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CUIN 4375: Classroom Management

Spring 2017

Instructor: Dawn B. Whitten, MS MEd

Office Room Number: Farish 442 Office Hours: By Appointment
Phone: (713) 743-8869 Email: dwhitten@uh.edu

Course Description:
This is a three-hour undergraduate course that focuses on effective classroom management systems, including the
socio-emotional climate, group processes, and behavior modification methods. Together, we will: (1) uncover and study
theories of classroom management; (2) practice research-driven methods to create a well-managed classroom; (3)
produce functional approaches for use in your future classroom; and (4) discover the theorists behind these successful
methods. This course will focus on methods and practices utilized in both elementary and secondary classrooms. The
knowledge gained through this course will be an invaluable resource for you during your professional career as an
educator.

Relationship to the University of Houston, College of Educations Conceptual Framework:

Learning and leading are central to the University of Houstons mission, and collaboration for learning and leading is the
foundation to the education of pre-service and in-service teachers. Collaboration for learning and leading is embedded
in CUIN 4375 with the focus of knowledge and inquiry, the attention given to excellence in teaching, the respect
demonstrated for diversity, the emphasis on interactions between public schools and higher education, the expectation
that students will work collegially with one another on group projects and classroom activities, and the development of
presentation and instructional skills.

Learning Objectives/Outcomes:
The learner will:
Describe and compare theories and theorists of classroom management;
Employ methods to build student connectedness, including establishing rules, procedures, and related management
actions;
Describe the relationship between use of instructional time, classroom management, and academic achievement;
Analyze the role of interpersonal and intrapersonal communications in classroom management;
Identify the roles that organization, climate, the instructional continuum, and student connectedness have in the classroom
management component of effective teaching and learning;
Propose methods to enhance students sense of responsibility for their behavior and learning;
Explain and rate methods to teach students self-management and self-control strategies;
Review current research, Classroom Management models and programs; and
Design a practical classroom management plan for future implementation within your classroom that covers the first days
and weeks of school and beyond.

Materials / Required Readings:

Manning, M.L., &Butcher. (2013). Classroom management: Models, applications, and cases (3rd ed.). Upper
Saddle River, NJ: Pearson.
Supplemental readings may be assigned throughout the course
Composition Book for Reflective Journal
Your choice of book and article for review.

NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Technology Use:
Please turn off your cell phone or place it on silent mode during class. Please refrain from texting during class. If you
must take an urgent phone call, step outside. In such situations, you are responsible for any missed content. Laptops,
tablets, and other personal electronic devices should be used for the sole purpose of note taking during class, unless
otherwise directed by the instructor.

Support Services:
Student assistance for Blackboard can be found by visiting http://www.uh.edu/blackboard/help/, calling 713-743-1411,
or emailing support@uh.edu. If you cannot purchase or download the suggested software programs, utilize the CITE
computer lab for available computers (http://www.coe.uh.edu/cite). CITE is located on the third floor of Farish Hall in
the suite 300N rooms. Software or hardware can be purchased at the UH Bookstore or UH CougarByte Discount website
(http://www.cougarbyte.com/). Additional UH computer labs are available all over campus. Learn more by visiting
http://www.uh.edu/infotech-new/services/facilities-equipment/comp-labs/index.php

Participation/Attendance:
Punctual attendance is an important attribute of a professional educator. Please arrive prepared and on time. Regular
attendance of this class from start to finish is expected, as is informed class participation. If you must miss class for a
valid reason, please let me know via email prior to the class. Missing class will directly affect your Professional Attributes
grade. If you miss three classes, you may be dropped from the course. It is your responsibility to find out what you
missed. Communication is critical. If you have questions, ideas, or concerns, e-mail or call me.
Students are responsible for knowing and adhering to all university and college dates and deadlines. Such dates and
deadlines include those for enrollment (registration), adding and dropping of courses, academic holidays, payment and
refunds, and applying for graduation. Visit the following website for specific dates:
http://www.uh.edu/academics/catalog/academic-calendar/
In a case of emergency, it is the students responsibility to keep posted on all official University alerts or closures by
visiting: http://www.uh.edu/emergency.

General Guidelines for Written Work:

All work should be written using Standard English grammar, punctuation, and spelling and adhere to the
approximate length guidelines given for each assignment. A "page" is a full standard text page of 12-point
double-spaced Times New Roman font, left-justified and with 1-inch margins all around. Please number the
pages of every document you turn in.
The College of Education uses APA Style, not MLA, for formal essays, which is what we will be producing in
this class. Please refer to the APA Style Manual if you are uncertain about formatting. More information is
available at www.apastyle.org. Each assignment is a professional document and should be submitted as such, i.e. no
unnecessary graphic decoration.

