1
Syllabus: Behavior and Classroom Management[CRMB]
Saipan
October 2008
Lawrence P. Creedon, Instructor
Yahoo site: FraminghamSaipan08
http://groups.yahoo.com/group/FraminghamSaipan08/?yguid=134593468
Creedon Web Site: Reflections on the Theory and Practice of Education
Creedon SKYPE Address: hross730
Course Focus and Background:
This course will focus on classroom organization, management and learner behavior. It will:
1. Be offered in conjunction with the course: English as a Second Language [ESL]
2. Identify learner behavior/discipline as one aspect of classroom management.
3. Adhere to a constructivist approach in course presentation. Constructivism as defined
and applied in this course is laid out in the Creedon monograph: Constructivism –
Theory, Characteristics and So What. See FraminghamSaipan08
4. The course will be a offered as a hybrid – part on line and part on site.
5. If available, SKYPE sessions [both audio and visual] will be included in the on line
component of the course.
6. The course will proceed from theory into practice. A consideration of theory will begin
with examining the basic nature of humanity and will include the current findings of
brain research as it relates to learning. In the area of practice it will examine several
recognized approaches to classroom management and the relationship of each to student
behavior.
7. Asessment and grades will be determined by Rubrics. Rubrics will be presented by the
facilitator as well as developed by each individual participant. Rubrics as defined and
applied in the course are laid out in the Creedon monograph: Rubrics: Characteristics,
Categories, Features, Applications, and Cautions..
8. .Action research related to course content will be a major component of the course.
Action research as defined and applied is found in the Creedon monograph on
Framingham Saipan08:“A Constructivist Approach to Action Research.
Every practitioner has an approach to classroom management and student behavior. However,
the terms are not synonymous. Behavior is a component of classroom management. It is
generally believed that the more learner-centered and effective classroom management is, fewer
will be the instances of disruptive student behavior. We will examine that belief.
In this course we will consider the extent to which your approach to classroom management
system is guided by:
1. Your view related to the basic nature of humankind. Are human beings [including
children] inherently good, bad or neutral? Is the behavioral nature of children inherently
2
active, passive or neutral? See Bigge: Learning Theories for Teachers Also, the Creedon
monographs Prerequisites to a Focus on Behavior and Classroom Management, and
Learning Theory, Classroom management and Behavior. FS08
2. Your understanding and application of principles of learning. See the Creedon
monographs: Four Questions in the Pursuit of Excellence in Education. Also Classroom
Management – Five Approaches to Student Behavior. FS08
3. Your past practice and the application or absence of a theory based approach. See the
Creedon monographs: Classroom Management and Five Approaches to Student
Behavior. Also: Philosophy of Education and Teaching Practice. FS08.
4. A potpourri of random “whatever works” tactics.
5. Requirements mandated by school authorities.
Pedagogy
This course will:
1. Follow a constructivist approach. See the Creedon monographs: Constructivism –Theory,
Application and So What. Also: Curriculum Development, a Design for
Learning, Classroom Management, and Student Behavior. FS08
2. Function collaboratively with the Helen Ross facilitated ESL course
3. Participants will be actively involved in recommending the content, pedagogy,
management and assessment of the course.
4. Apply Benjamin Bloom’s Six Category Cognitive Domain Taxonomy as a process
vehicle for course exercises and activities. See the Creedon monograph: Bloom’s
Cognitive Taxonomy – Domains, Modifications and Applications. FS08
5. Engage in several on-line, pre-on-site activities and exercises. If SKYPE is available,
SKYPE sessions will be included in on-line pre course activities.
6. Involve extensive peer leadership as well as group and team activities. See
Creedon/Ross monograph: Cooperative Groups and Collaborative Teams –
Definition, Distinction and Application. Also handouts describing peer leadership
responsibilities. FS08
7. Engage in an Action Research project. See the Creedon monograph: A
Constructivist Approach to Action Research. FS08
Instructional and Performance Objectives
Objectives ought to be clear and distinct. The verbs and key terms presented in bold type for
each of the objectives listed below are consistent with Bloom’s cognitive taxonomy. The verbs
indicate what action and/or behavior is expected of the learner. It is from these objectives that
course assessment exercises and activities will be developed. Assessment and testing are not
synonymous. In Revealing Minds [2008] author Craig Pohlman defined assessment as an
appraisal or evaluation in order to develop a deeper understanding of a situation or learner.
Whereas a test is to determine a level of understanding or application of content.
