syllabus

This course covers time management, student self-motivation, instructional equipment, subject-centered strategies, laboratory safety, and discipline, as well as written and verbal communication skills, from early childhood through the secondary level.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document.
• Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Charles, C. M. (2005), Building classroom discipline (8th ed.). Needham Heights, MA: Allyn and Bacon.

All electronic materials are available on the student website.

Class Participation WKS 1-3 30
Discussion Questions WKS 1-3 30
Discipline Model Paper WK 3 40
Total 100

ASSIGNMENTS
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Week 1 Assignments
Week 1 Learning Objectives:
Discipline Models for Educators
• Analyze several discipline models
• Compare and contrast the differences among various discipline models
• Examine situations in which each discipline model would work best
• Compare and contrast discipline systems for the primary, intermediate, and secondary grade levels with those currently used in the classrooms
Room Arrangement
• Identify effective classroom arrangements to minimize discipline problems
Preventive Discipline
• Analyze the causes of discipline problems 1. Read chapters 2-6 in Building classroom discipline (8th ed)

Post biography in Chat Room (Day 1)
2. Respond to the Discussion Questions posted in the main classroom.