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Course Criteria
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3.00 Credits
Requires students to examine actively the basic principles underlying Social Studies. It requires that students become aware of unifying concepts and generalizations related to the realities of how people live and interact. Examination of traditional and current Social Studies projects is a matter of concern. Concurrently, production of materials and use of procedures promoting apt combinations of cognitive affective and psychomotor behaviors are expected.
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3.00 Credits
An introduction to solving classroom management problems through an analysis of factors influencing student behavior. Specifically, the course examines classroom teaching practices that prevent behavior problems as well as methods for enhancing student social skills. Additionally, the course introduces procedures and practices that enable students to take responsibility for their behavior. The "Discipline Pyramid" serves as a model for integrating community,prevention, correction and conflict resolution into a comprehensive classroom management system. Cognitive-behavioral approaches are integrated with applied behavioral analysis, developmental theory, and psycho-educational strategies.
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3.00 Credits
This course will present an overview of the problems of school-related crime in contemporary society. The initial focus will be on student crime, but will then shift to crimes committed by teachers and administrators. Topics covered will include an examination of the types and prevalence of school crime, the causes of crime in a school environment, and the varied responses to this critical social problem. Pre-requisite: Junior standing; CRJU 0101 is recommended.
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3.00 Credits
(3) This course offers the prospective teacher the background, strategies, and materials for the diagnosis and remediation of reading difficulties. Topics will include the nature and causes of reading disabilities, diagnostic, and remediation strategies in the areas of phonemic awareness, word recognition, comprehension, metacomprehension, improving meaning vocabulary, and guiding content area reading. Both formal and informal methods of diagnosis will be presented. The class will move from theory to practice in the course as each student begins a biweekly apprenticeship working individually with a remedial reader at a local school. The professor will be on site to support and model the various assessment and teaching strategies. This course is aligned with the subject matter regulations and professional standards for teachers as prescribed by the Massachusetts Department of Education. Prerequisites: EDUC 0303 and permission of the Professor.
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3.00 Credits
Approaches reading as a tool in the content areas of the curricula. All of the major subject matter areas will be explored. The general reading abilities involved in these areas as well as the specialized reading needs will be examined. The objectives, techniques, procedures, and material will be identified and utilized. Designed for teachers in the intermediate- and secondary-level programs.
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3.00 Credits
Introduces students to planning procedures and methods leading to the creation of successful and appropriate learning with particular emphasis on creating developmentally appropriate lesson plans that are consistent with professional standards and state curriculum frameworks for early childhood and elementary educators. The course responds to four fundamental questions: How do children learn What are we going to teach and why How are we going to teach and why How will we know that learning has occurred The course specifically treats modes of teaching, classroom interaction strategies, approaches to grouping, teaching diverse student populations, using instructional technology, and learning fundamental approaches to classroom assessment. Students will apply course acquired knowledge, skills, and dispositions in a required thirty hour field experience. Prerequisites: EDUC 0220, EDUC 0221, and PSYC 0202.
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3.00 Credits
Research has indicated that middle school students have unique needs because of the rapid changes that occur during this age. This course is designed to help you understand the cognitive, physical, emotional, social and moral development of the early adolescent both with and without special needs. Understanding growth and development is the first step to designing a school that meets young adolescent needs. These needs must be translated into appropriate school practices in order for the middle school concept, interdisciplinary planning, team teaching, the integrated and integrative curriculum, cooperative learning, advisory groups, the exploratory curriculum, peer mediation, and appropriate instructional and classroom management strategies for the middle school student.
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1.00 Credits
This is a pre-practicum to be taken concurrently with Principles of Teaching I. Students will apply the learning and principles in a field setting. Students will use these opportunities to establish their competencies required for licensure. Prerequisite: Junior status or permission of instructor.
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3.00 Credits
The purpose of this course is to acquaint the teacher with listening as a vital area of the total language arts program. Listening as one of the major tools in learning and communication is explored. The course concerns itself with the nature of listening, listening in the total curriculum, and creating an environment for effective listening development. The course will also provide opportunity to develop resource materials such as tapes and games which would be applicable to practical teaching situations.
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3.00 Credits
Deals with activities related to creative dramatics which can be integrated into literature and reading programs. Competence in using drama and in actual performance through assignments and projects that focus on creative dramatics, improvisations, role-playing, poetry, choral verse, and the adaptation of basal reader stories into play form.
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