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California State University, Los Angeles

Charter College of Education

Division of Curriculum and Instruction

Summer Quarter, 2008


COURSE: EDCI 590 Creating a Healthy and Effective Classroom Climate (4 units)


Instructor: Dr. John Shindler


Office phone: 343-5824

Office Location: KH A2045

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Example EDCI 590 Action Research Projects:

Jason Yan (2007)

Lindsay DeVeny (2008)

Marya Abolian (2008)

Jason Diodati (2008)

Edith Rueno (2008)

Alma Gomez (2008)

Connie Frady (2008)

Edith Resendiz (2008)


Class Schedule:



Reading and Assignments


Introduction to Course

Learning Styles and Classroom Mgmt.



Learning Styles Packet

Presentation sign-up


Health Curriculum

CA Health Frameworks

Health section of Course Pack



Group Presentations

Classroom Management Self-Assessment

Action Research Workshop


Action Research Reading


Group Presentations

Goal Setting Workshop


Chapters 1


Why problems occur

Examining Advanced Technical Management Strategies

Technical Management Workshop

Mission Statement


Presentation abstracts due

Chapter  2 and 6



Classroom Socially Constructed Reality

Instruction and management relationship

Implementation Workshop


Chapters 3, 5 and 12 in Course pack


Exploring Motivation and psychology of success Teacher thinking

Motivation Workshop



Chapter 7 and 8 and (review 18) Course pack

Draft of Section A and B


Classroom Climate

Promoting Responsibility

Promoting Community

Social Contract

Whole class climate workshop


Review Chapters 9 and 10, read #11 and 17


Conflict Resolution and Dealing with Difficult Students

Moving From 2 to 1

Implementation Workshop


Chapters 15 and 16, and

Implementation handout

Rough draft of paper due to share with peers.


Individual Plan/project Presentations

Classroom Climate Plan Due




This course directly addresses CCTC Induction standard 18, in addition to components of other CSTP standards, and is designed to fulfill MOU (memorandums of understanding) with local district induction programs. It is part of the core-required courses for the CCOE Induction program, and can therefore be applied to many M.A. programs in the CCOE.  It expands on the basis classroom management principles from EDSE 415, EDEL 414, and EDCI 402. There are special emphases placed upon applied strategies and reflection on one’s own current practice, therefore this course is restricted to practicing teachers (except for special exceptions). To meet Induction standard 18 a substantial amount of the course will be devoted to health content and strategies for developing a healthy and supportive classroom for learners. The classroom management portion of the course will focus on advanced strategies, self-assessment, and moving to a higher level of performance in this area of the candidates’ teaching.


Content Standards:

1.    Classroom management strategies including: creating a supportive healthy environment, identifying environmental factors that influence student well-being, developing a positive classroom social contract, creating positive expectations, boundaries and rules, using effective instructional, assessment and motivational practices that reduce the need for corrective action, understanding basic reasons why students misbehave, developing and implementing logical and related consequences to misbehavior and dealing with difficult students (CCTC Induction Standard 18a, and CSTP Standard 2, TPE 11)


2.    Accident Prevention Strategies including: Structure of the classroom, outside classroom conduct skill building strategies, Danger identification strategies (CTCC Induction Standard 18b)


3.    Safety factors, student risk factors and abuse reporting strategies including: nutrition, communicable diseases, alcohol and substance abuse, sex education, family life, parents’ rights, and accessing community and state support organizations and personnel (CTCC Induction standard 18e &18g)


4.    Knowledge of appropriate elements of the adopted health curriculum and instructional materials for the teaching assignment and understanding of the relationship between student health and student learning, and understanding of how to access local and community resources to support student health. (Induction Standard 18c and 18f)


5.    Strategies for promoting the value of diversity and recognizing personal biases. Reflecting on personal values, understanding the relationship between practice and implicit expectations, using strategies to promote success for students of all groups (CTCC Induction Standard 17e and 17f).


6.    Strategies for addressing learner needs and differences including: learning style models, learning psychology, behavioral taxonomies, multicultural considerations and effects of pedagogical choices on motivation (CCTC Induction Standard 17c and CSTP 11b and 3b).


7.    Strategies for assessing and creating a healthy classroom and school climate including: promoting community, understanding the relationship between teaching and management, and cultivating a collaborative climate among faculty and staff (induction standard 18)


Performance Standards and Assessments: As a result of the course students will be able to demonstrate the following knowledge, skills, and dispositions shown by the assessment methods outlined below:


1. Candidates will be able to articulate and apply a variety of classroom management strategies that will promote a positive, efficient, healthy, and effective learning environment for their students. This standard will be evidenced in the following performance indicators (TLW):

a)    Develop a classroom environment plan that synthesizes their understanding of discipline theory and with an understanding of the relationship between classroom management, instruction and assessment (CTCC Induction standard 18a)

b)    Outline a set of strategies to bring about a positive, motivational, healthy and productive learning environment (CCTC Induction standard 18a, TPE 11).

c)    Identify practices and methodologies that foster high self-concept and success psychology in their students. (CCTC TPE 11).

d)    Synthesize course content, classroom observation and personal reflection to articulate a personal set of values and a vision for their future classroom (CCTC TPE 13).