Assignment details and points:

Assignments are expected to be turned into Blackboard by 11:59pm on the assigned due date. Honest and open
communication is critical. If an unforeseen emergency arises, please let me know as soon as you can so I can better to
assist you with your needs Late work will be accepted up to two days past the due date with a reduction of 10% on your
assignment grade. Any work not turned in after those two days will be reduced by 20%.
Technology failures will not be accepted as reason for missed assignment due dates. Therefore, do not leave anything to
the last minute. Back up files frequently and in various locations so work is not lost. It is the students responsibility to
identify alternative ways to complete or submit an assignment. For example, if the Blackboard Learn system is offline
consider emailing the assignment before the due date. Students are required to follow all UH deadlines:
http://www.uh.edu/academics/catalog/academic-calendar/
NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Due Date Percentage Points

Assignment Summary
of Grade Received
Reflection Journal Turn in #1: 5

Turn in #2: 15

Professional Literature Review 15

Professional Article Review 5
Small Group Discussion Leader Varies 10
Theorist Activity Varies 10
Individual Meetings 5
Classroom Management Video Analysis 10
CMP Portfolio and Presentation 20
Teacher Education Professional Attributes Ongoing 5
TOTAL 100
Reflective Journal (20 Points Total) prompts will be given during each class meeting. Additionally, you will need to write
your thoughts, comments, or questions on each reading (textbook or otherwise) in the form of three big idea flags and
at least two meaningful questions. Details to follow in class. Predetermined topics, personal observations, and class
questions should also be included in your reflection journals. The ability to reflect on what you learn, what you want to
learn, and what you will learn is an integral part of being a successful educator.
Professional Book Review (15 Points) is a critique about current literature that pertains to a specific classroom
management issue or theme.
As part of this assignment, you will:
Choose a professional educational book - chosen from the list provided or approved by the instructor

Note: Full credit is given to full, complete responses. Partial credit may be given for short, incomplete,
insufficient responses.
Professional Literature Book Review Choices:
Cayuso, E., Fegan, C. & McAlister, D. (2004). Designing teacher study groups: A guide for success. Gainesville,
FL: Maupin House.
Clark, R. (1993). The essential 55: An award-winning educator's rules for discovering the successful student in
every child. New York: Hyperion.
Codell, E. R.(1999). Educating Esme: Diary of a teacher's first year. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Connors, N. A. (2000). If you don't feed the teachers they eat the students: Guide to success for
administrators and teachers. Nashville: Incentive Publications.
Denton, P. (2007). The power of our words: Teacher language that helps children learn. Turners Falls, MA :
Northeast Foundation for Children.
Esquith, R. (2007). Teach like your hair's on fire: The methods and madness inside Room 56. New York: Viking.
Evanchyk, L., & Mendenhall, C. (2003). Those who teach do more: Tribute to American teachers. Bloomington,
IN: 1st Books Library.
Faber, A., & Mazlish, E.(1996). How to talk so kids can learn. New York: Rawson Associates.
Faber, A. ,& Mazlish, E. (1999). How to talk so kids will listen and listen so kids will talk. New York: Collins
Living.
Faber, A. ,& Mazlish, E. (2006). How to talk so teens will listen and listen so teens will talk. New York: Collins
Living.
Faber, A., et al. (1995). How to talk so kids can learn at home and in school - What every parent and teacher
NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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needs to know. New York: Rawson Associates.
Farias, M. (2007). 25 ways to keep your child safe, healthy and successful: Lessons from a school counselor.
Victoria, British Columbia: Trafford.
Freiberg, H. J. (Ed.). (1999). Beyond behaviorism: Changing the classroom management paradigm. Boston, MA:
Allyn & Bacon.
Freiberg, H. J. & Driscoll, A. (2005). Universal Teaching Strategies (4th edition). Boston: Allyn & Bacon.
Gardner, H. (1993). The unschooled mind: How children think and how schools should teach. New York: Basic
Books.
Graham, P. A. (2005). Schooling America: How the public schools meet the Nations changing needs. New
York: Oxford University Press.
Hamlin, S. (2006). How to talk so people listen: Connecting in today's workplace. New York: Collins Business.
Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.
Johnston, P. H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.
Kohn, A. (2006). Beyond Discipline: From compliance to community. Alexandria, VA: Association for
Supervision and Curriculum Development.
Liesveld, R., Miller, J. A., & Robison, J. (2005). Teach with your strengths: How great teachers inspire their
students. New York : Gallup Press.
Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.
Rogers, C., & Freiberg, H. J. (1994). Freedom to learn (3rd ed.). Merrill: Ohio.
Severe, S. (2002).How to behave so your preschooler will, too! New York: Viking Adult.
Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive
classroom management. Alexandria, VA. ASCD
Stronge, J. H. (2004). Qualities of effective teachers (2nd ed.). Alexandria, VA: Association for Supervision and
Curriculum Development.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountain View,
CA: Harry K. Wong Publications.
Wright, H. N. (2004). How to talk so your kids will listen. Ventura, CA: Regal Books.
Professional Article Review (5 Points) is a critique about current literature that pertains to a specific classroom
management issue or theme.
As part of this assignment, you will:
Choose a professional educational journal article the article should be from a peer reviewed journal and be
related to classroom management.
Turn in a copy of the article with your final paper.

