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.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found in the Help section of your course.
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.
As a student you will be expected to:
·
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%, 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 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 chapter, 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. Your final grade for the
course will be determined by calculating an average score of all exams. This score will be printed on your final
certificate. 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.
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 16
years. Currently his courses are being offered through distance education
programs with over 70 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.
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
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3/11/20 JN