2. Candidates will develop a strategies plan/or presentation to meet standard components 18b. 18d, 18e, 18f and 18g. In this plan (or as a portion of a general healthy classroom environment strategies plan that will include all components of Induction standard 18), candidates will outline the resources and strategies that are available to them for bringing about a safe and healthy classroom, and will demonstrate how they are implementing the plan in their current teaching situation.


3. Candidates will develop materials for a plan or presentation related to an action research project related to school climate improvement.  Candidates will use one of the accepted classroom climate (or school climate) assessment inventories to assess their classroom (and/or school) climate. They will then develop a climate improvement implementation plan.



Candidates will demonstrate these competencies in course discussions, assignments, presentations and/or exams.  Each candidate will develop a comprehensive Healthy Classroom Environment plan. These plans will include action research related to current practice, self-assessments of needed improvements in the area of classroom management, plans for helping their students meet health related competencies, and a comprehensive resource guide for meeting the health and safety needs of their classes. Candidates may also demonstrate competency by preparing class presentations related to resources and or strategies. Candidates may also take part in a classroom or school level evaluation action research study of the current quality level of school climate, and develop an implementation plan outlining a teacher-leader role in addressing the needs that arise from their study.


Professional Statements:

Theme and Conceptual Framework for Professional Preparation

The faculty members of the Charter College of Education have adopted the organizing theme of “Preparing Educators to Serve the Culturally and Linguistically Diverse Populations of the Urban Schools and Related Institutions of the 21st Century” for the programs for professional educators at California State University, Los Angeles.  This theme is reflected in this course by the student exit performance standards outlined below.


Student Conduct

      It is assumed that you are a professional and will conduct yourself with the highest level of professionalism.  Given the large size of this class, it is especially important that students make every effort to be respectful of the learning environment, the professor and their fellow classmates.  Appropriate behavior will be discussed and modeled within the context of the course, and a self-conscious approach to large-scale learning environment management will be incorporated into classes as necessary.


Statement of Reasonable Accommodation

The Charter College of Education Faculty members fully support the Americans with Disabilities Act (ADA).  The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students Disabilities (OSD) and who needs and requests accommodation.  The faculty member may wish to contact to verify status and need for such an accommodation.  The OSD will be responsible for providing for the accommodation.


Required Texts (*Available at the Book Mart Only)

1.    EDCI 590 Course Pack (Shindler, 2008)* 

2.    Other required reading will be disseminated in class or be made available on reserve in the library.


Grading Scale:

95 – 100 = A

91 – 94   = A-

87 – 90   = B+

83 – 86   = B

80 – 82   = B-

76 – 79   = C+

72 – 75   = C

68 – 71   = C-



Assignments – 100 points total


Group Presentation: Health and Safety Topic (30 points)

In groups of about 3-5, you will research one of the topics listed below and then do a presentation for the rest of the class.  In addition, you will provide the class with a one-page (10pt font, single spaced) abstract of your topic as a material record.  You will be able to obtain the materials for your presentation from the instructor or the internet.  The presentation format will be discussed in class, but most likely it will consist of a series of 20-minute presentations done over 2 class periods.  The following rubrics (below) outline the separate assessment criteria for presentation and the abstract.


Presentation (15 points):






4 points – Visuals aid in understanding the content.  Major principles of the theory are graphically depicted.

4 points – Presentation flows in a logical order.  There is clear evidence of preparation. All group members work in a coordinated fashion.


7 points – Essential elements of topic are addressed.  General principles are explained. Specific examples are used to aid understanding.


Good Effort

2 points – Visuals aid in understanding the content. 

2 points – Presentation flows in a logical order. Evidence all group members participated.


5 points – Essential elements of topic are addressed or examples are used.

Needs improvement

1 points – visuals are used.

1 points – Evidence all group members participated

3 points – Some content is included in the presentation.




Abstract (15 points)






7 points – Includes major ideas from topic. Explanations are concise but complete.


4 points – paper flows in a logical order.  Ideas are presented in a way that promotes understanding.

4 points – paper is free of any significant grammatical or mechanical problems.

10-point font and single spaced.

Good Effort

5 points – Includes some ideas from topic. Explanations are concise but complete.


3 points – paper flows in a logical order. 

3 points – paper is free of most significant grammatical or mechanical problems.

Needs Improvement

3 points – Attempts to include content from topic.

2 points – an attempt at logical organization is apparent

2paper has some mechanical problems but is readable.


Presentation Topic List (priority rating):

  • Child Abuse reporting laws and procedures (high)
  • Community and State Support Organizations (high)
  • Alcohol and Substance Abuse identification and prevention (high)
  • Disease Prevention Strategies (medium)
  • Parents Rights (medium)       
  • Sex Education (low)
  • Safety and Danger prevention Strategies (low)



Individual Classroom Climate Plan (70 points)

Each candidate will complete a comprehensive plan for creating a healthy and effective classroom climate. Plans will include both conceptual and practical components as well as a plan for implementation. Plan creation will require a substantive amount of in-class workshop and collaboration time. Therefore 10 of the 70 points will be earned through participation in workshops. Plans will be presented in class on the final day of the course.