Note: Full credit is given to full, complete responses. Partial credit may be given for short, incomplete,
insufficient responses.
The purpose of the Small Group Discussions (10 Points) is to discuss and reflect on the readings with a small group in
class. The person who is leading the small group discussion for the week will be expected to have a written plan to lead
the discussion. The plan will be turned in to the professor. The person leading each small group discussion will also be
responsible for writing a brief reflection of the experience.
Theorist Activity (10 Points) is a group presentation over a theorist not discussed on the syllabus. The first purpose of
this activity is to learn about theorists other than those covered in the scope of this class. The second purpose is to
provide an opportunity to practice creating and implementing an engaging lesson. This project will be presented
throughout the semester.

Classroom Management Video Analysis (10 Points)

NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Classroom Management Plan (CMP) Portfolio and Round Table Presentation (20 points) is a project with the goal of
beginning the process of developing a management style that works for you and your future students. Through your
work in this course, you will discover models and ideas about how to best manage your classroom. Most teachers
develop their own styles of classroom management over time. Your classroom management plan (CMP) will be a
continuous work-in-progress as you develop your own management style with experience.

Teacher Education Professional Attributes (5 Points) will include an appraisal of your Professional Attributes based on
those identified by the University of Houston Teacher Education program. Please see the Teacher Education Handbook
for the most recent update on the Professional Attributes. Professionalism includes, but is not limited to, punctuality,
communicating with instructor prior to absences, participation in class discussion, and reflective comments and
questions throughout the semester.

Evaluation:
This class is a graded course. Grade distribution is calculated from the total accumulated points of learning products and
participation; and is based on the following 100-point scale.

Point Range Grade Description

100-93 A Excellent, superior achievement
90-93 A-
89-87 B+
86-84 B Good, exceeding all requirements
83-80 B-
77-79 C+
74-76 C Average, satisfactorily meeting all requirements
73-70 C-
69-67 D+
66-64 D Poor, passing
63-60 D-
59-0 F Failing or withdrawal while doing failing work
I Incomplete

This course follows all UH grade regulations, policies, and standards as stated in the student handbook:
http://www.uh.edu/dos/studenthandbook/.

Students will not be allowed to take an Incomplete in this course due to poor planning on their part. If you find you do
have a legitimate reason for an Incomplete, please talk with me as soon as possible to discuss the situation and to
identify the documentation that will be required to support your request. Review the catalog for conditions under
which an incomplete may be granted: and http://catalog.uh.edu/content.php?catoid=6&navoid=1077

Academic Honesty:
Plagiarism or cheating will not be tolerated. Notification to all concerned parties will be made immediately.
http://catalog.uh.edu/content.php?catoid=6&navoid=1025

Accommodating Students:
When possible, and in accordance with 504/ADA guidelines, reasonable academic accommodations will be provided to
students who request and require them. Please contact The Center for Students with Disabilities at 713-743-5400
(http://www.uh.edu/csd/) for more assistance.
NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Student Responsibility:
A responsible student is a successful student. At the University of Houston, students are expected to conduct
themselves in a mature and responsible manner, respect the opinions, rights, and personal property of others, and meet
their financial obligations. Students are responsible for seeking help and guidance from all of the resources that the
university makes available to them. They are expected to be proactive and remain informed about university dates and
deadlines, and understand academic and disciplinary policies. They are responsible for communication with their
professors, advisors, and university staff, and the commitment to being organized and prepared to learn. Above all, our
students are expected to strive for honesty and academic integrity throughout their period of study at the University of
Houston. http://catalog.uh.edu/content.php?catoid=6&navoid=1082

