SED 544: Classroom Climates

Mary Lou Fulton Teachers College

Arizona State University
Spring 2013

Instructor Information:

Dates of classes: Tuesdays 3/5-4/30, 4:30 p.m. - 10:00 p.m.

Location: Tempe, Farmer Ed bldg 236
Instructor: Brian Hoffner
Email: Bhoffner@asu.edu
Work Phone: 602-496-2050 E-mail is best way to contact me.
Office Hours: By appointment only.
Office Location: Downtown Campus, Mercado A

Course Information:

Catalog Description
Emphasizes classroom management and instructional strategies for establishing
positive classroom climates that facilitate learning. Includes field experience.

Course Format
In class

Required Course Texts, Materials and Resources

1. Text:
Charles, C.M. Building classroom discipline (10th ed.). Boston, MA: Pearson.

2. ASU Blackboard Course Management Website at

http://myasucourses.asu.edu (All ASU students have FREE access to this
web resource)

3. The Mary Lou Fulton Teachers Colleges Internet resource TK20 at

https://asu.tk20.com (requires a subscription fee)
 4. IDEAL subscription, which can be obtained from
https://www.ideal.azed.gov/ (All ASU students have FREE access to this
web resource after account is created). This subscription will remain with you
throughout your education and teaching career.

Tentative course calendar.

Readings/Assignments
Week Date Topic
Due
Introductions, Syllabus review, lets talk Read Chapters 1 and 2
1 3/5 about your classroom. State of the Classroom
Classroom discipline and student
Assignment (Due 3/19)
behavior
Read Chapter 4
2 3/12 No Class- Spring Break
BB Discussion Board
Read Chapter 5
Motivating Students BB Discussion Board
3 3/19
Sample Presentation: Fred Jones Begin to prepare for Group
Presentations
Adolescent Development
Reality Therapy Group Presentation Read Chapter 3
4 3/26
Transactional Analysis Group BB Discussion Board
Presentation
Establishing personal influence
Teacher Effectiveness Training Chapter 11 and 12
5 4/2
(TET)Group Presentation BB Discussion Board
Back to Basics group presentation
Engendering Respect and Civility
Project Based Learning Group Chapter 8 and 13
6 4/9
Presentation BB Discussion Board
STEM Group Presentation
Collaboration SED
Chapter 10 and 16
Tribes Group Presentation
7 4/16 BB Discussion Board
Single Sex Classrooms Group
Clinical Interview due
Presentation
 Next Steps
8 4/23
Craig Seganti Group Presentation

Student Learning Outcomes

1. The student will understand social dynamics of a classroom and will synthesize their
understanding to create a positive classroom climate.
2. The students will identify elements of a learning community and will use that
knowledge to create a positive classroom climate.
3. The students will apply knowledge of small group dynamics in cooperative learning
groups to create a positive classroom climate.
4. The student will apply theories of adolescent development in interactions with
students to create a positive classroom climate.
5. The student will apply theories of motivation to create a positive classroom climate.
6. The student will understand various class-wide behavior management systems and
will apply understanding to create a positive classroom climate.
7. The student will understand how a teaching identity is developed and will analyze
aspects of their own teaching identity that will lead to a positive classroom climate.
8. The student will understand the value of collaboration with parents, colleagues, and
the community and will use collaboration to enhance classroom climate.

