Human Relations for the Classroom Teacher

07B:180:A06

Fall 2006

Wednesdays, 7:00 p.m. – 9:30 p.m.

Class location: N221 LC

Instructor:  Ryan O'Connor

Office:  N498 LC

Office Hours:  Thursdays, 1:30 p.m. to 2:30 p.m., or by appt.

Office Phone: 319-335-5378
Home Phone: 319-512-1026
E-mail: ryan-oconnor@uiowa.edu

Course Coordinator:  Scott McNabb, Ph.D.
Office:  N432 Lindquist Center
Office Hours:  by appointment
Office Phone:  319-335-5372
E-mail:  scott-mcnabb@uiowa.edu

"The most important part of teaching is to teach what it is to know."

--Simone Weil

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Course Description: 

The focus of this course, which is required for teacher certification, is on social factors such as discrimination, diversity, equity, racism, sexism, and ethnic and socioeconomic pluralism and their influence on American schools and classrooms. The class is limited to persons who plan to obtain a teaching certificate or who are required to have the course because they will be working in schools.   Therefore, how we develop an understanding of these issues, as both teachers and students, is a primary focus of this discussion section.

The State defines the objectives of this course as follows:

Objectives
 

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Course Requirements:

1.      Participation and weekly assignments: (30%)

Participation is the most important aspect of this class, and is weighted accordingly.  In some classes you may be able to learn adequately by reading the textbook and doing the homework, but this is not one of those classes.  We attempt to tackle some difficult issues and the only way that you can get the full impact of what is covered in this class to take part in the discussions.  Our individual thinking is affected by what others in the class think, and likewise, the others in the class will benefit from your contributions.  This has two components:

·         In order to participate, you must be present during our weekly discussion sessions.  In addition to your physical presence, you must also be alert, respectful and engaged.  Importantly, participation does not only mean talking.  Listening to others is a vital component of participation, and domination of discussion is not considered quality participation.

·         In addition to being here, you are required to bring a typed response in the form of questions and comments to each of the assigned readings.  These will be due at the beginning of each class, and used to prompt our discussions.  The questions should emanate from your own desire to know more, and the comments should indicate your particular insight (a key point or an interesting statement or criticism) into an aspect of the literature.  Be prepared to lead a small discussion based on this item for each reading if called upon to do so. 

PLEASE NOTE: Your attendance to the weekly Lecture series on Thursday afternoons is required.

2.      ESL Project: (10%)

I will help you to arrange to spend one hour per week, for a total of 6 hours, throughout the semester working with international students in English as a Second Language classrooms. Once you have completed 6 hours of service, you will prepare a brief presentation (7-10 minutes).  Presentations should concentrate on 1) what you knew and assumed before the experience, 2) what you learned from the experience, and 3) how you can use what you learned from this experience in your future teaching career.

3.      Papers:  (20%)

There will be two in-class writing prompts (5% each) during the semester, which will ask you to evaluate the readings to date.  These will be unannounced.  The third paper (10%) due December 6^th (typed, 3-4 pages) will be personal in nature, asking you to evaluate aspects of the course that increased your understanding of the issues you studied this semester, and how they may help you as an individual and a future educator.  

4.      Presentation:  (20%) 

The presentation component will be discussed in class, and the guidelines will be given on a separate handout.  These projects will be geared toward contemporary issues that are emerging during the course, and should give you an opportunity to explore the impact of the topic in depth.  Each presenter—whether individually or in pairs—will give an account of their findings at the end of the course.  These should be approximately 20 minutes in length, and you will be free to choose from a variety of modes for delivery and discussion (i.e. multi-media, panels, lesson plans, etc...).  

5.     Final Examination (20%) 

The final examination will cover the content of the weekly Thursday lectures as well as the readings that are assigned for those lectures.  You are responsible to attend and pay attention to the content of these weekly forums.

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Summary of Assessment:

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Grading Scale

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Course Policies / Accommodations

Special Accommodations:  It is your responsibility to inform me of any learning style challenges, religious observances, etc… that may require you to receive special accommodations.  Please see me during the first week of class to discuss this.  University Policy will determine our course of action in establishing these accommodations. Information regarding accommodations can be found at:  http://www.uiowa.edu/~sds/

This course follows all University of Iowa guidelines regarding academic policies.  Consult these guidelines online for further detail:

http://www.uiowa.edu/~vpss/policies/policies.html

Also, information regarding student complaints and dispute resolution can be found at: http://www.uiowa.edu/~coedean/policies/student_complaint/index.htm.

Information regarding college policy on student academic misconduct can be found at: http://www.uiowa.edu/~coedean/policies/student_ac_misconduct/index.htm.

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Required Texts:

Gender in Education (GE). (2002). San Francisco: Jossey-Bass.

Noel, Jana (2000). Sources: Notable Selections in Multicultural Education (ME). McGraw-Hill/Dushkin.

Course Outline / Schedule

(This is a tentative outline, and it is subject to change due to unforeseen events as well as the pace of the discussions.  Additional articles may be assigned each week, and a revised reading schedule may be issued for clarification.)

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