OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION

DEPARTMENT OF TEACHING AND LEARNING
NORFOLK, VIRGINIA 23509
TLED 479/579
Classroom Management - Practicum
Spring, 2021

Instructor: Sueanne E. McKinney, Ph.D.

Phone: Office: 683-4917
Home: 673-3452
Cell: 818-3208
Email: SMcKinne@odu.edu
Class
Hours: Monday, 10:00-12:40
Office
Hours: Available by Phone Appointment

Course Number & Title: TLED 479/579, Classroom Management - Practicum

Catalog Description: Course prepares prospective PreK-3 and PreK-6 teachers to provide
instruction and management addressing the intellectual, physical, emotional and social needs
of PreK-6 learners founded in empirically based practice. The field based component (70
hours) includes participation in PreK-3 and/or 4th-6th grade classrooms in an accredited
public or non-public school. Students in the Prek-3 program are required to complete 35
hours in the Child Development Center. Attendance at seminars and debriefing sessions is
required. Prerequisites:

Course Description & Context: Lecture & Practicum, 3 Credit Hours.

Course Overview: Teacher effectiveness is achieved by employing effective practices

(Wong & Wong, 2018). Classroom management is an essential element of the effective
teacher. Classroom management and discipline is a broad concept that encompasses the set
of procedures, behaviors, and strategies that teachers use to guide student behavior and
actions in the classroom. A teacher who is grossly inadequate in classroom management and
discipline is not going to be an effective teacher. The effective and high-quality teacher is
extremely good as a classroom manager. TLED 479/579 will assist you in developing into an
effective manager of the classroom. We will focus on the research based provisions and
procedures necessary to create a classroom environment that is student and results centered,
and where instruction and learning can occur. The practicum component of this course
embraces the concept that certain kinds of learning occur best in the context of real world
practice. Teacher candidates learn about teaching and classroom management theories at the
university; they learn how to teach, and how to apply theories in schools. Similarly, some
aspects of student learning are best achieved by doing. This class is grounded in this concept
and designed to support this kind of learning.

Course Competencies: Following the completion of this TLED 479/579 course, students
should be able to:

1. Disentangle the terms “classroom management” and “discipline.”

2. Discuss the characteristics of an effective and successful teacher, and how
effectiveness relates to the four stages of teaching.
3. Analyze the role that consistency plays in classroom management.
4. Apply the skills, dispositions, and knowledge needed for creating a trusting
environment, and promoting positive student-teacher-parent relationships.
5. Discuss and implement how to teaching a classroom procedure for students, for
teachers, for the classroom, for instruction, and for special needs populations.
6. Define and implement teaching behaviors that demonstrate high expectations to all
learners.
7. Generate rules and expectations for the classroom that supports student learning.
8. Evaluate the use of positive and negative reinforcement.
9. Develop a discipline plan that highlights the building of self-discipline.
10. Develop environmental competence of the physical classroom to promote student
learning and interactions.
11. Evaluate current research in the field to assist in developing an effective classroom
management and discipline plan.
12. Generate, implement and synthesize lesson plans that focus on student learning and
achievement.
13. Communicate policies and procedures for students, instruction, teachers, and special
needs populations.
14. Implement cultural responsive pedagogical practices and methodologies to address
student diversity.
15. Develop plans that address social justice in the classroom.
16. Review research models and theories related to classroom management and student
behavior.

Tuberculosis Test
THIS DOES NOT COME TO ME. All students must submit to the school principal a copy
of a negative TB test taken with the last year. You will not be allowed to work with children
in schools without this test. This is a requirement of Virginia law. School divisions require
that all candidates present evidence of a negative TB screening or test prior to
entering a school building for any reason.

Background Check
THIS DOES NOT COME TO ME. All students must complete the necessary background
check through Teacher Education Services before you are allowed in a school or classroom.
This procedure usually takes 6 to 8 weeks.

Practicum Experience
Satisfactory completion of a 70 hour placement, which includes a signed time log sheet and
evaluation from your cooperating teacher. Specific expectations and requirements will be
provided to you as well as to your cooperating teacher. You must complete a reflective
journal of your practicum experience. Placement requests are made through the Office of
Teacher Education.

