29)5
Role of Teacher in Managing the Classroom - 1 (Topic 30 to 35)6
Effective Management (Topic 36 to 41)7
Quiz No. 1
Models of Classroom Management (Topic 42 to 47)8
Plan to Implement the Model with Students (Topic 48 to 53)9
Teacher''s Effectiveness Training (Topic 54 to 59)10
Classroom Management Strategies - 1 (Topic 60 to 65)11
Classroom Management Strategies - 2 (Topic 66 to 72)12
Assignment No. I
Factors that setup Safe & Productive Classroom (Topic 73 to 78)13
Classroom/Social Facilities Management (Topic 79 to 84)14
Activities for Mamaging Learning & Discipline - 1 (Topic 85 to 90)15
Activities for Mamaging Learning & Discipline - 2 (Topic 91 to 97)16
Curriculum Instruction and Classroom Management - 1 (Topic 98 to 102)17
Techniques to Assisst Learning (Topic 103 to 108)18
Quiz no. II
Role of Teacher in Managing the Classroom - 2 (Topic 109 to 114)19
Role of Teacher in Managing the Classroom - 3 (Topic 115 to 120)20
Philosophies of How to Manage Large Class (Topic 121 to 126)21
Large Classes (Topic 127 to 131)22
Mid- Term Exam
Strategies to Maintain Discipline (Topic 133 to 138)23
Teaching with Limited Resources & Motivating Student (Topic 139 to 144)24
Systematic Procedure for Record Keeping (Topic 145 to 150)25
Establishing Caring Connections - 1 (Topic 151 to 156)26
Establishing Caring Connections - 2 (Topic 157 to 162)27
Teachers Attributes in Teaching Social Skills (Topic 163 to 168)28
Incentives in the Classroom (Topic 169 to 174)29
Practice for Model for Rewards (Topic 175 to 180)30
Assignment No. 2
Effective Behavioural Support Systems (Topic 181 to 186)31
School Discipline (Topic 187 to 192)32
School-wide Preventive Discipline Practices (Topic 193 to 198)33
Classroom Discipline- 1 (Topic 199 to 204)34
Classroom Discipline- 2 (Topic 205 to 210)35
Specific Discipline Programmes (Topic 211 to 216)36
Quiz No. III
Bullying (Topic 217 to 222)37
Bullying Preventive Programmes (Topic 223 to 228)38
Social Intervention Strategies to Control Bullying (Topic 229 to 234)39
Parent-Teacher Partnerships & CM (Topic 235 to 240)40
Violence & Classroom Management (Topic 241 to 246)41
Planning To Control Violence (Topic 247 to 252)42
Quiz No. IV
Teaching Positive Behaviours (Topic 253 to 258)43
Developing Social Competence Among Students (Topic 259 to 264)44
Social Competence (Topic 265 to 270)45
Final Term Exam
 
 
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