Instructional and Performance objectives are not the same thing. Instructional Objectives
indicate what the instructor plans to do and can be held accountable for doing. Performance
Objectives indicate what the leaner is to do in response to what the instructor does. Final grades
will be determined by rubrics. Rubrics will be developed by both the instructor and students. A
tutorial on how to write rubrics will be held. See the Creedon monograph: Rubrics –
Characteristics, Categories, Features Applications, and Cautions. FS08
3
Cited below are Instructional Objectives for the CRMB course. Note that in each objective key
words and phrases appear in bold as well as in italics and underlined. This directs attention
directly to what action is being proposed in the objective. A review of the words and phrases in
bold, italics and underlined reveal the Bloom based cognitive level of the objective. In addition
to serving as a component of the course syllabus, the instructional objectives can be a source of
an assessment exercise. The instructor and the students can determine the Bloom based
cognitive level of the course by relating the terms in bold to Bloom’s six categories. Objectives
are written consistent with the approach of Robert Mager: Preparing Instructional Objectives
[1962]. According to Mager instructional objectives consider such questions as:
What is it that we must teach?
How will we know when we have taught it?
What materials and procedures will work best to teach what we wish to teach?
Instructional Objectives
1. The Instructor will provide each participant with a series of on line pre course exercises.
The exercises, including instructions indicating how to complete the exercises, will be
accessed through FraminghamSaipan08.
2. The Instructors in both the Classroom Management and Behavior as well as the English as a
Second Language courses will engage participants in joint exercises involving both courses.
3. Through direct instruction, the instructor will share with participants professionally
recognized alternative understandings and approaches to Classroom Management and
Student Behavior. Several are cited on FraminghamSaipan08.
4. In an instructor facilitated group process, the instructor will engage participants in an
exercise where they will define, as well as compare and contrast, their understanding of
the terms classroom management and behavior.
5. Through direct instructor and well as student peer instruction, participants will engage in a
tutorial on how to write Bloom based rubrics.
6. Through direct instruction, the instructor will share with participants his constructivist
based point of view relative to the role practitioners play in developing a comprehensive
program of classroom management and behavior.
7. In instructor facilitated group processes, the instructor will engage participants in an
exercise where they will examine the six approaches to classroom management and
behavior identified by Tuber as well as the brain research findings of Medina, Levine and
Pohlman.
8. Through instructor facilitated group processes, the instructor will engage participants in
examining the impact of alternative philosophical and psychological forces in determining
various approaches to classroom management and student behavior.
9. In instructor facilitated group processes, the instructor will engage participants in
considering, as well as comparing and contrasting, alternative approaches to classroom
management and student behavior.
10. Through direct instruction, the instructor will introduce participants to a ten component
design for learning: The Student Centered Learning System (SCLS). .
11. In instructor facilitated group processes, the instructor will engage participants in an
exercise where they will compare and contrast, synthesize, and evaluate alternative
approaches to classroom management and student behavior to the ten component design for
learning: SCLS.
4
12. In instructor facilitated teams, the instructor will engage participant teams in the
development of an approach to classroom management and student behavior that is based on
sound theory and “Fit-for-Use” in their practice.
13. Applying the Creedon monograph on A Constructivist Approach to Action Research FS08,
the instructor will facilitate teams of course members in Action Research projects related
to classroom management and student behavior and/or the impact of CM on second
language learners.
14. The instructor will promote FraminghmSaipan08 [FS08] as a vehicle for continuing
professional development among class members.
In instructor facilitated group processes, the instructor will engage participants in an exercise
where they will compare and contrast, synthesize, and evaluate alternative approaches to
classroom management and student behavior to the ten component design for learning: SCLS.
See Creedon monograph: Curriculum Development, a Design for
Learning, Classroom Management, and Student Behavior
15. In instructor facilitated teams, the instructor will engage participant teams in the
development of an approach to curriculum and instruction that is based on sound theory and
“Fit-for-Use” in their practice.
Performance Objectives
Performance objectives indicate what the learner is expected to do. Competence is the intended
outcome. Competence is defined consistent with that of Jay Hall in The Competence Process
[1980]. What needs to be done is stipulated by the verb [action word(s)] found in italics and
underlined in each objective. The first time each action word or key term is used it is defined
directly below the objective.
1. Applying the pedagogical strategies previously cited, critique the four approaches to CM
cited by Tauber in Classroom Management – Sound Theory and Effective Practice.
Apply: To put into action or use
Critique: Evaluative and subject to critical discourse
Critical: Characterized by careful and exact evaluation
2. As an end-in-view [JohnDewey] work toward generating an approach to CM for your
practice that is rational and defensible.
