Build School Communities:

Brain Smart Classroom Management


Instructor Name:          Dr. Ardys Reverman

Phone:                         509-891-7219

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

Technical Support:



This course helps teachers build genuine bonds between themselves and their students and between students and their classmates, to create “kindred classhomes” with a foundation of acceptance, respect, and shared purpose. For many of our students, our classrooms may be a safe, nurturing refuge…the eye of the hurricane they experience as life. This course will help you develop strategies, rituals, and environmental design skills to create these safe havens of learning: kindred classhomes where students and teachers work together in synergistic ways that benefit all members of the school family. Students will learn how to differentiate for classroom management and discipline similarly to differentiating for students’ diverse academic needs. One size does not fit all, but all sizes can fit together.

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:                            Build School Communities: Brain Smart Classroom Management

Author:                         Dr. Ardys Reverman PhD

Publisher:                     Virtual Education Software, inc. 2019

Instructor:                    Dr. Ardys Reverman PhD


Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

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.


Level of Application

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.


Expected Learning Outcomes:

You will have knowledge and thorough understanding of the following content:


Course Description

Traditional models of classroom discipline and management are grounded on punitive consequences in top-down authoritarian systems. Teachers make rules and enforce them, often without any discussion with students. This results in disequilibrium in the classroom, some students receiving praise and tangible rewards while others suffer the consequences of noncompliance.

Most educators are familiar by this time with Gardner’s Theory of Multiple Intelligences, but the concept is limited to academics. Behavior management must be differentiated in the same way that instruction and learning experiences are differentiated. Academically, students have diverse learning styles and preferences that must be addressed if they are to reach their full potential. Why would we expect students to be any less diverse psychologically than they are academically? Some of our students have physiological or psychological disabilities that affect their behavior, such as ADHD, fetal alcohol syndrome, Asperger’s syndrome, autism, etc. Other students’ behaviors may be affected by environmental factors: divorce; incarcerated parents; foster care; physical, sexual, or emotional abuse; domestic violence; drug or alcohol abuse; poverty; gang influence; poor nutrition; transience; homelessness; negligence; etc. One set of rules, rewards, and consequences cannot possibly be expected to work with the diverse groups of students we have in our classrooms today.


Student Expectations

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%, 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.


Course Overview

Chapter 1: Traditional School Relationships Versus Kindred School Relationships

Traditional school structures of power and authority are examined and contrasted with a new paradigm of relationship, collaboration, and synergy. The role of teacher as a coach, guide, or facilitator as opposed to the omnipotent dispenser of knowledge has developed gradually over the past thirty to forty years. Many educators have learned to not only accept, but also embrace, their role as “guide on the side” rather than the “sage on the stage.” Although most agree that this is a positive evolution in education, drawbacks accompany any change, and in this case the drawbacks may be time diverted from learning in the absence of sufficient discipline in the classroom. The key is helping students to develop self-discipline, rather than continuing the traditional model of authoritarian, top-down forms of discipline.

Chapter 2: Models of Social Learning & Differentiating for Diverse Needs

Several social learning models, personality types, and intelligence types are explored and discussed, with an emphasis on developing positive, synergistic relationships between diverse students and teachers. Learn about the many ways in which we differ, and how we can take advantage of those differences to be stronger, smarter, and more effective as teams working together than we could ever be on our own.

Chapter 3: Classroom Management Systems

Several well-known classroom discipline models are explored, compared, and contrasted. Current digital tools are demonstrated that make classroom management quick and easy for teachers, and fun for students.

o   Class Dojo

o   Classcraft

Chapter 4: Designing the Classhome & Strengthening Family Bonds

Strategies are described for creating safe, nurturing classhomes where strong and positive relationships between students and between teachers and their students develop and thrive.



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.


