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Effective Classroom Management

This course is designed to assist teachers and administrators in public and private schools to effectively manage the behavior problems impacting today’s classrooms. This requires new skills and strategies relating to classroom management. The post-pandemic classroom provided additional challenges for teachers. This issue will be addressed in this course to help teachers navigate the school environment impacted by the pandemic. Developing a professional self-care plan to address the needs of post-pandemic teachers will be included in this course, as well. Students will participate in discussions and assignments that reinforce the concepts and strategies found in the textbook The First Days of School. Most of the assignments require access to a classroom and are designed for currently employed teachers, although special provisions will be made for participants who do not have access to a classroom.


Carlow University ED 626 • Madonna University EDU 5960.10 • Mercy University EDUT 522

The required text for this course is The First Days of School, 5th Edition, by Harry Wong. 978-0976423386

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 2/13/24 - 5/14/24
  • 4/9/24 - 7/9/24
  • 6/11/24 - 9/10/24
  • 8/13/24 - 11/12/24
  • 10/8/24 - 1/14/25
  • 12/10/24 - 3/11/25

Session 1: Introduction and Overview

Objective: Evaluate present level of classroom management skills.

  • Course Requirements, Goals, and Expectations
  • Introduction of Class Members
  • Setting Personal Goals
  • Evaluation of Present Level of Classroom Management Skills

Session 2: The Effective Teacher

Objective: Review research on classroom management.

  • The Research on Effective Classroom Management.
  • Kounin’s Study
  • The Four Stages of Teaching
  • Don't Be A Pal

Session 3: Why Positive Expectations are Important & How to Welcome and Invite Students to Learn and Behave

Objective: Understand the importance of conveying high expectations.

  • The Importance of Conveying High Expectations
  • Developing and Applying Skills for Welcoming Students
  • Developing and Applying Skills for Sending Positive Invitations to Students

Session 4: How to Have Your Classroom Ready and Your Reputation Will Precede You

Objective: Evaluate a classroom to determine the level of readiness.

  • Evaluation of a Classroom to Determine the Level of Readiness
  • Understanding How Effective Reputations are Developed

Session 5: Classroom Procedures

Objective: Evaluating current classroom procedures.

  •  Evaluating Current Procedures
  •  Developing Appropriate Procedures
  •  Implementing Procedures

Session 6: Classroom Rules, Consequences, and Rewards

Objective: Develop appropriate rules for the classroom.

  • General Rules
  • Specific Rules
  • Your Rules
  • Area of Freedom
  • Why Consequences Are Needed
  • Negative Consequences
  • Positive Reinforcement

Session 7: Principles for Classroom Management and Discipline

Objective: Understand why procedures are essential.

  • Exploring strategies and techniques to manage students.
    • The Twelve Principles

Session 8: Working Cooperatively

Objective: Creating a cooperative learning classroom.

  • Introduction to Cooperative Learning
  • Cooperative Leaning Practices
  • Forming Cooperative Learning Groups

Session 9: Professional Growth

Objective: Understand the components of Powerful Learning.

  • Create a personal professional growth plan.
    • About teaching today
    • How to improve performance
    • Managing change
    • The growth plan

Session 10: Your Personal Growth Plan and a Model Discipline Plan

Objective: Develop a model discipline plan.

  • Discipline Philosophy
  • Model Discipline Plan
  • Course Evaluation
  • Evaluate present level of classroom management skills
  • Identify goals for the course
  • Evaluate the importance of “withitness”
  • Evaluate teachers based on the Four Stages of Teaching.
  • Analyze the impact of expectations on students and teachers
  • Create an invitational idea
  • Evaluate a classroom to determine the level of readiness
  • Analyze how effective reputations are developed
  • Evaluate current procedures used in the classroom
  • Developing appropriate procedures
  • Develop appropriate rules for the classroom
  • Develop consequences and rewards for the classroom
  • Evaluate the importance of cooperative learning, how to make cooperative learning work, and how to structure a cooperative learning activity
  • Develop a personal growth plan
  • Develop a model discipline plan
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.