Generate: To bring an idea into existence
Rational: Consistent with reason and intellect
Defensible: Capable of being justified.
3. Given a series of pre course exercises, answer each exercise consistent with the requirements
cited in the course syllabus. The handout describing pre course exercises has been already
provided to you.
Answer: To act in response to meeting a requirement
Requirement: Something asked for
Describe: To give a verbal account
4. Given handouts with each one describing aspects of CM from an author’s point of view, or
referencing the articles you read as a pre course exercise, and as a member of a group, critique
the information contained in your handout or from your choice of articles. In your critique
apply Bloom’s six cognitive categories. Be prepared to explain your views to classmates from
other groups.
Information: Data about a specific subject or situation
Explain: Make understandable
5
5 .Given the bok: Tauber, Classroom Management – Theory and Effective Practice, 3rd edition,
describe the components of each of the six models cited by Tauber and summarized in the
Creedon monograph: Classroom Management – Five Approaches to Student Behavior. Apply
to your practice each of the six approaches.
6. Having developed your own concept of CM in a pre course exercise be prepared to explain it,
cite examples of it and indicate how you would apply it in your practice.
Developed: To bring into being
Prepared: To be ready
Example: Representative
7. Given what you perceive and understand about the approach to CM at your school and using
Bloom, critique your perception and understanding of what is practiced in your school against
the six alternative models cited by Tauber.
Perceive: Intuitively aware
Understand: To perceive and recognize the meaning
8. Given the Creedon monograph on action research engage in an action research project
resulting in a plan of action for the issue you have identified.
Engage: What one intends to do or achieve
9. Given a concern of inclusion and learning style as factors in coming to know relate them to
CM.
Relate: To be united in a relationship
10. Using Bloom’s taxonomy as a guide relate the 12 Brain Rules cited by Medina in Brain
Rules [2008] to your practice. Your first response to this exercise will be as a pre course
activity. Your second response will follow s consideration of the 12 in class. Ultimately you will
be called upon apply Bloom’s taxonomy in reviewing both exercises and relating them to your
practice.
11. Given the Creedon monograph on Four Questions as a Foundation for Excellence in
Education relate each question to CM and to your practice.
Learning Material
The learning materials for the course are primarily monographs written by Creedon. In addition
they include material from other sources related to classroom management and behavior. The
learning material is divided into three categories: Primary, Secondary, and Supportive.
Primary Creedon monographs are required pre course reading. In that time in class
is limited they are to be studied before class begins. Do not assume that they will
be “taught” in class. However, they will be used frequently in class therefore you will need
to have ready access to them in class either in printed form or through your personal laptop.
They are found on FraminghamSaipan08 as well as the Creedon web site: Reflections of the
Theory and Practice of Education – https://larrycreedon.wordpress.com
6
Secondary Reading: These include Creedon monographs that provide additional information.
They will be referred to in class and once again due to time constraints and course focus class
time will not be given over to a consider of them. However, you will need to be familiar with
them and have in class access to them.
Supportive Material: In this category will be articles from the periodic literature, surveys and
questionnaires, and outlines of several well established commercial approaches to classroom
management and behavior.
On Line, Pre On Site Requirements
The On Line, Pre On Site requirements and activities for the course are cited in a separate
section on FraminghamSaipan08. They will include several exercises for you to complete before
we come together on site. You are to complete each exercise and return it to Creedon at
lpcreedon@aol.com or at lpcreedon@gmail.com by September 22, 2008..
I n addition, On line, Pre On Site exercises will include you:
1. Working with a small cohort of classmates
2. Responding to a survey
Post On-Line Exercise
You will engage in an Action Research project with a small cohort of classmates. The process is
laid out in the Creedon monograph: A Constructivist Approach to Action Research. You will
begin this exercise during the on site portion of the course, however, it will be completed online,
post on site. Your completed Action Research project will be forwarded to Creedon at
lpcreedon@aol.com or lpcreedon@gmail.com. Also it will be uploaded
toFraminghamSaipan08.
Assessment – Final Grade
Rubrics will be utilized for assessment and final grade. Rubrics will be developed consistent
with the instructional and performance objectives of the course. Rubrics will be developed by
the instructor as well as by you. The process for developing rubrics will be considered in all day
session Saturday, October 11, 2008. See the Creedon monograph: Rubrics: Characteristics,
Categories, Features, Applications, and Cautions.
Ipse dixit
Lawrence P. Creedon
Saipan
October 2008.
7
Reflections on the Theory and Practice of Education 