Class Schedule:
Class Class Date Topics for Class Discussion/Activities Assignments Required
Session Due Reading
(read before
class)
1 1/19 Introduction to the Course
Introduction to Classroom Management
Discuss syllabus, reflection journals,
and class assignments
Discuss Theorist Presentations, choose
members, theorist, and presentation
date
Discuss Small Group Discussion
Leader Activity
2 1/26
3 2/2 Introduction to Classroom Management Article - Why
Research Orientation Teach
Discuss Why Teach
Review Chapter Flags Ch 1
The Founding Fathers of Classroom Ch 3
Management:
o Skinner
o Redl and Wattenberg
o Glasser
o Gordon
o Ginott
4 2/9 Developing Your Classroom Management Choices Due Chapter 13
Philosophy for Theorist Chapter 14
APA Presentations
Small Group Discussions and Literature
Review

Journal Turn in
1
5 2/16 Creating Classroom Environment Feel Chapter 2
Glasser Responsive
Northeast Foundation for Children: Classroom 137-
Responsive Classroom 140
NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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Gathecoal: Judicious Discipline Freiberg 174-
Freiberg Consistency Management & 179
Cooperative Discipline Gathercoal
Small Group Discussions Judicious
Theorist Presentation 1 Discipline
6 2/23 Creating Classroom Environment Look Evertson &
Safety Harris 135-137
Evertson & Harris: Classroom Article: What
Organization and Management Happens When
Program we Use the R
Small Group Discussions word
Literature Review Discussions
Theorist Presentation 2
7 3/2 Developing Rules / Expectations Literature Barrish,
Gordon Review Due by Saunders, &
Barrish, Saunders, & Wolf: Good Midnight via Wolf: 71-74
Behavior Game Blackboard Coloroso 105-
Coloroso Inner Discipline 112
Dreikurs: Democratic Teaching and Dreikurs 146-
Management 149
Small Group Discussions
Theorist Presentation 3
8 3/9 Rewards / Consequences / Addressing Canter and
Misbehavior Canter - 66-71
Skinner Nelson 74-76
Canter & Canter: Assertive Discipline Marshall 112-
Nelson: Think Time 118
Marshall: Discipline Without Stress Albert 149-151
Albert: Cooperative Discipline Curwin &
Curwin & Mendler: Discipline with Mendler 158-
Dignity 163
Small Group Discussions
Theorist Presentation 4
9 3/16 Spring Break
10 3/23 Classroom Procedures Professional Positive
Wong Article Review Behavior
Positive Behavior Supports Due by Supports 190-
Small Group Discussions Midnight Via 193
Theorist Presentation 5 Blackboard
Articles
11 3/30 Mid Term Meetings
12 4/6 Motivating Students Allred 95-96
Ginott Johnson &
Allred: Positive Action Johnson 132-
Johnson & Johnson: Three Cs of 135
Classroom Management Nelsen, Lott,
Nelson, Lott, Glenn: Positive Discipline Glenn 152-
Kohn Beyond Discipline 154
Small Group Discussions Kohn 171-174
Theorist Presentation 6

NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.
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13 4/13 Engaging Students & Instruction Video Analysis Kounin 86-92
Redl & Wattenberg Due by Jones 125-132
Kounin Instructional Management Midnight Via Chapter 11
Jones Positive Classroom Blackboard Chapter 12
Management
Small Group Discussions
Theorist Presentation 7
14 4/20 Bringing it All Together Journal Turn in Critique Sections
Behavioral Approaches #2 77-79
Ecological Approaches 98-99
Self-Regulating Approaches CMP due in 118-120
Process-Outcomes Approaches class or by 140-142
Supportive Approaches Midnight via 163-165
Community Approaches blackboard 182-183
Whole School Approaches 198-199
Small Group Discussions
Theorist Presentation 8
15 4/27 CMP Presentations
End of Class Celebration
Note: This syllabus and the information contained in it are based on Freibergs (2013) & Sneads (2015) syllabi.

NOTE: Information contained in this class syllabus is subject to change without notice. Students are expected to be aware of any additional course
policies presented by the instructor during the course.