Course Syllabus

Fountain FOCUS Classroom Management D. L. Fountain, Course Educator/Author

Catalog Description:

The earliest mental-discipline theories of teaching were based on a premise that the main justification for teaching anything is not for itself but for what it trains-intelligence, attitudes, and values. By choosing the right material and by emphasizing strategies and methods of learning, according to the Fountain Focus Classroom Management Approach, one disciplines the mind and produces a better "FOCUS!"

Statement of Prerequisites:

Admission into the Bachelors (or Masters) of Education program.

Course Description:

This course is designed to help educators in selecting, evaluating, and sharing research findings concerning classroom management. It is a course for all candidates in the Bachelors (or Masters) of Education secondary and elementary programs.

Rationale:

This seminar is designed to increase the effectiveness with which teacher organize and manage their classes. This course is component of area four of the professional knowledge base concerned with human relations and human management.

Goals:

Through an examination of the relevant literature and the research on exemplary practice, participants will reflect on their management practices and develop a specific model and plan for establishing a learning climate that fosters academic and personal success.

Course Objectives:

Formulate a personal definition and model of classroom management.

Assess the relevance and application of the nine models of discipline presented in the textbook.

Assess the relevance and application of the brain-based theory and techniques of the Fountain FOCUS Management Approach for the participant's own classroom.

Select and adapt strategies and techniques for implementing a personal "Whatever Works!" Model of Classroom Management.

Develop appropriate strategies and techniques for discipline consistent the student's personal Model of Classroom Management.

Demonstrate how their personal model of classroom management accounts for cultural diversity among the students.

A Little Education Humor

Course Content:

I. Defining Classroom Management

1. Personal Philosophy: Belief versus Practice
2. Goals of Education: Priorities in terms of outcomes.
3. Priorities in Terms of Problems to be Solved
4. Possibilities: Self?analysis of Opportunities
5. Strategies for change
6. Current Research Findings

II. The Fountain FOCUS: Whatever Works! Model of Discipline

1. Theory to Classroom Practice
2. Teacher Behavior Continuum
3. Guidelines for Classroom Practice
4. The Teacher's Role
5. The Student's Role

III. Nine Models of Classroom Management

1. Fountain FOCUS Approach: D. L. Fountain
2. Logical Consequences: Dreikurs
3. Behavior?modification: Skinner
4. Assertive Discipline: Canter
5. Transactional Analysis: Berne and Harris
6. Control Theory: Glasser
7. Ginott Model: Ginott
8. Kounin Model: Kounin
9. Jones Model: Jones

Classroom Management and Instruction:

1. Cooperative Learning
2. Teaching for Thinking and Creativity
3. Time and resource management
4. Fountain FOCUS Methods
5. Defining and designing a personal management model

Course Requirements:

1. Class attendance and participation in seminar discussions of the textbook, media presentations, lectures and assigned articles.
   
   
2. Write and present a paper defining a personal model classroom management including the strategies and techniques to used in its implementation.
   
   
3. Write and present a paper defining a personal model of classroom discipline including the strategies and techniques to used in its implementation.
   
   
4. Write and present a paper assessing the relevance and application of the "Fountain FOCUS: Whatever Works! Classroom Management Approach" in the student's own classroom.

Method of Evaluation:

The three paper assignments, a personal definition of classroom management, applying FFWW to the classroom and a personal model of classroom discipline are weighted 20%. The final project, defining and implementing a personal model of classroom managements is weighted 40%.

Required Textbook:

Fountain, D. L. (2006). The Fountain FOCUS: Whatever Works! A Classroom Management Approach for Traditionally and Alternatively Certified Teachers. Baltimore, Maryland: Publish America, LLLP.

Bibliography:

Bloom, R. (1980). Teachers and students in conflict: The CREED approach. i Delta Kappa% _,, 624?626.

Brophy, J. (1981). On praising effectively. The Elementary School Journal, 81, 269?278.

Brophy, J. & Rohrkemper, M. (1980). Teachers' specific strategies for dealing with hostile and aggressive students. Research Series Number 86. Michigan: Institute for Research on Teaching, Michigan State University.

Cangelosi, J. S. (1988), Classroom management strategies. New York: Longman.

Canter, L & Canter, M. (1976). Assertive discipline. California: Canter and Associates.

Curwin, R. L. & Mendler, A. N. (1988). Discipline with dignity. Washington, DC: ASCD.

Charles, C. M. (1989). Building classroom discipline: From models to practice. 3rd edition. New York: Longman.

Clarizio, H. (1980). Toward positive classroom discipline. New York: John Wiley and Sons.

Dreikurs, R. & Grey, L. (1969). A new approach to discipline: logical 1 consequences. New York: Hawthorne Books.

Dreikurs, R., Grunwald, B. & Pepper, F. (1981). Maintaining sanity in the classroom. New York: Harper and Row.

Emmer, E., Evertson, C. & Anderson, L. (1980). Effective Management at the beginning of the school year. The Elementary School Journal, 80, 219?231.

Emmer, E. & Evertson, C. (1981). Synthesis of research on classroom Management. Educational Leadership, 342?347.

Epanchin, B. C., Townsend, B., & Stoddard, K. (1994). Constructive classroom management. Pacific Grove, CA: Brooks/Cole Publishing.

Givener, A. & Graubard, P. (1974). A handbook of behavior modification for the classroom. New York: Holt, Rinehart & Winston.

Glasser, W. (1994). The Ouality School. New York: Harper and Row.

Jones, V. (1980). Adolescents with behavior problems: Strategies for teaching. counseling, and parent involvement Massachusetts: Allyn and Bacon.

Kounin, J. (1970). Discipline and gyp management in the classroom. New York: Holt, Rinehart & Winston.

Long, N., Morse, W. & Madsen, C. (1981). Teaching?discipline: A positive approach for educational development. Massachusetts: Allyn and Bacon.

McDaniel, T. (1980). Exploring alternatives to punishment: The keys to effective discipline. Phi Delta Kappan, U,, 455?458.

O'Banion, D. & Whaley, D. (1981). Behavior contracting: Arranging contingencies of reinforcement. New York: Springer Publishing Company.

Savage, T. V. (1991). Discipline for self?control. Englewood Cliffs, NJ: Prentice?Hall.

Slavin, R. L. (1990). Cooperative Learning: Research, Theory and Practice. Englewood Cliffs, NJ: Prentice?Hall.