University of Wisconsin-Green Bay

University of Wisconsin-Green Bay Division of Outreach and Adult Access, 920-465-2480 or 1-800-621-2313

Email: educationoutreach@uwgb.edu Website: www.uwgb.edu/educationoutreach 1

COURSE SYLLABUS

Discipline in the Secondary Classroom

Spring 2014

Credits: One (1) Undergraduate or Graduate Credit

Course Number: EDUC 495/695-2, section 7408, #0152DU/D

Prerequisites: ● Graduate Credit – Must have earned a bachelor’s degree ● Undergraduate Credit – Must have graduated from a recognized high school

Instructor: Katy DeVillers (instructor of record)

Location: Green Bay Area Public School District Office Building

Dates and Times: Monday, February 10th, 2014 (4:15-7:15 p.m.) Room 138B Monday, February 24th, 2014 (4:15-7:15 p.m.) Room 138B Monday, March 24th, 2014 (4:15-7:15 p.m.) Room 138B Monday, April 14th, 2014 (4:15-7:15 p.m.) Room 248B Monday, April 28th, 2014 (4:15-7:15 p.m.) Room 138B Course Emphasis: Discipline in the Secondary Classroom (DSC) is designed to guide practicing 9th-12th grade teachers through a process of developing or improving on an effective classroom management plan that is positive, proactive, and instructional. The DSC model is based on the following principles or beliefs:

● Structure your classroom for success ● Teach behavioral expectations to students ● Observe and supervise ● Interact positively with students ● Correct fluently

Course Rationale: “Schools are under tremendous pressure to successfully educate all students, including those who, years ago, would have left school because of academic or behavior problems. Effective ways to motivate and encourage positive behavior are vital to serving these students. We cannot punish students into being motivated and wanting to stay in school. Therefore, a proactive and positive approach like DSC is essential. With these strategies, you can guide students toward a successful school career, leading in turn to potential success in work and in life.” (Sprick, 2009) Course Description: Participants in this course will have the opportunity to explore the DSC resource and use it as a guide to inform their current or future classroom management practices. After experiencing the concepts from each section of the resource, participants will be part of small and large group class activities and discussions focusing on tasks presented at the end of each chapter. Participants will be asked to complete written work showing evidence of their planned classroom application.

University of Wisconsin-Green Bay

University of Wisconsin-Green Bay Division of Outreach and Adult Access, 920-465-2480 or 1-800-621-2313

Email: educationoutreach@uwgb.edu Website: www.uwgb.edu/educationoutreach 2

Course Objectives: All class participants will understand and be able to identify and explain the following elements as they relate to classroom management:

o Structuring your classroom for success o Teaching behavioral expectations to students o Observing and supervising student behaviors o Interacting positively with students o Correcting students fluently

Required Reading for Undergraduate and Graduate Credit Participants:

Sprick, R. (2008). Discipline in the secondary classroom: A positive approach to behavior management, with DVD, 2nd Ed. Jossey-Bass. Available at http://www.amazon.com/Discipline-Secondary-Classroom-Positive-Management/dp/0470422262/ref=sr_1_2?ie=UTF8&qid=1381160112&sr=8-2&keywords=Discipline+in+the+secondary+classroom Course Requirements, Assessments, and Evaluation: All participants will contribute to the class activity and discussions related to the Tasks in the following chapters:

Chapter 1, Task 1—Understand the Basic Principles of Behavior Modification and Your Role Task 2-- Understand Motivation and the Variables That Can Be Manipulated to Increase It Task 3-Understand the Importance of Maintaining High Expectations for Students' Academic and Behavioral Performance Task 4 --Understand the Importance of Building Personal Relationships with Students

Task 5-- Develop and Implement Guidelines for Success Task 6-- Adjust the Structure of Your Management Plan Based on the Needs of Your Students

Chapter 2, Task 1 -- Develop Clear Goals for Each Class You Teach Task 2 -- Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success Task 4 --Design Procedures for Students to Receive Feedback on Each Aspect of

Their Behavioral and Academic Performance and to Know Their Current Grades

Chapter 3, Task 1--Arrange the Activities for each Class Period So It Maximizes Instructional Time and Responsible Behavior Task 2-- Arrange the Physical Space in Your Classroom So that It Promotes Positive Student-Teacher Interactions and Reduces Interruptions

Task 3 --Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention Task 4—Design Efficient, Effective Procedures for Beginning and Ending the Class

