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SiMON FRASER UNIVERSITY
MEMORANDUM
STo.....Sena............................................
New Course Proposal - Faculty
Subject ..... ....
Education
.
EDUC 326-3
Classroom Management & Disci-
—p1 me—
From.
Senate Committee on Undergraduate
Studies
Date. .....9?8(9
Action taken by the Senate Committee on undergraduate
Studies at its meeting on September 26,
1978
gives rise
to the following motion:
MOTION:
"That Senate approve and recommend approval to
the Board of Governors, as set -forth in
S.78-117
the new course EDUC 326-3:
-
Classroom Management
and Discipline".
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Note:
Subject to the approval by Senate and the Board of this course,
the Senate Committee on Undergraduate Studies has approved
the waiver of the time lag requirement in order that this
course be offered in the Summer Semester
1979-2.
=140-
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op
N.R. Reilly
NRR/csg
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SiMON FRASER UNIVERSITY
Sc
£4
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MEMORANDUM
MT.-
Harry Evans ?
From .......
Registrar..........................................
Date.
The Faculty of Education at its meeting on August 28, 1978
approved the attached new course proposal:
Education 326-3 (Classroom Management
?
Discipline)
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Please include it on--the-agenda--for-the-next meeting of the --
Senate Undergraduate Studies Committee.
Attachments
cc Stan Kanehara
Marvin Wideen
Li
RECE. g FED
SEpj 81978
REGISTRAR 'S
MAIL DESJ(
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Chairman, SCUS
5. Approval
Date:
Dartmct CLra.i
NEW COURSE PROPOSAL FOR4
1.
Calendar Information
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Department: Education
.
?
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Abbreviation
Code:_
EDUC
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Course Number:
?
326 Credit Hours:3
Vector:
1-2-0
Title of Course: CLASSROOM MANAGEMENT AND DISCIPLINE
Calendar Description of Course: An examination of contemporary approaches. to
classroom management and discipline, including a consideration of legal,
organizational and administrative issues. The major goal of the course
is to enable students to comprehend the basic principles and tenets of
a number of management approaches and to translate these principles into
specific teaching strategies and skills.
Nature of Course
Undergraduate lecture/seminar
Prerequisites (or special instructions): 60 hours of credit; and one
of Educ 220, 230 or 240 or equivalent is recommended.
What course (courses), if any, is being dropped froin the calendar if this course is
approved: ?
None
2.
Scheduling
How frequently will the course be offered? Once/academic year
Semester in which the course will first be offered? Summer, 1979
sk.-. r—ren Students should be able to describe at least 3 or 4 different
approaches fclassroom management and discipline, critically
analyze the potential advantages and limitations of applying each
approach, and should be able to state precisely and (within the temporal
and spatial constraints of the course) demonstrate the specific teaching
actions associated with each of the approaches studied.
4. Budgeta
ry
and Space
_Requirements (for information only)
What additional resources will be required in the following areas:
Faculty No additional faculty required.
Staff No additional staff required.
Library Current library holdings and periodicals are adequate to support
this course.
Audio Visual
None.
Space
None.
Equipment
None.
S
EDUCATION 326
?
CLASSROOM MANA(FMLNI
AND I)TSC1 PL iNli
Rationale for the Course
The course is intended for students preparing to teach and for
practicing teachers. While the practical problems of discipline and
classroom management may be learned in a classroom, the need exists to
explore and examine issues outside the pressures of actual classroom
teaching. The content of the course may also be of'interest to parents
and those pursuing a non-teacher Minor in Educational Studies. The
course emphasises a psychological perspective but also examines briefly
social and philosophical issues.
The course has been offered as a special topics course for the past
three years during the summer semester to high enrolments. A mix of pre-
service students, Education 404 and teachers have enroled in the course.
I. Overview of Classroom Management and Discipline
1.
Historical perspective
2.
Philosophical and ethical issues
II. Learning Models
1
1.
Operant strategies
2.
Social learning strategies
3.
Self-control approaches
isIII. Group Dynamics Models
1.
Glasser's classroom meetings
2.
Kounin's group management approach
IV. Personal/Social Growth Models
1.
Dreikers' teleoanalytic approach
2.
Rogers' non-directive teaching
3.
Tanner's eclectic position
V. Organizational, Administrative and Legislative Issues
1.
B.C. Public Schools Act
2.
Legal Rights and Responsibilities
3.
Intra-School and Home-School Interactions
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EDUCATION 326 - REFERENCES
Axelrod, S. Behavior modification for the classroom teacher. New York:
McGraw-Hill, 1977.
Eandua, A. Principles of behavior modification. New York: bit, Rinehart
and Winston, 1969.
Becker, W.D., Engleman, S., Thomas, D.R. Teaching: A course in applied
psychology. Chicago: Science Research Associates, 1971.
Carkhuff, R.F. Helping and human relations. New York: Holt, Rinehart
and Winston, 1969.
Dreikers, R., Greenwald, B.C., & Pepper, F.C. Maintaining sanity in the
classroom. New York: Harper & Row, 1971.
Drelkers, R., & Cassell, P. Discipline without tears. New York: Hawthorn
Books, 1974.
Ellis, A. Emotional education. New York: Julian Press, 1972.
Glasser, V. Schools without failure. New York: Harper, 1965.
Good, T.L., & Brophy, J.E. Looking in classrooms. New York: Harper and
Row, 1973.
Goodwin, D.L. & Coates, T.J. Helping students help themselves. Englewood
Cliffs, N.J.: Prentice-Hall, 1976.
Jackson, P.W. Life in classrooms. New York: bolt, Rinehart, and Winston,
1968.
Joyce, B. & Weil, M. Models of Teaching. Englewood Cliffs, N.J.:
Prentice-Hall, 1972.
Kay, V. Moral Educaton. London: Allen & Unwin, 1975.
Kounin, J.S. Discipline and group management in classrooms. New York:
Holt, Rinehart & Winston, 1978.
Mahoney, M.J. & Thoresen, C.E. Self-control: Power to the person.
Monterey, California: Brooks/Cole, 1974.
Meichenbaum, D.H. Cognitive-behaviour modification: An integrative
approach. New York: Plenum, 1977.
Piaget, J. The moral judgment of the child. London: Routledge, 1932.
Public Schools Act and Regulations, B.C., 1975.
Rogers, C. Freedom to learn. Columbus, Ohio: Charles E. Merrill, 1969.
Silberman, C.E. Crisis in the classroom. New York: Random House, 1976.
Tanner, L.N. Classroom disciplre for effective teaching and learning.
New York: Holt, Rinehart & Winston, 1978.
Taylor, F.D., Artuso, A.A. & Hewett, F. Motivating reluctant learners.
Denver: Love, 1974.
