COURSE TITLE:

CLASSROOM MANAGEMENT THAT WORKS

NO. OF CREDITS:

2 QUARTER CREDITS
[semester equivalent = 1.33 credits]

WA CLOCK HRS:  
OREGON PDUs:
20
20

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

 

COURSE DESCRIPTION:

When you want to know what to do or gain some new insights in the area of classroom management, you need to trust the source of the information.  In the case of this course, the resource is both authoritative and reality-based. It clarifies both what to do, and how to do it, with ample examples and action steps.  It reduces the stress that can result from seat-of-the-pants decision-making by revealing research-proven, humane and effective strategies.

The study guide questions help direct your focus and insights as you read the book.  While the book is chock full of information, it is not one to read as a stand-alone, but the process of reading and reflecting on the ideas is a very satisfying learning experience.  It would be worth reading for beginners as well as well-seasoned teachers, who are looking for finesse and validation for their already successful skills.  A major premise of this book is that there is more time for effective classroom instruction when classroom management is smooth-running.

The authors are all outstanding contributors to the world of teaching expertise in practice.  Robert Marzano is probably the foremost author of teacher training materials based on research in best practices has produced a practical and trustworthy collection of ideas and insights for teachers of any level of experience looking for wisdom and effectiveness in classroom management.
Additional cost for required textbook is approximately $21-$26 depending on purchase source.



 

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Learned the best practices based on over 100 studies.
  2. Learned ways to get off to a strong start.
  3. Learned how to present rules and procedures.
  4. Learned how to handle relationships for positive and disciplinary responses.
  5. Learned how to encourage student responsibility for self-management and self-control.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

  • Classroom Management That Works: Research-Based Strategies for Every Teacher by Robert J. Marzano, with Jana S. Marzano and Debra J. Pickering, ASCD, 2003 ISBN 0-87120-793-1

None. All reading is online.

MATERIALS FEE

• Text is currently available from Amazon.com for approximately $16.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

CLASSROOM MANAGEMENT THAT WORKS

Bender, William N., 20 Disciplinary Strategies for Working With Challenging Students, pb, 246 pages, Learning Sciences International, 2006.  The author says, “Classroom discipline isn’t just about how strict or relaxed a teacher is.” In this book he provides three tiers of strategies;  whole class and whole school preventive strategies; immediate strategies to deal with disciplinary problems that could otherwise lead to further disruptions;  and  individually-targeted strategies for serious behavior problems.  His list of  twenty strategies  is practical and relevant to the changing times. He uses widely respected research to see what really works.  Since the information can be applied at many grade levels, the author suggests using the book to individualize by dipping into the book for the specific situations relevant to your school/classroom culture. The publisher has provided a webinar for this book by the author. (Webinar 10: 102-482-907)
Fuller, Ethlyn Davis, A Teaching Heart:  A Notebook for Managing Classroom, Experiencing Cultural Diversity for Effective Teaching and Developing Confident Parenting Skills,122 pages, Xlibris, 2008.  At first I was afraid this book would be too homespun for a serious approach, but in surveying the excerpts, I have come to the conclusion this book would greatly help teachers who are working with diverse and , sometimes, adversarial cultures. The tone and skills suggested would greatly benefit both a frustrated  teacher and  a dysfunctional classroom. The content is basically a great  reminder, in everyday language, of what constitutes effective teaching, classroom  management, and motivation  theory.  There are a few suggestions that would  not suit every style or school culture, but for the most part, it would give a lift to a teacher whose classroom  is in need of a facelift!  The author has taught at Cambridge.
Harris, Bryan and Goldberg, Cassandra, 75 Quick & Easy Solutions to Common Classroom Disruptions, pb, 81 pages, Eye on Education, 2012.  Each page of this practical field book deals with some of the five major problems caused by student disruptions:  blurting out; side talking;  rude or disrespectful behavior;  zoning out; or giving up too easily.  At the top of each page the name of an intervention strategy to deal with one to all of the five above problems.  In addition to a set of 75 ideas, there are tips and variations for each of the strategies as well, and an index with a summary of which  ideas are suggested for each of the five major focuses.   Really helpful if you don’t have a lot of time, but enjoy new approaches and novel ways to stay on top of your game.
Payne, Ruby, A Framework for Understanding Poverty:  A Cognitive Approach, 5th Edition, pb, 237 pages, aha!process Inc., 2013.  This book includes many other insights besides ways to deal with discipline.  Its focus is working with students who are coming to school from a culture that for two generations or more did not have family members who completed  much  formal schooling.  These under-resourced students  may, therefore, have culturally-based  inappropriate  responses to the  middle class culture of schools. Not only will this book help you understand  how to develop the academic skills, but will answer for you  some of the surprising behaviors that could be expected  and dealt with, as the teacher translates life in the middle class world with its “hidden rules” of school (and eventually, the world of work.)  This approach  helps a teacher avoid feeling like a personal failure when the problem with some student behaviors are really cultural-based.
Wong, Harry K. and Won, Rosemary T. and 4 others, The Classroom Management Book, pb, 320 pages, Harry K. Wong Publications, 2014.  This book is a good companion to The First Days of  School also by the Wongs.  The Classroom Management Book is full of very important ideas for setting up a school year and creating routines and  structures for a positive classroom  environment.   It is considered a great help by beginning teachers, but it is not recommended for high school staff.  The content is focused  on the elementary classroom and would be especially useful as a summer read, when the planning begins for a new school year.