Advanced Classroom Management:
Children as Change Agents
Instructor Name: |
Dr. Karen Lea |
Facilitator: |
Mick R. Jackson MS/ED |
Phone: |
509-891-7219 |
Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
Email: |
|
Address: |
Virtual Education Software |
|
23403 E Mission Avenue, Suite 220F |
|
Liberty Lake, WA 99019 |
Technical Support: |
Welcome to Advanced
Classroom Management: Children as Change Agents (ACM), a course geared
primarily for regular or special educators, instructional assistants, school
psychologist, counselors and administrator serving children and adolescents
presenting social, emotional and/or behavioral problems in the classroom, school or community setting.
The course focuses on cognitive and cognitive-behavioral interventions
(often lumped together under the rubric "social skills") with an
emphasis on teaching
students how to adapt, change and manage their own behavior. ACM will also review various stress reducing
techniques that may be taught to students as well as used by participants to
reduce his/her own stress. Since previous knowledge and understanding of
traditional behavioral (operant) concepts and strategies is required, it is
strongly recommended that participants have a reasonable understanding of basic
behavior management terms. Without this basic behavior management understanding
participants might find some of the advanced concepts difficult to follow and
apply.
Course Materials (Online)
Title: |
Advanced
Classroom Management: Children as Change Agents |
Author: |
Mick
Jackson MS/ED |
Publisher: |
Virtual Education
Software, inc. 2005, Revised 2010, Revised 2014, Revised 2017, Revised 2020 |
Instructor: |
Dr.
Karen Lea |
Facilitator: |
Mick
Jackson MS/ED |
Academic Integrity Statement
Academic Work
Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the student’s
own work or appropriately attributed, in part or in whole, to its correct
source. Submission of commercially prepared (or group prepared) materials as if
they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by
refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violations of these
academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
This course is designed
to be an informational course with application to educational settings. The
intervention strategies are appropriate for the remediation of challenging
behavior in students ranging in age from approximately six years through
adolescence.
·
Know the terminology in
the areas of behavior management, self-management and cognitive-behavior
modification
·
Know the relative merits
and limitations of the behavioral and social-cognitive approaches to behavior management
·
Understand the rationale
for teaching students how to self-manage their behavior
·
Understand the roles that
cognitions and emotions play in the development of behavior problems
·
Apply the self-management
strategies covered in the course to the behavior problems of their own students
·
Review some of the
factors that cause stress in classroom, school and social settings
·
Discuss various methods
that may be employed to effective lesson or completely eliminate stress
·
Diagnose
behavior problems and assess the efficacy of self-management interventions
·
Increase
the probability of students using self-management strategies in and outside of
the classroom setting
·
Teach
problem solving skills that allow students to better resolve social, emotional,
behavioral and academic issues
·
Describe how to modify the classroom learning environment to
decrease social, emotional and behavioral problems
·
Learn
to adapt instructional strategies to increase the chance of student academic success
The Advanced
Classroom Management course was developed as an alternative to traditional
behavior modification approaches to changing student behavior. Although the
course discusses and supports several behavior modification techniques, it goes
beyond the boundaries of this approach. ACM teaches a social-cognitive approach
to behavioral remediation. It compares and contrasts
the two approaches, allowing students to gain a knowledge and understanding of
each, but not refuting the use of either approach.
ACM incorporates the use of cognitive
restructuring to aid in the modification of student behavior. The course
teaches how to assist students in retraining their thinking so they may break
old thought patterns that led to many aberrant behaviors. The modification of a
student’s thought process allows them to view situations differently, process
them differently, and then, be able to react to those situations in a more
socially acceptable manner.
This course also teaches how to
motivate students to be their own agents of change. It gives teachers useable
strategies on how to teach self-motivation skills to classroom students. When
students learn these self-motivation techniques, they begin altering behavior
and responding to social situations and events more positively without parent
or teacher intervention.
Essentially this course teaches
teachers how to train students to recognize, evaluate, and respond to difficult
interpersonal, classroom, school, and social situations with limited outside
intervention. When students learn how to retrain their negative thought process
and become better problem solvers, it takes the pressure of remediation off the
teacher and places it on the student where it belongs. When this process is
taught and used correctly, it will significantly reduce the number of
interpersonal conflicts a teacher needs to deal with during school days and
free up more time for academic instruction.
Stress has become a concern for
children in primary grades all the way through adult life. The demands of
today’s fast paced society where social media and group e-interactions can
dramatically affect our thoughts, beliefs, concerns
and stress level. Student who have not been taught
effect stress management techniques can easily find themselves overwhelmed and
trying to deal with and relieve stress in unhealthy ways, some of which may
place the child or adolescent in danger. The course reviews many situations that
can increase stress and a variety of methods to reduce overall stress.
Since this is an advanced classroom
management course, it is strongly suggested that students taking this course
have some type of formal course training in either behavior modification or
classroom management. Classroom experience can be substituted for actual course
training, but even experienced teachers should have some background training in
classroom management or behavior modification.
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete a review of any section on which your examination
score was below 50%.
·
Retake any examination, after completing an information
review, to increase that examination score to a minimum of 50%, making sure to
also be achieving an overall exam score of a minimum 70% (maximum of three
attempts). *Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Chapter 1:
Introduction & Motivation
Presents a comparison of the behavioral
and social-cognitive models of behavior management as they are used in the
schools. Special attention is paid to
the merits and limitations of each model and a rationale for when each should
be used. A detailed description of how
each model might be applied to a common behavior problem in the class is
provided.
