This course examines multiple models and theories of classroom management, discipline, and motivation strategies for use in secondary classrooms. Public school practicum is a key component of this course and includes a week in an urban school setting. (Fall, Spring) [Graded (Standard Letter)]

This course is designed to provide you with practical tools and insights to create an engaging and effective classroom environment, supported by active participation and real-world experience. 

Seven Simple Secrets: What the BEST Teachers Know and Do!  2 nd Edition by Annette Breaux and Todd Whitaker, Routledge Press, New York, 2015. ISBN:978-1-138-01373-5  (Required)

First Days of School Implementation Guide

THE Classroom Management Book.  Wong & Wong. Harry K. Wong Publications, 2014.  (Optional)

• Course Objectives: Based on USBE Student Teacher Competencies- Rubric

Students will be able to...

1. Establish High-Quality Teaching Practices:

• The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.
• The teacher is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development for each student.
•  The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
• The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.

1. Identify and create classroom norms that encourage positive teacher-student and student-student relationships.
2. Create clear expectations and procedures that include positive behavior interventions to promote student ownership of behavior.
3. Create a classroom management plan that includes a learning environment that is sensitive to students’ experiences and backgrounds and includes mutual respect.
4. Discuss how to involve students in establishing clear guidelines for behavior.
5. Create a physical classroom design that strategically organizes and structures the classroom environment for optimal student learning.
6. Identify and create routines and procedures to encourage a predictable and functional classroom.
7. Describe how to create an environment in which students feel safe to participate and engage.

Assignments and Projects:

• Class Discussions/Activities
• Classroom Diagram with Justification
• Course Disclosure
• Professional Learning Plan (PLP) Prep: Contextual Factors Chart, Getting to Know You activity, etc.
• Professional Journals & Peer Reviews
• Classroom Environment Ideas
• Text Readings and Quizzes
• Classroom Management Plan
• Textbook Group Application Lesson Plan
• Practicum Reports and Artifacts

Grading Scale: To be recommended for student teaching, you must earn at least a B in this course. The grading criteria are as follows:

• Earned A: Teacher candidate demonstrates a high level of competence by maintaining 95% or better attendance, actively participating in discussions with multiple perspectives, showing thorough understanding of readings in daily activities, and providing clear, well-synthesized assignments with varied perspectives. Major assignments reflect deep understanding and application of course material.
• Earned A-: Teacher candidate shows strong competence with 90% or better attendance, active discussion participation, clear and concise assignments with varied perspectives, and evident synthesis and evaluation of new information in major assignments.
• Earned B+: Teacher candidate demonstrates competence with 87% or better attendance, participation in discussions, and clear assignments that include critical thought. Major assignments reflect application and analysis of information.
• Earned B: Teacher candidate meets the minimum competence with 83% or better attendance, participation in discussions, and clear assignments showing critical thought. Major assignments demonstrate application and analysis of information. 
• Earned B-: Teacher candidate shows basic competence with 80% or better attendance, participation in discussions, and clearly written assignments. Major assignments include application and analysis of information.
• Earned C+: Teacher candidate meets minimum competence with 77% or better attendance, some discussion participation, and assignments demonstrating basic understanding of readings. Major assignments may lack depth in critical thought but show knowledge and comprehension.
• Earned C: Teacher candidate shows minimal competence with 73% or better attendance, some discussion participation, and assignments demonstrating limited critical thought. Major assignments reflect basic knowledge and comprehension.
• Earned C-: Teacher candidate shows minimal competence with 70% or better attendance, minimal discussion participation, and assignments lacking depth in critical thought. Major assignments show basic knowledge and comprehension.
• Failing: Teacher candidate lacks competence with less than 70% attendance, minimal discussion participation, and assignments that do not meet course expectations. Major assignments lack evidence of knowledge, comprehension, application, analysis, synthesis, and evaluation.

Course Grading Policy:  If any student enrolled in the course has any reason to doubt or feel their grade does not reflect their individual efforts on any assignment in the class or in the course overall are encouraged to come and visit with the professor of the course.  Everything will be done accurately and fairly to keep all individuals justifiably happy.  However, after all discussions are deliberated, the professor will have the right to change the student’s grade, with no promise of which way the grade will be changed (Higher or Lower).  

Outside of class, students should expect to spend a minimum of three to five hours a week in the Canvas course completing the readings, watching videos, and completing other coursework for this class to better prepare the student for their student teaching. 

The practicum experiences are also a key component of this course.  Students will be assigned to a cooperating teacher, preferably in their content area, to work with and observe during this semester for this practicum.

This also includes a week long practicum experience in a chosen school district that students will be expected to attend.  This practicum is designed to give a more diverse experience. More details regarding this experience will be shared in class.

Attendance and Participation: Students are expected to attend class. Attendance is essential so you are able to interact and collaborate with me and others in the class.  Attendance at your weekly practicum is also required. Please communicate ahead of time if you are going to miss class. If you miss a day of practicum, those hours will need to be made up. If your attendance is impacting your learning, a conference may be needed.   