A.   Action Research and Diagnosis

    • Design Research
    • Action Research Question or Problem Statement

(some students will want to drive their research by a question, such as “What factors influence the development of student responsibility,” or “What would happen if I implemented strategy X.” Others will want to drive their research from a problem condition, such as “I want to find ways to promote more intrinsic motivation.”

    • Devise data collection method – extensive and well matched
    • Devise data analysis strategies (this will need to be hypothetical , but do your best to guess what you will do with your data.)
    • Timeline for research

B. Goals and Vision Setting

·         State Goals for Classroom Climate

(these will be related to any and all general areas that you want to see improve and may or may not be related to your research topic)

·         Write @50 word mission statement


C.   Technical Management Plan

    • Cue technique and 100% attention strategy
    • Directions, transitions, procedures
    • Homework, accountability
    • Implementation strategies

D.   Motivation, Expectations, Emotional Climate

·         Motivational goals and philosophy

·         Satisfying Basic Needs

·         Strategies for motivation

·         Emotional Climate expectations

·         Implementation Strategies


E.    Whole Class level Goals and Strategies

·         Social Bonds, class coherence,

·         Consequences

·         Dealing with Difficult students and extreme cases

·         Creating community and/or responsibility

·         Implementation Strategies



Classroom Climate Plan Assessment Rubric (70 points total)

Process and Participation – 10 points


Quality of Student Involvement in the CMP Workshop process

15 points

Student attends all 6 sessions.  Student comes to class prepared and leaves with notes for each section.  Student willingly takes part in peer review of other students work. Prepared for project presentation on final meeting.


10 points

Student attends 5 or more sessions and comes to class prepared and leaves with notes for each section and willingly takes part in peer review of other students work. Presents paper on final meeting.


5 points

Student attends more than 3 sessions and comes to class prepared and leaves with notes for each section and willingly takes part in peer review of other students work.


0 points

Student attends less than 2 sessions or refuses to take part in peer review.



Written Plan – 55 points





Section A

Action Research

17 pts. Includes a sound action research design. Includes a focused problem or question with 2-4 supporting sub questions. Includes explanations of well-developed data collection and analysis procedures. Included research timeline.


12  pts. Includes an action research design listing study questions, and explanations data collection and analysis procedures. Implies timeline.

4 pts. Includes an attempt at an action research design.

Section B

Goals and vision

8 pts. States 5-10 Classroom climate/management goals in correct goal format.

Creates a concise and comprehensive vision statement.


5 pts. States some Classroom climate/ management goals.

Creates vision statement.

3 pts. Lists some goals or vision statement.

Section C

Technical Managemnt


10 pts. Explains strategy for gaining 100% Attention and use of cue. Explains sound and comprehensive strategy for managing directions, transitions, homework and promoting student accountability. Includes at least 4 action/implementation strategies explained in concrete practical language.


7 pts. Explains strategy for gaining 100% Attention and use of cue. Explains strategy for managing directions or transitions.

4 pts. Attempts to explain strategy for technical management.

Section D


10 pts. Sets out a comprehensive plan for motivation. Includes a coherent philosophy. Briefly explains at least 4 strategies or specific ideas. Section mentions emotional climate. Section shows integrity among ideas. Includes at least 4 action/implementation strategies explained in concrete practical language.


7 pts. Attempts a plan for motivation. Includes a philosophy. Briefly explains at least 2 strategies or specific ideas.

4 pts. Sets out some plan to address issues of motivation.

Section E

Whole Class

10 pts. Includes strategies that will promote social bonds (and/or communal bonds) among students. Lists logical consequences to common problems. Included a brief set of ideas for dealing with difficult students. Includes at least 4 action/implementation strategies explained in concrete practical language.


7 pts. Includes strategies for whole class management. Lists some consequences to common problems. Mentions difficult students.

4 pts. Some effort at addressing whole class management.



Attendance Policy

You are expected to attend class.  There is no substitute for attendance, what takes place in our 4 hours together each session is irreplaceable.  However, if you do for some reason miss a class, it is your responsibility to contact a classmate, find out what you missed and obtain any materials or notes that were given during the meeting.  Since it is impossible to replace the experience and participation that occurs during a class period, missing more than 1 class during the quarter assumes a loss of learning and performance, and therefore as a result there will be a subsequent loss of one grade (i.e., B to B-) for the first 2 classes missed, and then one grade for each following class missed. A tardy (15 min. late) or having to leave early count as ½ of an absence.


A Final Note

Every effort will be made to clarify assignments and points made in class.  Between written guidelines and explanations, what is expected of each student should be very clear.  But, if there is something that you do not understand, or something that you feel should be brought to my attention, please come to my office KH A2045 and discuss it with me or contact me at 343-5824 or  I really do want to know your thoughts, concerns, questions and/or recent discoveries.  Don’t be shy!