1. Amy M. Williamson Associate Professor Angelo State University Amy.williamson@angelo.edu SITE 2015

3. The problem  Research has shown us that teachers’ actions in their classrooms have twice as much impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. We also know that one of the classroom teacher’s most important jobs is managing the classroom effectively. Students cannot learn in a chaotic, poorly managed classroom (Marzano & Marzano, 2003).

4. Research regarding classroom management  Classroom management has been an important area of educational psychology for some time. Research findings have been applied to in-service and to pre-service teacher preparation programs, as well as to systems of teacher assessment and evaluations (Emmer & Stough, 2010). Classroom management also represents a significant aspect of the teacher’s pedagogical knowledge; some researchers have suggested that teachers need to reach a minimum level of competency in management before they are able to develop in other areas of instruction (Emmer & Stough, 2010).

5. ASU student surveys- data Based on student surveys two weeks before graduation, students that say they would benefit from additional training in classroom management were as follows: Fall 2013: 56.9% Spring 2013: 45.88% Fall 2012: 43.55% MC: Managing Classroom, MD: Managing Discipline Likert Scale of 1-5 (1: Very Prepared 5: Not Prepared) Candidate Averages: Spring 2012: MC: 2.04 MD: 2.40 Fall 2011: MC: 2.07 MD: 2.42 Spring 2011: MC: 2.14 MD: 2.52 Fall 2010: MC: 2.12 MD: 2.46 Spring 2010: MC: 2.06 MD: 2.37 Fall 2009: MC: 1.81 MD: 2.24

6. The course  Course Description: Learn to organize a positive and productive learning environment. Integrate the study of the physical and emotional environment to develop effective classroom management techniques and student behavior modification theory.  8 week, online, graduate class

7. The goals  Comprehensive preparation for classroom and behavioral management techniques  Thorough understanding of classroom routines, procedures, rules, and consequences  Candidate confidence

8. Teaching Classroom Management  Surveys of new teachers nationwide indicate that first year teachers feel least prepared to handle the critical area of classroom management. While education programs teach tips and strategies for managing a classroom effectively, most classroom management results from trial and error, as well as classroom experience (Stronge, Tucker, and Hindman, 2004).

9. The assignment  Powerpoint, Powtoon, Animoto, YouTube  Must be something that can be shared with parents and students  Includes information about who they are and the classroom culture they want to promote

10. Student example  http://www.youtube.com/watch?v=pXc0 YPVQvNI&rel=0 http://www.youtube.com/watch?v=pXc0 YPVQvNI&rel=0

11. Candidate reflections  Some hesitation for trying new technologies  98% felt assignment was beneficial  95% indicated that they felt more prepared to address behavioral issues

12. Future Use  Consider leaving out Powerpoint as an option  Student examples  Feedback midway through term

13. Contact:  For a copy of assignment instructions, samples, or more information, please contact me: Amy M. Williamson, Ed.D. Associate Professor Angelo State University amy.williamson@angelo.edu *A copy of the PPT is found in AcademicExperts under my name.

14. References  Emmer, E.T. and Stough, L.M. (2010). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36 (2). 103-112.  Marzano, R.J. and Marzano, J.S. (Sep 2003). The Key to Classroom Management. Educational Leadership, 61 (1). 6-13.  Stronge, J.H., Tucker, P.D., Hindman, J.L. (2004). Classroom Management and Organization in Handbook for Qualities of Effective Teachers. ASCD.