Course Outline Classroom Management

Course Title: Classroom Management

Credit Hours: 45

Course Level:

How will No. of Video

the said Minutes
Primary/Secondary
Objectives/Learning objective Dedicated to
Topic Resource/Book; Page/Section/URL of
Topic Title Topic Details Outcomes of the be this Topic
No. Course Notes for the the Resource
Topic assessed (30 min Topic
lec.=1 contact
hr.)
1 Introduction to a) Elements of After completing this Assignmen a) 2 lec. Del Guercio, Ryan a) 1-7
classroom classroom topic, student will be t b) 3 lect. (Jan 2011). Back to
management management. able to: c) 3 lect. the Basics of
Classroom
b) Overt and covert  Examine elements Management. The
classroom of classroom Quiz Education Digest.76.5,
management management pp.39-43.
approaches  Inspect classroom
management Lang, H.R., Mcbeath, b, c) 1-15
c)Varieties of roles approaches A., Hebert, J. (1995)
of the teacher in  Distinguish Teaching: strategies
managing the classroom and methods for
classroom management styles student-centered
of teachers instruction. Toronto:
Harcourt Brace &
Company
 c)456-471
Child, D. (2007).
Psychology and the
teacher. New York:
Continuum

2 Classroom a) a) Models of After completing this Assignme a) 2 lec. Malmgren, K.W., a) 36-39
organization to classroom topic, student will be nt b) 3 lec Trezek, B.J., Paul, P.V.
encourage management able to: c) 3 lec. (2005) Models of
learner interest
b) d) 1 lec classroom management
and desirable c) b) strategies for  Discern models as applied to the
student classroom of classroom secondary classrooms.
behaviour management management Case The Clearing House,
d)  Analyze study Vol. 79, No. 1
e) c) A framework for strategies for
management: classroom Pedota, P. (2007).
Impact of management Strategies for Effective b)163-166
various kinds  Demonstrate the Classroom
of classroom impact of Management in the
organization classroom Secondary Setting. The
on student organization on Clearing House, 80.4
behaviour student behaviour pp. 163-166.
 Inspect strategies
g) d) Classroom and for better self-
outdoor management DiGiulio, Robert C. c)87-108
activity for among students (2007) Positive
managing classroom
learning & management: A step-
discipline by-step guide to
helping students
succeed. Thousands
Oaks, CA: Corwin
 Press

Bull, S. L., Solity, J.E. d)84-91

(1987) Classroom
management:
principles to practice.
London: Routledge
3. Design of an a) Preparing your After completing this Assignme a) 2 lec Arthur, M., a)1-13
effective classroom for topic, student will be nt b) 2 lec Christopher G., Nancy
curriculum for better able to: c) 2 lec B. (2003) Classroom
better management d) 3 lec. Management: creating
classroom  Assess the role of Quiz positive learning
management a curriculum and environments.
b) Evaluating the teacher in Australia: Thomson.
effective classroom
learning management DiGiulio, Robert C. b)51-63
classroom  Determine an (2007) Positive
effective learning classroom
classroom management: A step-
 Analyze by-step guide to
c) Philosophies to philosophies to helping students
manage a large manage a large succeed. Thousands
class class Oaks, CA: Corwin
Press
d) Managing  Plan how to Carbone, E. (1998)
large & mixed handle mixed
ability ability and large Teaching large classes: b) 1
classrooms classrooms Tools and strategies.
Survival Skills for
Scholars, Volume 19.
Sage Publications, Inc.
Thousand Oaks,
California: Sage
Publications
 Baker, J and Heather
W. ( 2000). The d)106-116
English language
teacher’s handbook.
London: Continuum

Blatchford, Peter,
Clare, M. (1998). The d)118-137
effects of class size on
classroom processes:
It’s bit like a treadmill-
working hard and
getting nowhere fast!
British journal of
educational studies,
Vol.46, No.2. Taylor &
Francis Ltd.