All block students will be required to attend practicum placement(s) which will require travel to a diverse setting. Students will be required to arrange/pay for lodging and transportation to and from experiences on their own if they choose not to use the university resources. We encourage you to collaborate to reduce costs. Each student will receive $150 reimbursement for costs associated with the travel from COEHD if they do not use the university's resources provided.

Secondary Education Block Plan/Overview

Link for Secondary Education Block Plan/Overview

My Goal and Promise

My goal is to see you become educators that make a difference by creating environments where students find their voice, become lifelong learners, and reach their full potential. I promise to do my best to help you feel confident and ready for student teaching and to start your teaching journey. 

What you can expect from me: Support for your learning

I will do my best to provide you with a clear, organized course that is designed to ensure you meet our course outcomes in a meaningful manner.

I will do my best to provide a variety of assignments to ensure your learning needs are met.

I will do my best to be actively present in your learning.

I will do my best to provide a supportive and safe environment for you to share and discuss ideas with your peers.

I will do my best to reach out to you when I sense that you need support.

I will do my best to treat you with dignity and respect and be flexible to support your individual needs.

I won't be perfect. I am human and will make mistakes at times. I will view mistakes as an opportunity to learn and grow.

Is there anything else you would like to add to this list?

Course usability and design

I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. You are also welcome to contact the Disability Resource Center (435-865-8042) to begin this conversation or to establish formal accommodations for this or other courses. I welcome feedback that will assist me in improving the usability and experience for all students.

Regarding a student's name, gender identity and/or gender expression

Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name and/or gender pronoun. Please advise me accordingly early in the semester so that I may make appropriate changes to my records.

Supporting student health and basic needs

I care about you as a human being first. I want to support you in any way that you need so that you may reach your learning goals.

Southern Utah University is committed to proactively facilitating all students’ well-being. We welcome and encourage students to use the following resources for their physical, intellectual, occupational, spiritual, environmental, financial, social, and/or emotional needs:

HOPE Pantry for basic food and toiletry items

Mental Health Self Help Toolkit

Health Care in Cedar City

SUU Student Health and Wellness

SUU Counseling and Psychological Services at 435-865-8621

Financial Wellness at SUU

Campus Recreation and Wellness

Equity and Inclusion Campus Resources

Students dealing with heightened feelings of sadness or hopelessness, thoughts of harm or suicide, or increased anxiety may contact the SUU Counseling and Psychological Services at 435-865-8621 or the SUU Police at 435-586-1911

To learn effectively, you must have basic security: a roof over your head along with a reliable place to sleep and enough food to eat. If you’re having trouble with any of those things, please talk with me or the Dean of Students Office (435-865-8710). Together we can work to meet those needs.

Land Acknowledgement

SUU wishes to acknowledge and honor the Indigenous communities of this region as original possessors, stewards, and inhabitants of this Too’veep (land), and recognize that the University is situated on the traditional homelands of the Nung’wu (Southern Paiute People). We recognize that these lands have deeply rooted spiritual, cultural, and historical significance to the Southern Paiutes. We offer gratitude for the land itself, for the collaborative and resilient nature of the Southern Paiute people, and for the continuous opportunity to study, learn, work, and build community on their homelands here today. Consistent with the University's ongoing commitment to equity, diversity, and inclusion, SUU works towards building meaningful relationships with Native Nations and Indigenous communities through academic pursuits, partnerships, historical recognitions, community service, and student success efforts.

SUU Campus Resources and Services

SUU has several resources and services available to support you during your time here at SUU, please review this list of SUU Campus Resources and Services (Links to an external site.)Links to an external site. and the Student Code of Conduct. For more information on Canvas and other technologies, and their statements on Accessibility and Privacy statements please review our Vendor Resources page.

Financial Security Statement

Finances are an integral part of maintaining your wellbeing. If you are struggling financially or wish to know more about budgeting, please visit the Financial Wellness Center in room 201C in the Sharwan Smith Center, contact Ashleigh Zimmerman at (435) 865-8436, or text the Financial Wellness line at 435-708-1952.  

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

• For Passwords or any other computer-related technical support:
  • 435-865-8200
  • support@suu.edu
  • IT Service Desk
• For Canvas help:
  • 435-865-8555
  • canvas@suu.edu
  • Canvas Help Center
  • How to Use Canvas

Co-requisite(s), Prerequisite(s), and Registration Restriction(s)

Co-requisite(s): SCED 3590

Prerequisite(s): Department permission

Registration Restriction(s): Admission to Education Department required

Claims, Standards, Objectives, & Assessments Alignment

TEAC Claims & Threads

1.1 Demonstrate knowledge and competency in the subject(s) they will teach.

1.2 Demonstrate pedagogical competency and exhibit effective elements of teaching in the area they have chosen.

TEAC Crosscutting theme: Diversity 

TEAC Crosscutting theme: Technology.

1.3 Demonstrate professional and caring teaching dispositions that promote effective teaching and learning.

TEAC Crosscutting theme: Learning to learn.

InTASC

#3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

 #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

#5: Application of Content. The teacher understands 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.

#9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.