This chapter also discusses the concepts of
extrinsic and intrinsic motivation, introduces the concept of self-motivation
(Self-mo) and provides a detailed explanation of how
Self-mo can be used with students in school settings to eliminate and prevent
behavior problems.
Chapter 2: Cognitive Strategies
Provides an introduction
to cognitive behavior modification (CBM), types of cognitions,
and how each influences emotions and behavior.
Major focus is on the relationship between irrational thinking and
anti-social behavior. Provides a
detailed explanation of the CBM strategy, cognitive-restructuring, and how it
can be applied to the behavior problems of children and youth in school
settings. This chapter also covers the CBM strategies: self-instructional
training (for destructive impulsivity), verbal mediation (dealing with
temptation) and problem solving. Again,
a detailed explanation of each strategy is provided along with its application
in the classroom.
Chapter 3: Stress Management Strategies
Provides an introduction
to stress and stress management, and the importance of the
latter in preventing and dealing with behavior problems in the classroom. Focuses on the role of the CBM strategy,
stress inoculation, in the management of anger in children and youth. Effective
stress management requires a holistic approach. The somatic-physiological
interventions are used to modify stress directly, and
have a direct effect on the stress response. One stressor that can be
eliminated from their daily lives may reduce the total stress they experience.
Somatic-physiological stress management strategies produce a direct effect on
the body. Begin by training your students in diaphragmatic breathing. By
alternately making your muscles tense and relaxed, you learn to recognize the
subtle differences between the states, and you also learn to relax all of your muscles. Exercise is also an effective stress
coping skill. Stress inoculation combines relaxation (somatic-physiological)
with cognitive restructuring (cognitive-psychological) and behavioral rehearsal
or role-play (social-behavioral).
Chapter 4: Using the Strategies
At the end of each course section, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not
the highest score. After your third
attempt, each examination will lock and not allow further access. The average from your exam scores will be
printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written or
poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing Assignments
All assignments are
reviewed and may impact your final grade.
Exceptionally or poorly
written assignments, or violation of the Academic Integrity Policy (see course
syllabus for policy), will affect your grade. Fifty percent of your grade is
determined by your writing assignments, and your overall exam score determines
the other fifty percent. Refer
to the Essay Grading Guidelines which
were sent as an attachment with your original course link. You should also refer to the Course Syllabus
Addendum which was sent as an attachment with your original course link, to
determine if you have any writing assignments in addition to the Critical
Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count
and are not to include the question or your final citations as part of your
word count. In other words, the question
and citations are not to be used as a means to meet
the minimum word count.
Critical Thinking
Questions
There are four CTQs that you are
required to complete. You will need to
write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained
from the course will be applied and clearly convey a strong understanding of
the course content as it relates to each CTQ.
To view the questions,
click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this
will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to
edit your essay, but you must be certain to click SAVE once you are done with
your edits.
You must click SAVE
before you write another essay or move on to another part of the course.
Journal Article
Summations
You are required to write, in your own
words, a summary on a total of three peer-reviewed or scholarly journal
articles (one article per JAS), written by an author with a Ph.D., Ed.D. or
similar, on the topic outlined within each JAS section in the “Required Essays”
portion of the course (blogs, abstracts, news articles or similar are not
acceptable). Your article choice must relate specifically to the discussion
topic listed in each individual JAS. You will choose a total of three
relevant articles (one article per JAS) and write a thorough summary of the
information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS).
Be sure to provide the URL or the journal name, volume, date, and any other
critical information to allow the facilitator to access and review each
article.
To write your summary, click on
REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be certain to click SAVE once you
are done with your edits. For more information on the features of this
assignment, please consult the HELP menu.
Mick Jackson, MS/ED, is an Intervention
Specialist with a Master's Degree in Special Education, Behavioral Theory. Mr.
Jackson has 15 years of combined experience in self-contained special education
classrooms, resource rooms, and hospital day treatment in K-12 settings. He has
developed and overseen mental health and intervention programs and directed
staff in four states. Mr. Jackson has worked as a higher education adjunct
faculty teaching distance courses in behavioral theory, Attention Deficit
Disorder, and reading remediation for the past 21 years. Currently his courses
are being offered through distance education programs with over 100 colleges
and universities nationwide. He is the current President and Dean of Faculty
for Virtual Education Software and has been working on distance course
development since 1995. Please contact Professor Jackson if you have course content or
examination questions.
Instructor Description
You may contact the
facilitator by emailing Professor Jackson at mick@virtualeduc.com or calling him at (509) 891-7219
Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages will be
answered within 24 hours. Phone
conferences will be limited to ten minutes per student, per day, given that
this is a self-paced instructional program. Please do not contact the
instructor about technical problems, course glitches, or other issues that
involve the operation of the course.
If you have questions or problems
related to the operation of this course, please try everything twice. If the
problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your
course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please
know your course version number (it is located at the bottom left side of the
Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum
Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further
questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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Course content is updated every three years. Due to this
update timeline, some URL links may no longer be active or may have changed.
Please type the title of the organization into the command line of any Internet
browser search window and you will be able to find whether the URL link is
still active or any new link to the corresponding organization's web home page.
Updated 3/11/20 JN