Name ______________________________
SCHOOL OF EDUCATION
Alabama A&M University
Normal, AL 35762
COURSE SYLLABUS
Fall 2020
Course Number SPE 326
Course Title Managing Classroom Behavior
Call Number/Section
Class Times Tuesdays 11:00-12:20
Class Location Online
Prerequisites Admission to the College of Education
Textbook Wheeler, J. J., & Richey, D. D. (2019). Behavior management:
Principles and practices of positive behavior supports. Pearson.
Instructor Dr. Adrain Christopher
Office CCN 215 A
Office Hours Monday By Appointment
Tuesday By Appointment
Wednesday By Appointment
Thursday By Appointment
Friday By Appointment
E-mail address
[email protected]Telephone number 256-372-5459
AAMU Quality Enhancement Plan (QEP):
“Enhancing Students’ Critical Thinking Skills”
Critical Thinking Definition:
Critical thinking is analyzing, evaluating, and synthesizing information into
logical conclusions.
COURSE DESCRIPTION
A study of the application and skills in the use of behavior management skills, including direct
observations, behavioral interventions, analysis, and subsequent program modification based upon analysis.
This course also addresses the management and manipulation of the physical environment to ensure the
safety of the learner and teacher as well as appropriate body mechanics to facilitate academic achievement.
Rationale/Relationship to Conceptual Framework
This course represents a performance-based approach designed to enable the candidate to become an
educational service professional through the development of proficiencies specific to knowledge, skills,
and dispositions required by the national, regional, state, and institutional standards. Through a
constructivist design, learning will be facilitated by collaboration that results in feedback that should
result in continual reflection and self-assessment. Significant learning will be achieved through
integrated experiences and performances designed to contribute toward preparation for teacher licensure
and development of skilled, entry-level practitioners capable of teaching all students in a Diverse
society. Thus the candidate is expected to demonstrate the ability to effectively prepare, plan, perform,
and assess for proficiency.
CLASSROOM PROCEDURES
Each student will receive a course syllabus the first day of class. The instructor will review the syllabus,
issue assignments and respond to student inquiry. Students will participate in informal writing and activities
as a means of introduction to the class and to each other. Students will also be expected to follow the
University’s policy manual regarding class attendance and other behaviors.
Students will be expected to participate in readings and oral discussions, lead discussions, conduct
extensive research, conduct fieldwork, keep a portfolio, and critique professional authors in administration
and share their findings with the class. Students will be expected to invite selected administrators,
supervisors and other support personnel to share practical and theoretical experiences with the class.
The course combines the use of PowerPoint presentations, case studies, group discussions, lectures, and
presentations by invited educational professionals.
STANDARDS ADDRESSED:
Alabama Core Teacher Standard Indicators (ACT) and Council for Exceptional Children (CEC):
2.1.3-Know how to intervene safely and appropriately with individuals with exceptionalities who are in
crisis.
2.4.1-Plan instruction for individual functional life skills, adaptive behavior, and enhanced social
participation across environments.
3.1.1-Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas
they teach, and organize this knowledge, integrate cross-disciplinary skills, and develop meaningful
learning progressions for individuals with exceptionalities.
6.1.3-Understand that diversity is a part of families, cultures, and schools, and that complex human issues
can interact with the delivery of special education services.
Interstate Teacher Assessment and Support Consortium (InTASC):
Standard 1: Learner Development—The teacher understands 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 designs and implements developmentally appropriate and
challenging learning experiences.
Standard 2: Learning Differences-The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Standard 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.
Standard 4: Content Knowledge-The teacher understands 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.
Standard 7: Planning for Instruction—The teacher plans 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.
Standard 9: Professional Learning and Ethical Practice—The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration- The teacher seeks 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.
STUDENT LEARNER OUTCOMES
1) Plan the organization of a classroom illustrating optimum use of instructional resources (computers, books,
writing materials, reference material, manipulatives, creative constructive materials, etc.) that facilitates efficiency
and effectiveness of access, use, maintenance, and storage of such resources.
2) Design the organization of the physical aspects of a classroom (furniture, areas, etc.) for ease of transition, use,
safety and traffic flow based on effective designs presented in the literature.
3) Establish classroom procedures and expectation (rules) to promote a positive, effective and efficient learning
environment.
