Pre-Service Secondary Postgraduate Diploma in Education: EDUSC2 - Managing Classrooms and Promoting Learning in Secondary Schools

• http://www.classdojo.com/
• https://www.edutopia.org/article/new-teachers-classroom-management-resources
• https://www.teachervision.com/classroom-management/classroom-management-strategies
• https://www.teachingchannel.org/videos/new-teacher-classroom-management

Week 1

Introduction and Course Orientation

Classroom Dynamics

Required Reading

• Rogers, B. (2015). Classroom behavior: A practical guide to effective teaching, behavior management and colleague support (4th ed.). Sage.
• Chapter 1: The dynamics of classroom behavior

Week 2

Unit 1: Theories, Models, and Practices of Classroom Management

Part 1: The Importance of a Teacher’s Self-Management and Self-Reflection

Required Readings

• Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the definition of classroom management: Recurring themes and new conceptualizations. The Journal of Classroom Interaction, 51(1), 31-41. https://www.jstor.org/stable/26174348
• Mergler, A. G., & Spooner-Lane, R. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81. https://doi.org/10.14221/ajte.2012v37n8.5

Recommended Reading

• Abu-Ramaileh, S. (2017). Factors affecting teacher motivation. In Abu-Rmaileh, S., Elsheikh, A., & Al Alami, S. (Eds). Motivation and classroom management: Theory, practice and implications (pp. 74-84). TESOL Arabia.

Week 3

Unit 1: Theories, Models, and Practices of Classroom Management

Part 2: Approaches to Classroom Management

Required Reading

• Levin, J. & Nolan, J.F. (2010). Principles of classroom management. A professional decision-making model (6th ed.). Pearson Education.
• Chapter 4: Philosophical approaches to classroom management.

Recommended Reading

• Kaya, S., Lundeen, C., & Wolfgang, C. H. (2010). Discipline orientations of pre-service teachers before and after student teaching. Teaching Education, 21(2), 157-169. https://doi.org/10.1080/10476211003632475

Week 4

Unit 1: Theories, Models, and Practices of Classroom Management

Part 3: Motivation, Behavior, and Contingencies

Required Reading

• Maag (2018). Behavior management: From theoretical implications to practical applications (3rd ed.). Cengage Learning
• Chapter 4: Basic principles of behavior (p. 61-71 only).

Recommended Reading

• Maag (2018). Behavior management: From theoretical implications to practical applications. (3rd ed.). Cengage Learning.  
• Chapter 4: Basic principles of behavior (p. 71-80 only).

Week 5

Unit 2: Designing Safe Classrooms and Promoting Student Engagement

Part 1: Establishing Classroom Rules, Routines, and Expectations

Required Reading

• Rogers, B. (2015). Classroom behavior: A practical guide to effective teaching, behavior management and colleague support (4th ed.). Sage.
• Chapter 2: New class, new year: The establishment phase of behavior management.

Recommended Reading

• Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms. Urban Education, 45(5), 560-603. https://doi.org/10.1177/0022487103259812

Week 6

Unit 2: Designing Safe Classrooms and Promoting Student Engagement

Part 2: Effective Teaching as a Classroom Management Strategy

Required Reading

• Maag (2018). Behavior management: From theoretical implications to practical applications. (3rd ed.). Cengage Learning.
•  Chapter 8: Preventative approaches.

Recommended Reading

• Tincani, M., & Twyman, J. S. (2016). Enhancing engagement through active student response. Center on Innovations in Learning, Temple University. Retrieved from https://files.eric.ed.gov/fulltext/ED568178.pdf

Week 7

Unit 2: Designing Safe Classrooms and Promoting Student Engagement

Part 3: Class wide Activities to Increase Prosocial Behavior

Required Reading

• Estrapala, S., Rila, A., & Bruhn, A. L. (2021). A systematic review of Tier 1 PBIS implementation in high schools. Journal of Positive Behavior Interventions, 23(4), 288-302. https://doi.org/10.1177/1098300720929684
• Mitchell, R. R., Tingstrom, D. H., Dufrene, B. A., Ford, W. B., & Sterling, H. E. (2015). The effects of the Good Behavior Game with general-education high school students. School Psychology Review, 44(2), 191-207. https://doi.org/10.17105/spr-14-0063.1

Recommended Reading

• Fowler, K., Windschitl, M., & Richards, J. (2019). Exit tickets: Understanding students, adapting instruction, and addressing equity. The Science Teacher, 86(8), 18-26.

Week 8

Unit 3: Addressing Individualized Behavior Needs in the Classroom

Part 1: Working with Students with Specialized Behavioral Needs

Required Reading

• Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School and Clinic, 43(3), 140-149. https://doi.org/10.1177/1053451207311610

Week 9

Unit 3: Addressing Individualized Behavior Needs in the Classroom

Part 2: Teaching Self-Management Skills to Learners

Required Reading

• Kaur, A. W. (2021). Helping first-year undergraduates develop self-management skills. Syllabus, 10(2), 1-10.

Week 10

Assessing Classroom and Behavior Management Strategies and a Return to the Importance of Teachers’ Self-Management and Self-Reflection

Required Readings

• Alkurdi, R., & Alghazo, S. (2021). Teachers’ misbehaviours in class and students’ reactions: A case study. IAFOR Journal of Education: Language Learning in Education, 9(3), 97-114. https://doi.org/10.22492/ije.9.3.06
• MacSuga, A. S., & Simonsen, B. (2011). Increasing evidence-based classroom management. Beyond Behavior, 20(2), 4-12.

Week 11

Assessment 2 Presentations in Class

No Required Readings