CLASSROOM

MANAGEMENT AND
MOTIVATION
(Primary)

Máster Universitario en Enseñanza del Inglés

como Lengua Extranjera

Universidad de Alcalá
Curso Académico 2019/20
1º Cuatrimestre
 GUÍA DOCENTE

Classroom Management and Motivation

Nombre de la asignatura: (Primary)
Código: 200880
Departamento: Filología Moderna
Área de Conocimiento: Filología Inglesa
Carácter: Obligatoria/optativa
Créditos ECTS: 4
Cuatrimestre: 1º
Profesorado: Antonio García Gómez
Correo electrónico: [email protected]
Idioma en el que se imparte: Inglés

1. MODULE DESCRIPTION

This course combines practical strategies from the educational literature, lessons
learned from my experience, and insights from students. More precisely, this course is
designed to help students recognise differences in teaching and learning styles and
how they influence classroom management to meet the needs of all learners. It also
addresses the difference between rules and procedures, the roles of both students and
teacher in academic accountability, and getting the school year off to a positive start.
Students will explore a range of models and strategies that will serve as a foundation
for developing a personal approach to classroom management in the Primary
classroom.

2. AIMS

Generic competences:

• Decision-making ability & initiative

• Capacity for analysis and synthesis
• Problem solving
• Teamwork

Specific competences:

Learners are expected to be able to:

• improve skills of critical analysis and problem-solving, including skills of

observation, making differences, identification of relationships, and reflective
expression.

2
 • strengthen decision-making skills within the context of a complex situation
where there may not be a match between theory and practice.
• apply relevant theory to source material.
• enhance professional practice by critically examining values, beliefs and
classroom management strategies that facilitate the learning of all students.

3. MODULE CONTENTS

Units Credits

1. Meeting the needs of diverse learners in the

classroom
1.1. Differentiating classroom instruction to cater learners of  1 credit
different learning styles
1.2. Adapting instruction to Multiple Intelligences

2. Primary Classroom Environment: The power of a great

teacher
2.1. Building an emotionally safe and engaging environment  1 credit
2.2. The classroom as a multi-sensory environment
2.3. Seating arrangement and classroom monitors and jobs

3. Primary classroom management strategies to

motivate students
3.1. Developing a Personal Classroom Management Plan: the  1 credit
dynamics of classroom behaviour.
3.2. Helping students motivate themselves

4. Successful classroom approaches to misbehaviour

4.1. Identifying challenging students
4.2. Dealing with mildly challenging behaviour  1 credit
4.3. Working with chronic, highly disruptive behaviour

4. TEACHING AND LEARNING METHODS

4.1. Student workload (100 hours)

Class contact hours: 12
Independent study: 15
Readings: 25

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 Activities and assignments 48

4.2. Learning activities

The pedagogical approach of this course will incorporate research, theory, current
practice, skill building and exploration to better prepare teachers to fully understand
the potential, the consequences, and the issues surrounding classroom management.
The framework of this course supports this approach through sharing of information
and resources, discussions and debate, reflective writing exercises, individual and
small group presentations and project-based assignments.

As a result, the instructor will assume the role of facilitator for the majority of the time,
and to a lesser extent, lecturer for sharing informational content or directives for group
activities. Methods of scaffolding, constructivism, collaborative and cooperative
learning, self-directed discovery learning, and facilitated instruction will be fully utilised
and emphasised.

This is a student-centred course. Students are responsible for learning as deeply and
quickly as possible, without assuming their path for learning is identical to any other
students in the class. Success and learning is probable only with intensive work, effort,
risk and personal motivation. The amount of knowledge, skills and abilities students
develop as result of this course, will be directly proportional to their level of participation
and contribution. It is important to remember that the most important value gained as
a result of completing this course is what is learned rather than the final mark.

5. ASSESSMENT

Assessment criteria:

Given that this is a post-graduate course, a level C1 student is required to follow the
course contents and complete the course assignments satisfactorily.

By means of completing assignments, compulsory readings as well as classroom

tasks, students should demonstrate they have acquired the main contents and
competences mentioned above. Thus, by the end of the course, students are expected
to be able to:

• explore classroom management approaches based on behavioural, cognitive,

affective and social theory and practice.
• define “classroom management” and its related terms.
• organize the classroom environment to maximise instruction and minimise
disruption in the primary classroom.
• evaluate the role of extrinsic rewards on students’ behavior and establish
appropriate reward strategies for students and for classwide recognition
• identify kinds of problem behaviour and appropriate (minor, moderate,
extensive) interventions
• explain concepts that bring about positive classroom motivation and discipline.
• specify classroom conditions that promote primary students’ on-task behaviour
and facilitate effective instruction.
4
 • establish classroom procedures and expectation (rules) to promote a positive
effective and efficient learning environment.