Chapter 4, Task 1 -- Define Clear and Consistent Behavioral Expectations for all Regularly Scheduled Classroom Activities

Task 2— Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both Within and Between Activities that Occur During a Typical Day

University of Wisconsin-Green Bay

University of Wisconsin-Green Bay Division of Outreach and Adult Access, 920-465-2480 or 1-800-621-2313

Email: educationoutreach@uwgb.edu Website: www.uwgb.edu/educationoutreach 3

Chapter 5, Task 1 -- Identify and Post Three to Six Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback Task 2 -- Develop a Plan for Correcting Early-Stage Misbehaviors Task 3 -- Develop Consequences for Committing Rule Violations

Chapter 6, Task 3 -- Use Every Possible Opportunity to Provide Each Student with Non-Contingent Attention Task 4 -- Give Students Positive Feedback on Their Successes in a Variety of Ways Task 5 -- Plan to Interact at Least Three Times More Often with Students When They are Behaving Appropriately Than When They are Misbehaving Chapter 7, Task 1 -- Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students

Chapter 8, Task 1--Gradually Decrease the Amount of Time Spent Teaching Expectations, Procedures, and Routines Task 2 --Mark Your Planning Calendar with Particular Times that You Will Reteach Your Expectations Task 3 --Collect Objective Data about Classroom Behavior, and Adjust Your Management Plan Accordingly Chapter 9, Task 1 -- Implement Basic Interventions First, Moving to Core Complex Interventions Only When Necessary Task 2 — Develop Intervention Plans for Awareness, Ability, Attention-Seeking and Purposeful and Habitual Misbehaviors

Requirements/Assessments/Evaluation continued:

Undergraduate Credit Participants will be expected to:

● Actively participate in all scheduled classes ● Complete required reading as assigned ● Complete the Classroom Management Plan Tool – 810 points

The Classroom Management Plan Tool is comprised of eighteen response prompts; each with a value of 5 points. Participants will receive up to 90 points for each completed tool. There are a total of 9 tools for a total of 810 points.

The following scale outlines the letter grade given based on the points earned on the Classroom Management and Discipline Plan:

■ To receive an A, the student must earn 713-810 points ■ To receive a B, the student must earn 632-712 points ■ To receive a C, the student must earn 551-631 points ■ To receive a D, the student must earn 490-550 points ■ If a participant earns less than 490 points, s/he will

earn a failing grade for the course.

University of Wisconsin-Green Bay

University of Wisconsin-Green Bay Division of Outreach and Adult Access, 920-465-2480 or 1-800-621-2313

Email: educationoutreach@uwgb.edu Website: www.uwgb.edu/educationoutreach 4

Graduate Credit Participants will be expected to:

● Actively participate in all scheduled classes ● Complete required reading as assigned ● Complete the Classroom Management Plan Tool – 810 points ● Complete the Task Implementation Framework Guides – 900 points

Graduate student participants will complete the Task Implementation Framework Guide after and before each session related to the task chosen from each chapter, or one other that is important for their own learning. This guide is comprised of four response prompts; each with a value of 25 points. Participants will receive up to 100 points for each completed guide. There are a total of 9 guides.

The following scale outlines the letter grade given based on a total of 1,710 points earned for this course (810 points possible for the Classroom Management Plan Tools and 900 points possible for the Task Implementation Framework Guides):

■ To receive an A, the student must earn 1,504-1,710 points ■ To receive a B, the student must earn 1,334-1,503 points ■ To receive a C, the student must earn 1,163-1,333 points ■ To receive a D, the student must earn 1,035-1,162 points ■ If a participant earns less than 1,035 points, s/he will

earn a failing grade for the course. Reading Schedule:

● Introduction and Chapters 1-2 on Monday, February 10th, 2014 ● Chapters 3-4 on Monday, February 24th,2014 ● Chapters 5-6 on Monday, March 24th, 2014 ● Chapter 7-8 on Monday April 14th, 2014 ● Chapter 9 and Appendices on Monday, April 28th, 2014

Wisconsin Standards for Teacher Development and Licensure:

3. Teachers understand that children learn differently. 4. Teachers know how to teach. 5. Teachers know how to manage a classroom. 6. Teachers communicate well. 7. Teachers are able to plan for different kinds of lessons. 9. Teachers are able to evaluate themselves.

November 26, 2013 - CL