Karen Cadiero-Kaplan, Ph.D.			Go to:
Telephone:	619-594-4994		Course Description Required Texts Recommended Texts Course Objectives Course Requirements Grading and Evaluation Agenda and Assignments
Office:	ED-130
email	kcadiero@mail.sdsu.edu

Course Description:

This course is designed to lead participants towards a working knowledge of humanized teaching with a focus on democratic processes in a secondary bilingual classroom. It will focus on Creating & Maintaining Effective Environments for Student Learning* by examining the areas of classroom teaching, classroom discipline, classroom management, and curriculum management. The course will also examine the social and political contexts of teaching and issues in public education today as they relate to and influence the classroom-teaching environment.

Required Texts:

Rethinking Our Classrooms: Teaching for Equity & Justice, Vol. 2, Rethinking Schools Publications. Publication & Resources at: http://www.rethinkingschools.org Charles, C.M. (2002). Building Classroom Discipline, 7th Edition, Allyn & Bacon Longman. Cadiero-Kaplan, PLC 954 Course Reader

Recommended Texts:

Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject

Course Objectives:

During the semester students will: Identify and describe how to create a physical environment that engages all students in learning and uses instructional time effectively (TPE 5, 6, 7, 8, 11, 12 & 13). Make classroom observations and articulate how teachers establish and maintain a climate that promotes fairness, equity, and respect while promoting social development and group responsibility (TPE 1, 5-8, 10, 11, 12, & 13). Study the major educational theorists and reviews of research on effective teaching practices across gender, ethnicity race and handicapping conditions (TPE 5-8, 11 & 13). Study and learn about the ten models of classroom management and understand how to use preventive, supportive, and corrective discipline strategies (TPE 1, 2, 5-9 & 11, 13). Based on their content standards and the models of classroom management articulate how to establish and maintain standards for student behavior (TPE 1, 5-8, 11-13). Plan and implement classroom procedures and routines that support student learning and value student voice (TPE 1, 2, 5-9, 11 & 13). Devise a personal philosophy of classroom environment and management (TPE 2-11 & 13).

Course Requirements:

The projects for the course are described thoroughly in class and in handouts and models. Students are encouraged to develop a timeline for the semester for accomplishing the tasks required. Due dates are listed on the course calendar. Weekly Writing: Consists of Quick Write Journal, and Reflective Responses (TPE 1, 5-8, 11-13). Classroom Observations and a Reflective Journal (minimum of 4) TPE 5-8, 11-13. A group summary outline and presentation of one chapter from the Charles text and selected articles from the Rethinking Schools text with a focus on students content. (TPE 5-8, 11 & 13). Philosophy of Classroom Environment Paper & Discussion (TPE 2-11 & 13). Active participation in class assignments and activities that demonstrate reflective practices and the integration of course content with field-based experiences (TPE 1-13).

Grading and Evaluation:

Class work, projects and written assignments and tests will be weighed for the total course grade according to the following weighted scale:

Class Participation / Weekly Writing 15%   Classroom Observations & Reflective Journal (4) 20%   Philosophy Paper 35%   Chapter Summary & Outline Presentations (2) 30%

All out of class written assignments will be typed, double-spaced and edited for usage and mechanical error. The content of all quizzes and writing assignments will be evaluated based on both mechanical grammar and the level of higher order thinking skills demonstrated by the student according to the criteria for grading included in this syllabus. See policy for late papers. Participation in class is weighed heavily because the processes learned through interaction with peers are an essential component of the course. A student cannot earn an A in the course without completing all assignments or if a student has more then two absences from class. Students must come to class with the required book of class readings and the textbook since these will be used frequently for group and individual activities. The readings are in 3-hole punched in workbook form for note taking and reorganizing according to the needs of the student.

Weekly Topics & Assignment Schedule

Week	Topic & Activities	Assignment Due
1	Introduction Activities - Core Assignment Review Creating Classroom Expectations & Group Expectations
2	Classroom Discipline: An Introduction Group Assignments & Collaboration	Charles Ch. 1 & Ch. 2 Reader Sec. I
3	Calif. Standards for the Teaching Profession & Democratic Processes --Observation Assignment Review: Form 1	Reader: Sec. II (Standards) & IV (Democratic Observations)
4	Democratic Processes of Classroom Interaction Critical Thinking & Classroom Environment --Observation Assignment Review: Form 2	Reader: Sec. III: Ch. 9 & Section IV
5	Classroom & School Communities: Cooperative Groupsd --Rethinking Classrooms Group Sign-Up --Group Meetings	Rethinking Classrooms Introduction & pp. 155-202 Reader Sec. III Ch. 10 & 13
6	Models Presentations (Charles, Chapters 3, 4/7) --Overview of Philosophy Paper	Charles, Ch. 14 Observation #1 Due
7	Models Presentation - (Charles, Chapters 8/13, 6/10, 5/12)
8	Guest Speaker	Observation #2 Due
9	Observation Assignment Review: Forms 3 & 4 --Group Meetings	Reader Sec. IV
10	Rethinking Classrooms Presentations	Charles, Ch. 15 Observation #3 Due
11	Rethinking Classrooms Presentations
12	Working Draft of Philosophy Paper Group Sharing, Reading & Reflection on Philosophy	3 Copies of Draft Paper
13	Guest Teacher Panel	Observation #4 Due
14	Course Reflections & Sharing	Final Paper Due