MCCCD Program Description

Classroom Relationships

Course: EDU236

First Term: 2010 Spring

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S

Description: Analysis of K-12 classroom interactions, classroom environment, and classroom management skills from a teacher`s point of view. Focus on classroom as a multidimensional environment in which principles of classroom design, communication, management, and resources determine effectiveness.

MCCCD Official Course Competencies
1. Perform analyses of influential factors in effective classroom culture, environment, communication, and control. (I, II, III) 2. Describe teacher behaviors and strategies for discipline prevention and intervention at a variety of developmental levels. (I, II, III) 3. Conduct evaluation of factors positively influencing student behavior and learning. (I, II, III, IV) 4. Complete an analysis of case study and a self-assessment of classroom management philosophy during a 20-hour field experience. (I, II, III, IV) 5. Compare and contrast theories of prevention, intervention, and disciplinary action that determine classroom environment. (III)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Classroom Culture and Climate A. Social and emotional environment 1. Appropriate student-teacher relationship 2. The culturally responsive classroom 3. Student-centeredness 4. Trusting, risk-taking climate 5. Needs identification and plans for action 6. Control and self-control in the classroom B. Physical environment 1. Organizational structures for classrooms 2. Management features of a classroom a. Rules b. Procedures c. Routines 3. Curriculum features C. Learning-conducive environments 1. How-to planning for individual and cooperative learning activities 2. Management of discussions a. Setting ground rules b. Using questions 3. Design of learning centers II. Communication Within and Beyond the Classroom A. Teacher as communicator 1. Encouragement and positive reinforcement 2. Appropriate nonverbal communication B. Interactions with students 1. Teacher proximity 2. Misdemeanor and chronic or severe misbehavior 3. Behavior records C. Interactions among students 1. Conflict management strategies 2. Peer mediation 3. Peer mentoring D. Interactions with parents and families 1. Effective letters of introduction to parents 2. Design of classroom newsletter or website 3. Planning for effective parent conferences E. Interactions with colleagues 1. Role of peer coaching 2. Importance of professional involvement III. Exploration of Behavior Management Theories A. Skinner: Discipline through shaping desired behavior B. Kounin: Discipline through classroom management C. Dreikur: Discipline through democratic teaching D. Canter: Discipline through assertive behavior management E. Jones: Discipline through incentive systems F. Glassser: Discipline through positive reinforcement and meeting needs G. Curwin: Discipline through dignity IV. Current Issues in Classroom Relationships A. Learning styles B. Teaching styles C. Responsibility training D. Motivation theory E. Options for scheduling

MCCCD Governing Board Approval Date: 12/8/2009

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.