REQUIRED PROJECT ACTIVITIES

Graduate Students ONLY:

Graduate Level Problem Paper/Literature Review (579 students only).

This activity will allow you to develop an in-depth understanding of topics related to
classroom management. Once you identify your topic, you are to complete a literature
review. You need to collect 5 references for you review. Most of these must be empirical
journal articles. The others may be review articles, books or chapters in edited books. You
must use APA referencing format. The literature review should be 8-10 pages in length,
including the references.

Graduate and Undergraduate Students

Classroom Management Plan

This activity requires you to put your teacher beliefs into practice. You are to develop a
classroom management and discipline plan that is based on your philosophy, and includes
different aspects of management, such as a letter to parents, classroom rules and
consequences, procedures, and classroom layout.

Reflective Journal, Time Sheet, Lesson Plan Evaluation, and Practicum Evaluation
Active reflection includes gathering information, discussing issues with others, and thinking
deeply in regards to making informed decisions. During your practicum, you are to generate
and implement two lesson plans of your own. Your cooperating teacher must complete a
lesson evaluation. He/she must also complete the evaluation at the end of your practicum.
Your journal should address the reflective process as you explore the elements of classroom
management.

Attendance Policy: “Because the class period is important and discussions cannot be
reproduced, absences cannot be made up. Excessive absences can have a negative effect on
the student's learning and performance. A student who must miss a class is expected to have
the initiative necessary to cover properly the materials missed. The student must meet all
course deadlines and be present for all quizzes, tests, and examinations.” (ODU Catalog)
As noted above, late assignments will receive only partial credit while quizzes and in-class
work can not be made up without a medical excuse from a doctor or clinic.

Students with Special Needs: In compliance with PL94-142 and more recent federal
legislation affirming the rights of individuals with disabilities, provisions will be made for
students with documented sensory and/or learning disabilities on an individual basis. The
student must have been identified as “special needs” by the university and an appropriate
letter(s) must be provided to the course instructor at the beginning of the semester.
Provision will be made based upon written guidelines from the university “special needs
students” resource office. All students are expected to fulfill all course requirements.
COURSE REQUIREMENTS:

Classroom Management Philosophy: 5 Points

Classroom Newsletter: 5 Points
Classroom Rules and Expectations: 5 Points
Classroom Discipline Plan: 5 Points
Classroom Procedures Plan: 5 Points
Classroom Management and Discipline Plan: 25 Points
Journal: 5 Points
Time Sheet: 5 Points
Lesson Plan Evaluations: 20 Points
Practicum Evaluation: 20 Points
Literature Review: 25 Points (For Graduate Students)

All project activities are expected to follow APA guidelines and ethics.

Total: TLED 479 – 100

TLED 579 – 125

Grade Assignment:

TLED 479
A A- B+ B B- C+ C C- F
100-94 93-90 89-88 87-84 83-80 79-78 77-74 73-70 Below
70

TLED 579
A A- B+ B B- C+ C C- F
125-119 118-115 114-113 112-109 108-105 104-103 102-99 98-95 Below
95

Honor Pledge: “I pledge to support the honor system of Old Dominion University. I will
refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I
am aware that as a member if the academic community, it is my responsibility to turn in all
suspected violators of the honor system. I will report to Honor Council hearings if
summoned.” By attending Old Dominion University you have accepted the responsibility to
abide by this code. This is an institutional policy approved by the Board of Visitors.

REQUIRED TEXTS:

Wong, H. & Wong, R. (2009). The First Days of Schools. Harry K. Wong Publications, Inc.:
CA.

Wong, H. & Wong, R. (2014). The Classroom Management Book. (2nd Edition). Harry K. Wong
Publications, Inc.: CA.
Live Text: The purchase and/or use of Live Text (Approved Web-based Portfolio
Assessment System) is required for this course. This must be purchased either from the
ODU Bookstore or c1.livetext.com. You do not need the subscription with DE Streaming.
Make sure to register with your official ODU name and your UIN.

