TTE 300 C

TTE 300c

Classroom Processes and Instruction

(4 units/credits)

Course Description: The purpose of this course is to introduce teacher candidates to the cognitive, behavioral and instructional processes associated with meeting the needs of young children. Over the semester students will examine the art and science of teaching via four separate categories, (Observation, Planning, Classroom Management, and Instruction), and have the opportunity to experience a range of early childhood educational environments through off-campus field observations. Overall, this course will assist students in developing a philosophy of education, a repertoire of basic teaching models, strategies and tactics, and provide them with an understanding of the dynamics of teaching and learning, both in and out of the classroom.

Notes:

1.         The information contained in the syllabus, other than grade and absence policies, is subject to change with advanced notice as deemed appropriate by, and at the discretion of the instructor.

2.         Disability Resource Center: The University is committed to equal working and learning op-portunities for students, faculty, and staff with disabilities and recognizes that accommoda-tions or modifications may be necessary to ensure access. The mission of the Disability Re-source Center is to equalize the educational opportunities for students and provide support services for students, faculty, and staff with disabilities. The program is designed to promote full inclusion and participation in the educational experience and campus life. The Disability Resource Center is the designated office that reviews disability documentation, certifies eligi-bility for services, determines reasonable accommodations, and provides or arranges for rea-sonable accommodations. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

3.         The instructor is fully and firmly committed to the goals of diversity, anti-discrimination, and justice relative to race, ethnicity, culture, nationality, age, gender, sexuality, religion, lan-guage, socioeconomic status, and ability/disability (etc.)

Academic Integrity:

The University of Arizona’s Code of Conduct (available via www.arizona.edu) specifically pro-hibits “all forms of student (and faculty) academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism.” Cheating is defined by the Code as follows, “Intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise.” Plagiarism is understood by the Code to mean, “intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise.”

Attendance:

All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Also, absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored. However, if you are going to miss a class session, for whatever reason, contact me (via email, phone, text, etc.) before the expected absence and simply let me know why will not be in class.

NOTE: Please do not use cell phones, pagers or other electronic devices during our class time!

Objectives: The following objectives are linked to Arizona’s Professional Teaching Standards, as well as the National Association for the Education of Young Children (NAEYC) Standards. Students who successfully complete Classroom Processes and Instruction will:

•           Develop an awareness and appreciation of the opportunities and challenges that correspond to working in birth through age three settings and schools, with specific reference to student diversity and multicultural learning environments.

•           Acquire the skills needed to observe, record and reflect on teaching.

•           Identify different approaches to teaching, learning, and education.

•           Develop a range of teaching models, strategies and tactics to implement in the classroom.

•           Understand the complexities of teaching, both inside and outside the classroom.

•           Examine/analyze/understand the multitude of influences that affect teaching in 21st century classrooms.

Grading:          A:        90-100

B:        80-89

C:        70-79

D:        60-69

Z:        0-59

Attendance, Participation and Contributions: 25%

Assignments, Essays and Quizzes: 25%

Signature Assignment (WREs): 15%

Midterm Examination: 15%

Final Examination: 10%

Professional Portfolio & Presentation: 10%

Required Readings: Hendrick, J., & Weissman, P. (2010). The Whole Child (9th ed.). New Jersey: Pearson.

Supplementary Readings:

**THE FINAL EXAM WILL BE ON FRIDAY, DECEMBER 10, 2010 FROM 2-4pm**