Classroom Management

Course Details

Course Number
EDUC 3163
Section Number
EDUC 3163
Spring 2015
Days & Times



Washington-Jackson Elementary School

Dittika Gupta (view Profile)

Course Attachments


Course Objectives

Course/Catalog Description


This course emphasizes management of the classroom to optimize student learning. The course focuses on the development of management skills such as active listening, reality therapy, and conflict resolution and is taken concurrently with EDUC 4102, 4202, 4302, or 5223. This combination of classroom management with the methodology courses allows the teacher to use management skills and strategies during the required field experiences of this block.



Conceptual Framework Overview


The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learner Development - understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.
  • Learning Differences -understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Learning Environment - work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • Content Knowledge - understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  • Application of Content - understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • Planning for Instruction - plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Professional Learning and Ethical Practice - engage in ongoing professional learning and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


Course Objectives

The teacher candidate will acquire the necessary knowledge and skills to create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. The knowledge and skills will be developed within the following areas:


  • Engaging student learning through appropriate instructional planning
  • Creating an environment of respect and rapport
  • Establishing an environment for learning and excellence
  • Managing classroom procedures and student behavior
  • Maintaining a physical and emotional environment that is safe and productive





Course Expectations


The faculty of the West College of Education expects students to be reflective, culturally sensitive practitioners and leaders in the profession of education who promote and maintain a high level of competence and integrity in practicing their profession.



Civility in Our Classroom

Students are expected to assist in maintaining a classroom environment which is conducive to learning.  In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any form of distraction-Electronic communications devices will be turned off anytime the class member is in the school building—in our classroom or in a field experience classroom




Assessments will correlate with course objectives and dispositions.


Other Class Policies


Submitted Work - Correct spelling and use of appropriate grammatical skills are expected on each written assignment or project.  Assignments are to be accomplished with the quality expected of an upper division university student.  Most of the assignments/projects will be typed and utilize an appropriate style (Times New Roman, 12 point font, double spaced). Assignments that are handwritten need to be eligible, neat and clean (you may want to re-do the assignment on a clean sheet before submission). Unacceptable work will be returned, un-graded, or lead to reduction in grade.



Field Experience Component


Approximately half of the class time associated with this class will be undertaken as a field experience.  Each student will be assigned to a mentor teacher to gain practical experience in a real classroom setting.  This field experience will be integrated into class discussions and activities. Certain assignments/tasks will incorporate parts of the field experience and thus expectations for the class are associated with the field experience component.  Among these expectations may be included:

  1. Students will be on time for all field experiences and will remain on assignment for the duration of the allotted time. If a student is unable to be in the assigned mentor’s classroom for any reason, he/she will report to course classroom.
  2. Any missed time resulting from a student’s absence will be made up at a time acceptable to the mentor teacher, but shall not result in missing any course class time.
  3. Professional dress and appearance appropriate to the mentor’s classroom will be expected at all times.
  4. Students must provide their assigned teacher with a completed lesson plan well in advance of the teaching date.  A copy of the lesson plan must be provided to the course instructor for any scheduled visitation.
  5. Students are responsible for notifying the course instructor well in advance of any scheduled date they are going to teach a lesson.  This notification should include the date, time, and subject of the proposed teaching.

Grading Standards

Rubrics will be utilized for the grading of some student submitted products.  Point values on rubrics will be converted to percentages for conversion to a course letter grade according to the following scale: 


  • 93-100 percent        A
  • 92-83 percent          B
  • 82-75 percent          C
  • 74-65 percent          D
  • ≤ 64 percent            F

Submission Format Policy

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Attendance Policy

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence from the course. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.  It is the candidate’s responsibility to make up any missed work.  It is also expected that you will complete all course field experience hours in a professional manner.  Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff).  If you must miss your field experience for any reason, you are expected to call the school and the teacher you are working with before school begins for the day.  You must also contact the course instructor by e-mail or phone to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence.  Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.  Three instances of tardy arrival will be counted as one absence.


In the event that a class member is absent, for whatever reason, that individual assumes responsibility for contacting the instructor to account for missed work and to turn in work. It is impossible to provide a summary of all that takes place during any given class via email. If a student is going to be absent, they have the responsibility to contact the instructor to turn in assignments and obtain copies of any handouts from the missed class.  Tentative assignment due dates are listed on the course schedule. While the actual due dates may vary due to the flow of the class, all assignment due dates will be finalized and announced in class well in advance of the specific date.    Late work, unless arrangements are made by the student and approved in advance by the instructor, will not be accepted.

Other Policies

 Americans With Disabilities Act


As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled.  If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled. If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.


Academic Honesty
MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other authors’ works.


By enrolling in this course, the student expressly grants MSU a "limited right" in all intellectual property created by the student for the purpose of this course. The "limited right" shall include but shall not be limited to the right to reproduce the student's work product in order to verify originality and authenticity, and for educational purposes.



Plagiarism Statement

“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.” from Student Handbook

Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at