COURSE OUTLINE:

January 25
Welcome and Greetings; Review Syllabus and Course Requirements. Review assignment
templates, rubrics, and expectations. Teacher evaluations, lesson delivery evaluations, time
log and journal requirements will be reviewed in detail.

February 1
What is the difference between classroom management and discipline? What types of
teachers are effective managers of the classroom? What elements need to be considered
when developing a classroom plan?
The Classroom Management Book, pp. 5-12.

February 8
What are the different models of classroom discipline? What is my philosophy of classroom
management and discipline? How can I practice my philosophy while demonstrating high
expectations in the classroom?
The Classroom Management Book, pp. 2-4; 16-29.
The First Days of School, pp. 3-48; 59-75; 80-99.

February 15
What factors are involved with developing key rules for my classroom? What will my
classroom rules be like? What is the difference between a rule and a goal?
The First Days of School, pp. 147-164
DUE: Classroom Management Philosophy

February 22
What is behavior, and how does it impact teaching? Why is it important to provide
consequences for behavior? How will I discipline my students? Will there be positive and
negative consequences for behavior?
The First Days of School, pp. 113-122.
DUE: Classroom Rules

March 1
Practicum Day

March 8
Why isn’t negative reinforcement as effective as positive reinforcement? What side effects
are associated with negative feedback, and how can they be minimized?
The First Days of School, pp. 113-122.
March 15
What will be my procedures for students? For the classroom? For instruction? For the
special needs of students?
The Classroom Management Book, pp. 60-87.
The First Days of School, pp. 165-222.
DUE: Discipline Plan

March 22
What will be my procedures for students? For the classroom? For instruction? For the
special needs of students?
The Classroom Management Book, pp. 88-111.

March 29
Practicum Day

April 5
What will be my procedures for students? For the classroom? For instruction? For the
special needs of students?
The Classroom Management Book, pp. 88-111.

April 12
How can the physical arrangement of a room predict student success or failure? What are
the different models of room arrangement? What should I include in a classroom newsletter?
The Classroom Management Book, pp. 112-207
The First Days of School, pp. 223-298.
DUE: Classroom Procedures

April 14
What are Star Teachers? Can I be a Star Teacher?
The Classroom Management Book, pp. 208-271.
DUE: Classroom Newsletter

April 19
Practicum Day

April 26
Classroom Management and Discipline Plan Presentations
DUE: Classroom Management and Discipline Plan
DUE: Time Sheets, Journal, 2 Lesson Evaluations, Practicum Evaluation

Master On-line Teacher Mentors

Katelyn Ritenour Katelyn.Ritenour@cps.com Elementary
Debra Foster Duffy Dduffy@tcc.edu Middle Science
Alfreda Jernigan Ajeriga@nps.K12.Va.Us, Elementary
Marie Perez-Mauzy Mpermau@nps.K12.Va.Us Elementary
Wendy Frazier Wendymichellefrazier@gmail.com Elementary and Middle Science
Marie Brooks Verletita.Brooks@cpschools.com Elementary
Kristie Myers Kristikvb@gmail.com Elementary
Dana Bradley Dana.bradley@portsk12.com Social Studies
Cat Evans Cat.Evans@vbschools.com Elementary
Christy John Johnchristinem@gmail.com Elementary (Parents)

Cultural Diversity: The Darden College of Education at Old Dominion University is

committed to social justice and respect for all individuals, and it seeks to create a culture of
inclusion that actively supports all who live, work, and serve in a diverse nation and world.
Attaining justice and respect involves all members of our community in recognizing that
multi-dimensional diversity contributes to the College’s learning environments, thereby
enriching the community and improving opportunities for human understanding. An
essential feature of our community is an environment that supports exploration, learning,
and work free from bias and harassment, thereby improving the growth and development of
each member of the community.

Accommodations: Students are encouraged to self-disclose disabilities that have been

verified by the Office of Educational Accessibility by providing Accommodation Letters to
their instructors early in the semester in order to start receiving accommodations.
Accommodations will not be made until the Accommodation Letters are provided to
instructors each semester.

