EEX 4604 - Effective Classroom Management for Students in General and Exceptional Education

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

Prerequisite EEX 3012 with a minimum grade of C and
(Admission to Educator Preparation Institute (EPI) (Certificate with Financial Aid Eligibility) (EPI-CT) or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT) or
Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) or
Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) or
Admission to Secondary English Education with Reading and ESOL Endorsement (Bachelor of Science) (ENGEDR-BS))

Course Description

This course equips educators with essential techniques and strategies to foster supportive, safe, and engaging learning environments that accommodate all students, including those with exceptionalities. Emphasis is placed on promoting positive interactions, effective communication, and on-task behavior through intentional use of language, behavioral expectations, and classroom management techniques. Students will explore methods for behavior management, consultation with school professionals and parents, and the creation of welcoming classroom climates in both general and exceptional education settings. The course includes 15 field hours to provide practical experience in applying these strategies.

Learning Outcomes and Objectives

  1. The teacher candidates will create an effective classroom management system by:
    1. developing clear rules and procedures for student behavior.
    2. constructing a comprehensive classroom management plan.
    3. identifying characteristics of effective teaching and behavior management practices.
    4. evaluating behavior management models.
  2. The teacher candidates will develop a positive and respectful learning environment by:
    1. identifying how to reinforce positive behaviors at both individual and group levels.
    2. demonstrating how to implement strategies that foster a productive classroom atmosphere.
    3. determining ways to use verbal and nonverbal communication to convey interest and respect.
  3. The teacher candidates will model preventative practices for behavioral challenges by:
    1. adapting discipline strategies to meet the needs of students with exceptionalities.
    2. designing proactive interventions to prevent disruptive behaviors.
    3. presenting strategies for managing specific behavioral challenges.
    4. exploring ethical and legal considerations in behavior management.
  4. The teacher candidates will organize instructional delivery and student engagement by:
    1. identifying strategies to monitor student engagement and redirect off-task behavior.
    2. examining time-efficient instructional strategies to maintain focus.
    3. designing effective transitions and attention signals.
  5. The teacher candidates will design behavior support systems by:
    1. exploring functional behavior assessments and using data-driven methods.
    2. developing behavior intervention plans with measurable goals.
    3. analyzing intervention data to assess and refine strategies.
    4. creating reinforcement systems and student self-monitoring tools.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 4/9/02, BOT 5/14/02, Effective yrtr 20021. Effective 20032. (State prereq # change). C&I 9/28/04, BOT 11/16/04, Effective 20042(0345). Prereq # 3011chgd to 3012 by Field Review eff 20081(0400). 3 Year Review 2008. C&I 3/23/2010, BOT 4/21/2010, Effective 20093(0425). C&I 12/2/2011, BOT 2/21/2011, Effective 20113(0455). C&I Approval: 12/02/2011, BOT Approval: 02/21/2011, Effective Term: Summer 2012 (455). C&I Approval: 02/09/2017, BOT Approval: 03/21/2017, Effective Term: Fall 2017 (535).
C&I Approval: 07/22/2025, BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Art Education with ESOL Endorsement (ARTED-BS) (670) (CS Approved)
  2. Educator Preparation Institute (EPI) (EPI-CT) (660) (Active)
  3. Educator Preparation Institute (EPI) with Reading Endorsement (EPIR-CT) (660) (Active)
  4. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  5. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  6. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  7. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  8. Secondary English Education with Reading and ESOL Endorsement (ENGEDR-BS) (660) (Active)
  9. Secondary English Education with Reading Endorsement Apprenticeship (ENGEDRA-BS) (660) (Active)