Instructor Description

Ardys Reverman is called Dr. Ardy by her peers and associates. Dr. Ardy has a Ph.D. in a very hot new field, Psycho-Neuro-Immunology (PNI), and in the path of fellow PNI professionals such as Deepak Chopra, is using her background as an author and speaker to influence audiences nationwide. Before her work in PNI, Dr. Ardy was an NLP specialist, and before that a learning disability specialist, and before that a mom who was bothered by the varied learning styles of her children. Not too long ago, Dr. Ardy introduced the “Synergy Pals” as a method of understanding whole-brain thinking. She emphasizes nurturing natural talents. Dr. Ardy presents humor with a message. She believes that influence, the capacity to shift a person’s perceptions, emotions, and actions, is the single most important skill we can master to increase the quality of our lives and that of others. Dr. Ardy believes life produces extraordinary rewards for those who give in extraordinary ways. She challenges us to make a joint commitment today, to participate together with a new level of intensity and passion, a level that goes far beyond anything we've ever done before. She challenges us to begin the process of taking our lives to the next level. How? Welcome this power simply by helping each other in the spirit of service, with love and laughter.


Contacting the Instructor

You may contact the instructor by emailing or by calling (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.


Technical Questions

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 and also the Help section of your course.

If you need personal assistance then email 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: 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.


Bibliography (Suggested Readings)

American Promise student toolkit:

Bailey, B. (2011). Creating the school family: Bully-proofing classrooms through emotional intelligence. Conscious Discipline.

Berman, M. (2017, November). Hate crimes in the United States increased last year, the FBI says. Washington Post. Retrieved from

Briggs, I. M., & Myers, P. (1995). Gifts differing: Understanding personality type (2nd ed.). Mountain View, CA: CPP.

Bronfenbrenner, U. (1981). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press.

Bronfenbrenner, U. The effects of social and cultural change on human personality. Journal of Social Issues.

Burgemeester, A. (2017). Jean Piaget's theory of play. Psychologized. Retrieved from

Conscious Discipline. (2015, January 21). S.T.A.R. breathing tool. [Video file]. Retrieved from

Cronin, A. (2016, July 8). Student-led conferences: Resources for educators. Edutopia. Retrieved from

drmathkat. (2011, July 27). The hidden curriculum [Video file]. Retrieved from

Educational Research. (2019). Evaluating discipline programs. Retrieved from

Education Votes:

Edutopia. (2016, August 25). New teachers: Classroom-Management fundamentals. Retrieved from

Edutopia. (2015, August 24). Having students lead parent conferences. Retrieved from

Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and teachers have? School Psychology Review, 37(2), 202–216. Retrieved from

Freire, P. (1970). The “banking” concept of education. Retrieved from

Gardner, H. (2006). Multiple intelligences. New York, NY: Basic Books.

Galbut, J. (2016). Together we can make the world awesome. Medium. Retrieved from

Goodenow, C., Szalacha, L., & Westheimer, K. (2006, April 10). School support groups, other school factors, and the safety of sexual minority adolescents. Psychology in the Schools, 43(5), 573–589. doi:10.1002/pits.20173

Hidden Curriculum.

ISTE. (2019). Standards for students. Retrieved from

McCauley, J. M. (2016). For the love of the story: Edwidge Danticat. [Interview]. Origins Journal. Retrieved from

Meyers-Briggs Foundation. (2018). MBTI® basics. Retrieved from

Mulvahill, E. (2017, June 20). 7 tips for creating a more gender-inclusive classroom. We Are Teachers. Retrieved from

Kagan, S., & Kagan, M. (2015). Kagan cooperative learning. San Clemente, CA: Kagan Cooperative Learning.

Lanier, J. T. (1997, July 1). Redefining the role of the teacher: It’s a multifaceted profession. Edutopia. Retrieved from

Trevor Project. (2018). Preventing suicide: Facts about suicide. Retrieved from

U.S. Department of Education, Office of Civil Rights. (2014). Civil rights data collection. Retrieved from

Additional Resources

Goalcast. (n.d.). George Lucas – Be compassionate [Video file]. Retrieved from



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 10/10/19  JN