Advanced Classroom Management:
Children as Change Agents
Instructor Name: Dr. Karen Lea
Facilitator: Mick R. Jackson MS/ED
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
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
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.
· 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
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.
· 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.
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
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.
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 firstname.lastname@example.org 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
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Updated 3/11/20 JN