4) Construct the organization of a classroom schedule/time management plan that includes various content areas,
instructional strategies, grouping strategies, levels of energy use, etc. within large blocks of time or for an entire day
school day.
5) Demonstrate knowledge and skill of affective domain-based theoretical models for (1) setting and managing the
emotional tone of a classroom, (2) managing the psycho-social atmosphere of the classroom and individual students,
and (3) managing motivation of students to succeed in learning academic content, social skills, self-responsibility
skills, and inter-relationship skills with other class members.
6) Analyze a given classroom situation for legal, ethical and professional issues and concerns, by applying legal,
ethical, and professional reactions to the situation and provide resolutions to align the classroom legally, ethically,
and professionally. This will include all legal bases (state and federal) involving all students, including students with
disabilities, ESL and at-risk students.
7) Observe, analyze and document student behavior to match an appropriate intervention strategy to change
behavior in a desired direction. This will also include the successful implementation of behavior management
strategies for entire classes, small groups, and individual students along with development and maintenance of
electronic data collection graphing and analysis.
SERVICES FOR PERSONS WITH DISABILITIES
The University provides environmental and programmatic access for persons with documented disabilities as
defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990. Any
student who desires information or assistance in arranging needed services for a disabling condition should contact
the Director of Special Students Services, Student Center, Room 203, (256) 372-4263
ATTENDANCE POLICY
A student is permitted one (1) unexcused absence for each credit hour generated by the class. For example,
two (2) absences are allowed in a two-hour class. For this class, after 3 unexcused absences your grade will
be reduced by one full letter grade. This will occur after every 3 unexcused absences. Additionally, students
are expected to be in class on time. A fifteen-minute grace period will be allotted for students. If the student
is more than 15 minutes late for the scheduled class period (logging in), the student will be counted as
tardy. A total of 3 tardies will result in 1 unexcused absence. NO EXCEPTIONS!!
TUTORIAL ASSISTANCE
Tutorial assistance for undergraduate courses can be obtained from the Tutorial Assistance Network
(TAN), a subsidiary of the Office of Academic Support Services. TAN is located in Room 100C Buchanan
Hall. The telephone number is 256-372-5487.
.
GRADE DETERMINATION
Syllabus Quiz 10
Syllabus Acknowledgement 10
SPE Course Overview 10
Lee v. Macon Certificate 20
Lee v. Macon Instructions 30
Critiquing Activity Part 1 35
Critiquing Activity Part 2 35
Chapter Assignments 200
Freedom Writers Assignment (Final) 100
Total Possible Percentage Points
Course Requirements 450
TOTAL:450 Points
Grading Scale
405 - 450 A
320 – 400.5 B
315 – 355.5 C
270 – 310.5 D
265.5 & below F
Late Assignments: Late Assignments WILL NOT BE ACCEPTED!
Black Board: This class will actively use Black Board. All assignments will be submitted to Black Board. In the
case of the professor’s absence or inclement weather, assignments will be posted in Black Board.
Remediation: Candidates whose classrooms or clinical performance is judged as “needing improvement” will be
provided reasonable remediation.
Disability Statement (Americans with Disabilities Act):
Alabama A&M University is committed to serving the needs of students with disabilities, and the institution
recognizes its responsibility for creating an instructional climate in which a student with disabilities can succeed. A
student with a disability who needs academic accommodation should:
(1) Register with and provide documentation to the AAMU certifying official in the Office of Disability Services
to verify eligibility and to discuss the options for reasonable academic accommodations that might be available.
(2) Provide a letter to the instructor indicating the type of accommodation that is needed.
This syllabus and other course materials are available in alternative format upon request. For more information
about services available to AAMU students with disabilities, please go to the Office of Disability Services in Room
203 of the Ralph H. Lee Student Center.
Academic Dishonesty, Plagiarism, and Ethics:
All acts of dishonesty in any work constitute academic misconduct that could result in such consequences as receipt
of an “F” on a single assignment, failure in a course, and up to dismissal from the university. Academic dishonesty
includes, but not limited to, cheating, plagiarism, and fabrication of information.
By signing this form, I agree that I have received a copy of the syllabus, have been made aware
that the syllabus is posted online, faculty has reviewed the expectations of the course, and hereby
agree to the terms and conditions of the syllabus. Additionally, I understand that the instructor
has the right to adjust the schedule as necessary and as he/she sees fit.
_______________________ _________
Student Signature Date