4 Maintaining Record Keeping After completing this Assignme a) 2 lec. Bull, S. L., Solity, J.E. 36-41
classroom topic, student will be nt (1987) Classroom
records and able to: management:
profiles of principles to practice.
student  Organize ideas to London: Routledge.
behaviour generate
classroom records
for better student
behaviour

5 Establishing a) Managing a After completing this Assignme a) 3 lec. DiGiulio, Robert C. a)37-43
caring smooth topic, student will be nt b) 2 lec (2007) Positive
classrooms for running able to: classroom
better classroom & management: A step-
management minimizing  Analyze the Case by-step guide to
and Incentives behaviour importance of study helping students
and rewards in problems affective succeed. Thousands
the classroom through caring education in Oaks, CA: Corwin
environment connections bringing about Press
 desirable student
b) Incentives in behaviour Brophy, Je re (1997) a) 1-4
the classroom  formulate Enhancing Students'
various Socialization: Key
incentives for Elements. ERIC
initiating Digest. Retrieved
positive student ( April 20, 2014) from:
behavior http://www.ericdigests.
org/1997-1/key.html

Shiller, Virginia
M; O'Flynn, Janet b)88,98-93
C. (Nov 2008)Using
Rewards in the Early
Childhood Classroom:
A Reexamination of
the Issues
YC Young Children
63.6 : 88,90-93.

Marshall, M
( 2005)Disciple c) p.51-54
without stress,
punishments , or
rewards. The Clearing
House, Vol.79, pp.51-
54

6 Classroom After completing this Assignme a)1lec Gaustad, Joan.(1992). a) 1-6

discipline and a) School topic, student will be nt b) 1lec School Discipline.
Bullying & Discipline able to: ERIC Clearinghouse
development
c)2 lec on Educational
of social b) Preventive  Analyze the d) 3 lec. Management. ERIC
competence Discipline importance of e) 1 lec. Digest, Number 78.
 practices in school wide Quiz f) 3 lec. Available at:
schools discipline g) 3 lec. http://www.ericdigests.
 Practice org/1992-1/school.htm
c) Classroom classroom b, c)1-31
discipline discipline Cotton, K. (1990)
techniques Schoolwide and
d) Bullying  Consider classroom discipline: The
schooling practices that
bullying as an
matter most. NWREL.
e) Parent-Teacher extremely Retrieved ( May 27,
partnerships negative 2014) from:
and CM behaviour http://www.nwrel.org/sc
 Formulate plans pd/sirs/5/cu9.html
f) Violence and to control
implications violence in c)1-10
for CM schools Lang, H.R., Mcbeath,
A., Hebert, J. (1995)
 Determine the Teaching: strategies
g) Developing importance of and methods for
social social student-centered
competence for competence instruction. Toronto:
all students among students Harcourt Brace &
Company

d)1-7
Linda, L.
(2002).Preventing
Bullying. ERIC Digest.
ERIC Clearinghouse
on Educational
Management Eugene
OR ED463563
d)167-175
S
Whitted, K.S., Dupper,
D.R.(2005). Best
Practices for
Preventing or Reducing
Bullying in Schools.
Children & Schools
27.3 , 167-175.

Allen, K.P. (Spring d)1-15

2010). Classroom
Management, Bullying,
and Teacher Practices.
The Professional
Educator, 34.1 pp. 1-
15

Fitzsimmons, Mary K.
e)1-5
(1998).Violence and
Aggression in Children
and Youth. ERIC
Clearinghouse on
Disabilities and Gifted
Education ERIC/OSEP
Digest E572.

Vincent, C.G.,Horner,
R.H., Sugai, G. (2002) f)1-5
Developing Social
Competence for All
Students. ERIC
Clearinghouse on
Disabilities and Gifted
Education Arlington
VA ERIC/OSEP
Digest.

Brophy, Je re (1997)
Enhancing Students'
 f)1-5
Socialization: Key
Elements. ERIC
Digest. Retrieved
( April 20, 2014) from:
http://www.ericdigests.
org/1997-1/key.html

45 lectures=
3 credits
Minutes=?

Note: 1 credit hour = 900 minutes

2 credit hours = 1800 minutes
3 credit hours = 2700 minutes

Guidance: VU has the following grading scheme (weightage etc.) for all of its courses. This should help you in designing the assignments, exams etc.

 Assignments + Quizzes + Graded Discussions on the Discussion Board = 15%

 Mid Term Exams = 35 %
 Final Term Exams = 50 %

Grading Scheme
 Final Grade
Instrument Frequency
Composition
Assignments/projects 6 5%
Quizzes 3 5%
Case studies 2 5%
Mid Term Examination 1 35%
Final Term Examination 1 50%

Guidelines for Deliverables:

1. The number of assignments and quizzes submitted should be the same as mentioned in the proposed course outline.
2. All assignments should be submitted along with worked out solutions as well as grading rubrics.
3. Four sets each of mid and final term exams should be submitted along with worked out solutions (the objective and subjective portion may be
roughly 50% each).