Standards:
ATPS Standard 2: The teacher creates and maintains a learning climate that supports
the development of students abilities to meet Arizonas academic standards.
1. Establishes and maintains standards of mutual respect
2. Displays effective classroom management
3. Encourages the student to demonstrate self-discipline and responsibility to
self and others
4. Respects the individual differences among learners
5. Facilitates people working productively and cooperatively with each other
6. Provides a motivating learning environment
7. Promotes appropriate classroom participation
8. Listens thoughtfully and responsively
9. Organizes materials, equipment, and other resources appropriately
10. Applies to daily practice the ethics of the profession
APTS Standard 5: The teacher collaborates with colleagues, parents, the community
and other agencies to design, implement, and support learning programs that develop
students abilities to meet Arizonas academic standards and transition from school to
work or post-secondary education
1. Works with parents to enhance student learning at home and school
2. Collaborates with other professionals and agencies to improve the overall
learning environment for students
3. Accesses community resources and services to foster student learning
4. Demonstrates productive leadership and team membership skills that facilitate
the development of mutually beneficial goals
5. Collaborates with colleagues to achieve school and district goals
ATPS Standard 8: The teacher demonstrates current professional knowledge sufficient
to effectively design and plan instruction, implement and manage instruction, create and
maintain an appropriate learning environment, and assess student learning
7. Principles of human motivation and behavior and their implications for
managing the classroom and organizing individual and group work
INTASC Standard 2: Student Development
2.1 evaluates student performance to design instruction appropriate for social,
cognitive, and emotional development.
2.3 provides opportunities for students to assume responsibility for and be
actively engaged in their learning.
INTASC Standard 3: Diverse Learners
3.1 designs instruction appropriate to students stages of development, learning
styles, strengths and needs.
3.5 creates a learning community that respects individual differences.
INTASC Standard 5: Motivation and Management
5.1 encourages clear procedures and expectations that ensure students assume
responsibility for themselves and others, work collaboratively and
independently, and engage in purposeful learning activities.
5.2 engages students by relating lessons to students personal interests, allowing
students to have choices in their learning, and leading students to ask
questions and solve problems that are meaningful to them.
5.3 organizes, allocates, and manages time, space and activities in a way that is
conducive to learning.
5.4 organizes, prepares students for, and monitors independent and group work
that allows for full and varied participation of all individuals.
 5.5 analyzes classroom environment and interactions and makes adjustments to
enhance social relationships, student motivation/engagement and productive
work.
INTASC Standard 10: School and Community Involvement
10.1 participates in collegial activities designed to make the entire school a
productive learning environment.
10.2 links with counselors, teachers of other classes and activities within the
school, professionals in community agencies, and others in the community to
support students learning and well-being.
10.3 seeks to establish cooperative partnerships with parents/guardians to
support student learning.
10.4 advocates for students.

Course Assignments

Assignment Weight Score/Points APTS Standard National

Assessed Professional
Standard
Assessed
State of the X1 2.1,2.4,2.5,2.7 2.3,10.1
40
Classroom
Chapter X6 2.1,2.2,2.4,2.10,5.1,5.1 5.1,5.2
20 each
Discussions 0
Management X1 2.2,2.6 2.1,3.1
100
Presentations
Class X8
20 each
Participation
Teacher Interview X1 200 2.10,5.2,5.3,5.4,8.7 2.1,3.1,10/2

Grading Scale
A+ 99 -100% C+ 81-82.9%
A 93-98.9% C 75-80.9%
A- 91-92.9% D 70-74.9%
B+ 89-90.9% E Below 70%
B 85-88.9% Note: anyone receiving a grade of D or E
B- 83-84.9% (failing) is required to retake the course
Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days
before the last official day of classes of each semester or summer session.
Response(s) to the course/instructor are anonymous and will not be returned to your
instructor until after grades have been submitted. The use of a course/instructor
evaluation is an important process that allows our college to (1) help faculty improve
their instruction, (2) help administrators evaluate instructional quality, (3) ensure high
standards of teaching, and (4) ultimately improve instruction and student learning over
time. Completion of the evaluation is not required for you to pass this class and will not
affect your grade, but your cooperation and participation in this process is critical. About
two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor
Evaluation" in the subject heading. The email will be sent to your official ASU e-mail
address, so make sure ASU has your current email address on file. You can check this
online at the following URL: http://www.asu.edu/epoupdate/.

University/ Mary Lou Fulton Teachers College Policies

Professional Behavior
It is expected that students exhibit professional behavior inside the classroom,
during intern placements, and working with other students outside of the class on
assignments related to this class in addition to behavior in the classroom on
ASUs campus. If at any time your behavior is unprofessional, the instructor may
refer the student to the Director of the Advising, Recruitment, and Retention
Office (ARRO) for the development of a Professional Improvement Plan (PIP).

