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Colegio de Dagupan: Master in Education

This document provides a course syllabus for a Master in Education program focusing on classroom motivation and management. The 3-credit, 54-hour course investigates behavioral and humanistic approaches to managing a classroom and motivating students. Students will learn to create a positive learning environment and develop a personal classroom management plan. Course topics include learning theories, diversity in the classroom, and contemporary classroom management models. Assessment is based on participation, presentations, research, exams, and attendance. The course aims to help students effectively facilitate learning for diverse students.

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372 views

Colegio de Dagupan: Master in Education

This document provides a course syllabus for a Master in Education program focusing on classroom motivation and management. The 3-credit, 54-hour course investigates behavioral and humanistic approaches to managing a classroom and motivating students. Students will learn to create a positive learning environment and develop a personal classroom management plan. Course topics include learning theories, diversity in the classroom, and contemporary classroom management models. Assessment is based on participation, presentations, research, exams, and attendance. The course aims to help students effectively facilitate learning for diverse students.

Uploaded by

Violet DV Balino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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COLEGIO DE DAGUPAN

Institute of Graduate Studies


Arellano St., Dagupan City
\

MASTER IN EDUCATION
Major in Educational Leadership and Management

COURSE SYLLABUS

SUBJECT: MED 12 – CLASSROOM MOTIVATION AND


MANAGEMENT

CREDIT: 3 UNITS

TIME
54 HOURS
ALLOTMENT:

I. COURSE DESCRIPTION:

This course provides detailed investigation of behavioral and humanistic approaches to


classroom management and motivation in the classroom. Included are topics such as
preventing classroom disruptions, how and when to intervene they do occur, working with
parents, and working with mainstreamed students. Graduate students will learn how to
create a positive teaching environment and will prepare a written, organized, personal
intervention plan.

II. OBJECTIVES:

After the completion of this course, graduate students shall be able to:

1. Define “classroom management” and its related terms.


2. Organize the classroom environment to maximize instruction and minimize
disruption.
3. Identify classroom management techniques associated with various
contemporary models of classroom management.
4. Identify influences that have positive or negative impact on student motivation.
5. Specify classroom conditions deemed desirable because they promote efficient
and effective instruction.
6. Discuss methods of discipline, motivation and general classroom management
that are required to accommodate students as a result of various cultural
backgrounds, learning styles, sex or socioeconomic needs, or other special needs.
7. 7. Analyze given classroom situations and describe and justify the managerial
strategy/ies and maintaining desirable classroom conditions.
8. Develop strategies for working together with colleagues to assist students with
behavioral problems.

III. COURSE CONTENTS:


1. Introduction
1.1 Description of Facilitating Learning
1.2 Traditional and Nontraditional Facilitation of Learning
1.3 Responsibilities of Facilitator of Learning

2. Learning and Diversity


2.1 Learner Diversity
2.2 Intelligence and Learning Styles
2.3 Learning and Motivation
2.4 Environment Factors Affecting Motivation

3. Learning Theories
3.1 Behaviorism
3.2 Neo-Behaviorism
3.3 Cognitivism
3.4 Theory of Andragogy
3.5 Situated Learning Theory

4. Learning and Development


4.1 Psychosocial Theory of Intelligence
4.2 Psychoanalytic Theory
4.3 Moral Development Theory
4.4 Bioecological Theory

5. Fourteen Learner-Centered Psychological Principles


5.1 Cognitive and Metacognitive Factors
5.2 Motivational and Affective Factors
5.3 Developmental and Social Factors
5.4 Individual Differences Factors

6. Focus on Classroom Management


6.1 Foundation of Classroom Management
6.2 Classroom Management as Discipline, Behavioral and Assertive
Approach
6.3 Classroom Management as a System
6.4 Classroom Management as Instruction
6.5 Classroom Management and Diverse Students

IV. METHODOLOGIES:

 Lecture Method
 Reportorial Method
 Individual Research
 Group Research

V. COURSE REQUIREMENTS:
Active Participation 15%
Oral Reporting 20%
Research Work 25%
Examination 25%
Attendance 15%
TOTAL 100%

VI. REFERENCES:

Canter, L. (1992). Assertive Discipline: Elementary Workbook. Santa Monica,


CA: Lee Center and Associates

Canter, L. (1994). Scared or Prepared. Santa Monica: Lee Canter & Asociates

Charles, C. M. Essential Elements of Effective Discipline. Boston: Allyn and


Bacon

Corpuz, B. B. & Lucas, M. R. D. (2007). Facilitating Learning: A Metacognitive


Process. Cubao, Quezon Lorimar Publishing

Emmer, E., Everston. C. & Worsman, M.(2000). Classroom Mangement for


Elementary Teachers. Boston: Allyn and Bacon

Fay, Jim & Funk, David (1995). Teaching with Love and Logic. Golden, Co:The
Love and Logic Press INC.

Jacobsen, D.. Eggen, P. & Kauchak, D. (1993). Methods of Teaching: A Skill


Approach (4th Edition) nEWyork: Macmillan

Jones, V. & Jones L. (1995). Comprehensive Classroom Management, Boston:


Allen & Bacon.

Marzano, RJ (1992). A Different Kind of Classroom: Teaching with Dimensions


of learning, Alexdria, VA:ASCD

McEwan, Barbara. (200). The Art of Classroom Management. Upper Saddle


River, NJ.

JIMMY A. LAROYA, Ph.D.


Professor

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