Use of Instructional Technology: Instructional technologies will be utilized in class as a

means of supporting student learning and professional growth. These technologies include
the use of Blackboard, the Smart Board installed in the classroom, the Internet, and other
tools and materials as available.

University Email Policy: The Old Dominion University e-mail system is the official
electronic mail system for distributing course-related communications, policies,
announcements, and other information for this class and the university in general. In
addition, the University e-mail user ID and password are necessary for authentication and
access to numerous electronic resources (on-line courses, faculty web pages, etc.). For more
information, please visit: http://web.odu.edu/af/occs/stu_email.html.

Code of Student Conduct: University students shall conduct themselves in compliance

with Old Dominion University’s educational mission and may be disciplined for misconduct
that adversely affects that mission. Students are required to assume responsibility for their
own classroom behavior and are expected to participate fully and positively in the
teaching/learning process. Students do not have the right to engage in behavior that is
disruptive or otherwise interferes with the learning of others (e.g., talking during lectures,
using a cell phone, bringing children to class). Students are expected to conform to rules of
classroom decorum and to inform the instructor and/or Site Director when any disruption
in learning occurs. Faculty will follow the guidelines established by the University when
confronted with disruptive students. A student who violates the Code of Student Conduct
will be subject to administrative action(s) or disciplinary sanction(s).

Conceptual Framework: The Darden College of Education, the College of Arts and
Letters, and the College of Sciences as a whole accept the responsibility of preparing
professionals for the schools. These professionals are characterized both by their
responsibility for making decisions in the context of the world of practice and by their
increasing ability to make wise and informed decisions based on sound knowledge, guided
by experience and scientifically-based research; thus, the theme of the conceptual framework
of all professional education programs at Old Dominion University is the Educator as
Professional.
Teacher Candidate Dispositions at Old Dominion University. Teachers and other
school professional candidates at ODU are expected to demonstrate behaviors that are
indicative of the following dispositions characteristic of effective educators throughout their
program. Candidates understand that they must adequately and consistently demonstrate
these dispositions in order to maintain good standing in their Teacher Education program at
Old Dominion University. The candidate shows a disposition toward and commitment to
each of the following:
Attends functions when required (punctual); Maintains a professional appearance; Solicits
feedback from others; Adjusts behavior based on professional feedback; Communicates
effectively orally (articulate, animated, few grammatical errors); Communicates effectively in
writing (clear organization of ideas, few misspelling and grammatical errors); Demonstrates
sensitivity to others’ feelings and opinions (e.g., diplomatic); Participates with others in a
collaborative manner; Treats others with respect; Provides information to all constituents in a
professional and timely manner; Demonstrates a commitment to remain current in knowledge of
subject area content; Demonstrates knowledge about my teaching subject area; Participates in
professional development activities that represent subject area currently or in the near future;
Enjoys working with diverse (i.e., special education, gifted, at-risk, minority, etc.) PreK-12
learners; Demonstrates effective decision-making and problem-solving skills; Displays
excitement about teaching subject area.
Mental Health. ODU’s Office of Counseling Services (OCS) is a university agency with
competent, diverse, and multidisciplinary professional staff. We are committed to
supporting the emotional well- being, social development, and academic progress of all
students at Old Dominion University.

College life can be a wonderful time of self-discovery, but for many, it is also a time
when the awareness of mental health conditions increases. OCS services are available to
assist with addressing mental health concerns that a student may be experiencing. You
can learn more about the broad range of confidential mental health services available on
campus via our website at http://www.odu.edu/counselingservices. All services are free
to ODU students.

If you would additional information about ODU’s efforts to support students’ mental health,
please contact Dr. Cassie Glenn at cglenn@odu.edu.

Additional Readings and Resources:

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S.

Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary
issues (pp. 17-43). Mahwah, NJ: Erlbaum.
Colvin, G., & Scott, T. M. (2015). Managing the cycle of acting-out behavior in the
 classroom. Thousand Oaks, CA: Corwin.
Little, S. G., & Akin-Little, A. (2008). Psychology’s contributions to classroom management.
Psychology in the Schools, 45(3), 227-234.
Scott, T. M., Anderson, C., & Alter, P. J. (2011). Managing classroom behavior using positive
behavior supports. Columbus, OH: Pearson.
Zeki, C. P. (2009). The importance of non-verbal communication in classroom management.
Procedia-Social and Behavioral Sciences, 1(1), 1443-1449.

