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
Email: ardys_reverman@virtualeduc.com
Address: Virtual
Education Software
16201
E Indiana Ave, Suite 1450
Spokane, WA
99216
Technical Support: support@virtualeduc.com
Build School
Communities for Educators is about effective transformative actions. This
course helps teachers build genuine bonds between themselves and their students
and between students and their classmates, to create “kindred class homes” with
a foundation of acceptance, respect, and shared purpose. For many of our
students, our classrooms may be a safe, nurturing refuge they long for in
otherwise tumultuous lives. This course will help you develop strategies and
rituals, along with design and environmental skills, to create these safe
havens of learning: kindred classrooms 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 just as teachers do for students’ diverse academic needs. One size
does not fit all, but all sizes create a good diversity 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.
Title: Build
School Communities: Brain Smart
Classroom Management
Author: Dr. Ardys
Reverman PhD
Publisher: Virtual Education Software,
inc. 2019, Revised 2021
Instructor: Dr. Ardys
Reverman PhD
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 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.
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.
As a result of
this course, participants will demonstrate their ability to:
Build Schools
Communities for Educators is intended to bring about effective transformative
actions, resulting in kindred class-homes where students and teachers in the
school family will bond and work with acceptance, respect, and shared purpose
to benefit all members. Students will develop strategies, rituals, and design
and environmental skills to create safe havens of learning. For many of our
students, our classrooms may be the only safe, nurturing refuge in their
otherwise turbulent lives. In traditional “sage on the stage” models of
classroom discipline and management, top-down authoritarian systems are
grounded on punitive consequences. Teachers make rules and enforce them, often
without any discussion with students. This approach results in disequilibrium
in the classroom, with 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. “Guide by your side” 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 socially, developmentally, and
psychologically than they are academically? One size does not fit all; but
together, all sizes reveal a good synergy fit of differing gifts greater than
the sum of their parts. Some of our students have physiological or
psychological disabilities that affect their behavior, such as ADHD, fetal
alcohol syndrome, and autism. 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 be expected to work with the diverse
groups of students we have in our classrooms today.
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
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.
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 30–40 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 with the traditional model of
authoritarian, top-down forms of discipline.
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.
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.
§ School shootings
§ Deportation of undocumented immigrants
§ Dreamers and DACA
§ Being female
§ LGBT students
§ School climate team
§ Social emotional learning (SEL)
§ Success Centers
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.
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.
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.
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.
You must click
SAVE before you write another summary or move on to another part of the course.
Ardys Reverman is
called Dr. Ardy by her peers and associates. Dr. Ardy has a Ph.D. in the new field of psycho-neuro-immunology
(PNI) and is internationally acclaimed as an innovative educator on the marvels
and mysteries of the brain. Using her background as an educator, author, and
speaker to influence audiences, Dr. Ardy presents a
humorous message to nurture our differing gifts. BE-LOVE-DO: Be who you are… Love
everything… Do what your talents dictate. In a cradle to grave collaboration,
we connect our abilities to experiences from the “inside-out.” Dr. Ardy believes that responsiveness, 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 also believes that ordinary life produces
extraordinary rewards for those who give their abilities in extraordinary ways.
Before her work in PNI, Dr. Ardy was an NLP
specialist, and before that a learning disability specialist helping
marginalized students. Originally inspired by her own life as a mother, her
quest to understand innate talents adds up to different ways of being smarter
together. Love is appreciating differences. Dr. Ardy
introduced the “Synergy Pals” to show how your child’s special gifts make a
good fit with others’ natural talents.
You may contact the instructor by emailing ardys_reverman@virtualeduc.com 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.
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, 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.
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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Herman, K. C. (2020). Effects of a
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Edutopia. (2016, August 25). New teachers: Classroom-Management
fundamentals. https://www.edutopia.org/article/new-teachers-classroom-management-resources
Edutopia. (2015, August 24). Having students lead parent conferences.
https://www.edutopia.org/practice/student-led-conferences-empowerment-and-ownership
Ergin, D. Y. (2019). Developing the
scale of classroom management skills. Journal of Education and Training Studies, 7(4), 250–258. https://files.eric.ed.gov/fulltext/EJ1210758.pdf
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L., & Westheimer, K. (2006, April 10). School support groups, other school
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of social emotional learning with at-risk students. Retrieved from https://resilienteducator.com/classroom-resources/sel-at-risk-students/.
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the role of the teacher: It’s a multifaceted profession. Edutopia. https://www.edutopia.org/redefining-role-teacher
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American Promise student toolkit:
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Education Votes: https://educationvotes.nea.org
George Lucas video: https://www.facebook.com/goalcast/videos/1243131765764011/
New Teachers: Classroom-Management
Fundamentals:
https://www.edutopia.org/article/new-teachers-classroom-management-resources
S.T.A.R. Video: https://www.youtube.com/watch?v=qDqOG0RIiSE&feature=youtu.be
Student-Led Conferences: Resources for
Educators
https://www.edutopia.org/blog/student-led-conferences-resources-ashley-cronin
Student-Led Conference: Empowerment and
Ownership
https://www.edutopia.org/practice/student-led-conferences-empowerment-and-ownership
The Hidden Curriculum: http://youtu.be/eY2hpAOJTRQ
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.
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