Attendance and Participation

Participation is essential and mandatory to this course. Each persons unique
responses and insights help our class to reflect and grow as learners in new
ways. While participation styles will vary, preparation for and active participation
in class in small and large group discussions are essential to the learning
process. Active, constructive, and professional participation will require reading
the text, articles, and books for small group discussions as well as preparing for
discussion by constructively reflecting on your thoughts and connections to the
readings Reading, writing, and sharing in small groups or with the whole class
helps create and sustain our community of learners. Attendance will be taken.
 Attendance will be taken. More than one absence, habitual tardiness, and/or
leaving early will lower your final grade one letter grade. It is a requirement that if
you must miss a class session that you make arrangements to talk with me
before our regular class sessions or email me about your reason for the absence
and your plans for keeping up with the work for the course.
.

Late and Missing Assignments

Late assignments will not be accepted unless arrangements have been made
with instructor previous to due date. Late assignments may not be resubmitted.

Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the
course and requires the careful application of professional judgment. A student wishing
to appeal a grade must first meet with the instructor who assigned the grade to try to
resolve the dispute. The process for grade appeals is set forth in the undergraduate
and graduate catalogs, which are available at http://www.asu.edu/catalog/.

Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days
before the last official day of classes of each semester or summer session. Watch for
an e-mail with ASU Course/Instructor Evaluation in the subject heading. The e-mail
will be sent to your official ASU e-mail address, so make sure this mail forwards to an
account you check regularly. You can check this online by going to My ASU, choose
Self Support and then E-mail Update (UPO). Response(s) to the course/instructor are
anonymous and will not be returned to your instructor until after grades have been
submitted.

Completion of the evaluation is not required for you to pass this class and will not affect
your grade, but your cooperation and participation in this process is important and
appreciated. The evaluations are used to (1) help faculty improve their instruction, (2)
help administrators evaluate instructional quality.

University/Mary Lou Fulton Teachers College Policies

Student Conduct
 Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during
intern placements, working with other students outside of the class on assignments
related to this class, in addition to behavior in the classroom on ASUs campus. If at any
time a students behavior does not meet the standards of the program as delineated in
the Professionalism Rubric, the instructor may refer the student for a Professional
Improvement Plan (undergraduate) or academic probation (graduate).

Academic Integrity/Plagiarism
ASU policy states The highest standards of academic integrity are expected of all
students. The failure of any student to meet these standards may result in suspension or
expulsion from the university and/or other sanctions as specified in the academic
integrity policies of the individual academic unit. Violations of academic integrity include,
but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such
activities. For more information see http://provost.asu.edu/academicintegrity.
Harassment
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other
protected veteran status. If you feel you are being harassed for these reasons, contact
Student Life:
Downtown campus: 522 N. Central Avenue, Post Office Room 247, 480-496-
4111
Polytechnic campus: Administration Building suite 102, 480-727-1060
Tempe campus: Student Services Building room 263, 480-965-6547
West campus: UCB 301, 602-543-8152)

Electronic Communication
Acceptable use of university computers, internet and electronic communications can be
found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-
01.html ) and in the Universitys Computer, Internet, and Electronic Communications
Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).

Accommodations
Disability Accommodations for Students
Students who feel they may need disability accommodation(s) in class should obtain the
necessary information from the Disability Resource Center on campus
(http://www.asu.edu/studentaffairs/ed/drc/).
It is the students responsibility to make the first contact with the DRC. Instructors may
provide accommodations only as specified by the DRC documentation.

Religious Accommodations for Students

Students who need to be absent from class due to the observance of a religious holiday
or participate in required religious functions must notify the faculty member in writing as
far in advance of the holiday/obligation as possible. Students will need to identify the
specific holiday or obligatory function to the faculty member. Students will not be
penalized for missing class due to religious obligations/holiday observance, but must
make arrangements for making up tests/assignments within a reasonable time as
determined by the instructor.

Military Personnel Statement

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch and is unable to complete classes because of military activation may request
complete or partial administrative unrestricted withdrawals or incompletes depending on
the timing of the activation. For information, please see
http://www.asu.edu/aad/manuals/usi/usi201-18.html.