A Positive Classroom Climate

http://cte.udel.edu/TA book/climate.html
Bullies, Aggressive Victims, and Victims: Are They Distinct Groups?
http://www3.interscience.wiley.com/cgi-bin/abstract/109865667/ABSTRAC T
Classroom Climate
http://www.ibiblio.org/schools/rls/garner/teacher/climate.pdf
Classroom Management: Behavior Management
http://www.proteacher.com/030001.shtml
Classroom Organization
http://www.mea-mft.org/assist/classroom_org.html
Classroom Organization: Problem Solving Sheet
http://www.teachervision.fen.com/page/7270.html
Classroom Organization: The Physical Environment
http://teacher.scholastic.com/professional/futureteachers/classroom_organization.
htm
Creating a Climate for Learning: Effective Classroom Management Techniques
http://www.education-world.com/a_curr/curr155.shtml
Discipline Plans and Behavior Modification
http://mail.mcintosh.k12.ga.us/SpEd/Behavior%20Management%20Plans.htm
Education World Lesson Planning: Teaching and Tolerance
http://www.educationworld.com/a_lesson/lesson/lesson294.shtml
Get Help Teaching Special Needs Students
http://www.reacheverychild.com/feature/special_needs.html
Global Village School for Peace and Diversity Studies
http://www.globalvillageschool.org/tolerance.html
Learning Disabilities OnLine: Social Skills
http://www.ldonline.org/ld_indepth/social_skills/soc-skills.html
Making (and Keeping) Friends: A Model for Social Skills Instruction
http://www.iidc.indiana.edu/irca/SocialLeisure/socialskillstraining.html
Managing Classroom Tech Resources
http://www.kent.k12.wa.us/KSD/IT/TSC /managing/
Managing Technology: Tips from the Experts
http://www.educationworld.com/a_tech/tech/tech116.shtml
Managing Technology in the Classroom (links)
http://www.techteachers.com/managingtech.htm
Math Tools
http://mathforum.org/mathtools/
Multiple Intelligences
http://www.thomasarmstrong.com/multiple_intelligences.htm
N.C.T.E.: Striving Readers
http://www.ncte.org/about/issues/featured/124406.htm
NEA: Help for Parents
http://www.nea.org/parents/index.html
Nutritional Influences on Aggressive Behavior
http://orthomolecular.org/library/articles/webach.shtml
Parenting Teens: Parental Involvement in Education
http://www.parentteen.com/education_involvement.html
Positive Approaches to Challenging Behavior for Young Children with Disabilities
http://education.umn.edu/ceed/projects/preschoolbehavior/
Project Zero: Howard Gardner
http://pzweb.harvard.edu/PIs/HG.htm
Scholastic: School Involvement Series
http://scholastic.com/
Social Competencies: Problem Solving
http://ag.arizona.edu/fcs/cyfernet/nowg/sc_problem.html
Teacher Expectations & Student Achievement
http://www.lacoe.edu/lacoeweb/orgs/165/index.cfm
The Public School Parent’s Network: A Resource Guide and Information Source for Parents
http://www.psparents.net/ParentalInvolvement.htm
The Teacher Movie
http://www.teachermovie.com/
Teachers’ Net
http://teachers.net
Teachers.net: Lesson Bank
http://www.teachers.net/lessons/search.html
Teaching Resources: Teaching Social Skills
http://home.att.net/~clnetwork/socialsk.htm
Teaching Tolerance
http://www.tolerance.org/teach/
Teaching Your Child Tolerance
http://kidshealth.org/parent/emotions/feelings/tolerance.html
Teachnology Web Tools for Educators: Rubric, Rubrics Makers
http://www.teach-nology.com/web_tools/rubrics/
U. S. Department of Education: Striving Readers
http://www.ed.gov/programs/strivingreaders/index.html