Assessment and marking procedures

Course assignments will serve as formative assessment of the knowledge and insights
students develop that are related to classroom management and motivation. They also
provide a foundation for the development of a personal system of classroom
management. Assessment is continuous and based on the following components:

Attendance and Participation: 10% . Students are expected to attend class (minimum
75% of the classes), be prepared for class by having read the assigned materials, to
participate in class discussions, and to submit assignments on time. Late assignments
will not be accepted, unless the instructor determines that a late submission is justified.
An absence does not relieve students of the responsibility to turn in an assignment on
time. Students are responsible for getting information and assignments presented
during an absence.

Compulsory course final tasks:

 Small group presentation: 30% . Students will participate in a group project by

exploring a case study that is related to managing difficult situations in the
Primary English classroom. The purpose of the group project is not only to
provide a forum for students to read and discuss case studies with classmates,
but also to help students develop a personal understanding of classroom
management systems. The instructor will provide case studies assigned to each
group. The presentation will be evaluated on (a) quality of preparation (e.g. level
of organization and thoughtfulness), (b) the content of the presentation, and (c)
the extent to which students engage the class in a meaningful discussion of the
topic. The last face-to-face session will be devoted to presentations (attendance
is compulsory).

 Classroom management project: 30% . Each student will develop a classroom

management plan that will outline the management practices s/he intends to
use.

 Behaviour management project: 30% . Course readings and class activities

are designed to assist students in developing a personal system of behaviour
management.

IMPORTANT:

 Continuous assessment process. In order to pass the subject, students will

have to obtain a pass mark (5 points over 10) in all these elements.
 Final assessment. Should a student, for some reason, need to opt for final
assessment, s/he will have to ask for permission in writing to the director of the
programme of study. If permission is granted, the classroom management and
behaviour management projects will carry 100% of the total subject marks.

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  Academic honesty. Students are expected to practise academic honesty.
Plagiarism will not be tolerated and will result in automatic failure of this course.

6. BIBLIOGRAPHY

Compulsory readings

Ferlazzo, L. (2011) Helping students motivate themselves: Practical Answers to

Classroom Challenges. London: Routledge.

The following readings will be provided by the instructor:

“Celebrating the Unique Talents of All Learners”, pp.: 10-26. In Creating Inclusive
Learning-Friendly Classrooms. Booklet 4. Unesco 2004.
“Motivation, Creativity and Classroom organisation”, pp.: 357-418. In Starko, A. J.
(2005) Creativity in the Classroom.
Chandler, C. (2004) Four weeks to a better behaved Child. Breakthrough Discipline
Techniques that Really Work, Chapters 3, 4, and 5, pp. 21-80.

Further readings

The following general books are strongly recommended:

Abu-Rmaileh, S., Elsheikh, A., and Al Alami, S. (Eds.). (2017) Motivation and
Classroom Management: Theory, Practice, and Implications. Dubai: TESOL
Arabia Publications.
Arnold P.L., and J.A. Nunnery (2012) Classroom Management and Motivation. In: Seel
N.M. (Eds.) Encyclopedia of the Sciences of Learning. Springer, Boston, MA
Brock B. L., and M. L. Grady (2006) Developing a Teacher Induction Plan. A Guide for
School Leaders. Sage: Corwin Press.
Cangelosi, J.S. (2004) Classroom Management Strategies: Gaining and Maintaining
Student’s Cooperation Hoboken, NJ: Wiley/Jossey-Bass Education.
García Gómez, A., and S. Bautista Martín (Eds.) (2017) “Motivation in EFL Teaching:
Innovative Approaches for the Primary Classroom”, Revista: Educación y Futuro.
Revista de Investigación Aplicada y Experiencias Educativas, n. 37.
Knoster, Timothy (2014) The Teacher’s Pocket Guide for Effective Classroom
Management (2nd Edition). Baltimore MD: Paul H. Brookes Publishing Company.
Lindberg, J. A. and A. M. Swick (2006) Common-Sense Classroom Management for
Elementary School Teachers. Sage: Corwin Press.
Linsin, M. (2006) Dream Class How to Transform any Group of Students into the Class
You've Always Wanted. Wales: Crown House Publishing.
Mah R. (2007) Difficult Behaviour in Early Childhood. Positive Discipline for PreK-3
Classrooms and Beyond. Sage: Corwin Press.
McEwan E. K. (2006) How to Survive and Thrive in the First Three Weeks of School.
Sage: Corwin Press.
Tate, M. L. (2007) Shouting Won’t Grow Dendrites. 20 Techniques for Managing a
Brain-compatible Classroom. Sage: Corwin Press.