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
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.
Title: Build School Communities: Brain Smart Classroom Management
Author: Dr. Ardys Reverman PhD
Publisher: Virtual
Education Software, inc. 2019
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:
·
Remember and articulate the differences
between traditional school relationships versus kindred school relationships
·
Understand and discuss Bronfenbrenner’s
Ecological Systems Model and how it relates to classroom development
·
Understand and describe the of Senge’s
Theory of Learning Organizations how they relates to
classroom synergy
·
Analyze and describe Gardner’s A-Typical
Intelligence Types and how these affect behavior and
learning
·
Analyze and describe Reverman’s Synergy
Types and how these affect behavior and learning
·
Analyze and describe Myers–Briggs 16
Personality Types and how these affect behavior and
learning
·
Review Brain-based behavior models and
their affect on learning and social behavior
·
Understand and articulated how bullies
are created and how bullies can be untrained
·
Evaluate by comparing & contrasting
of Fred Jones’ Positive Discipline model with other
classroom management systems
·
Review and discuss how to create a
nurturing, safe classhome
·
Develop/apply literature and lessons
that reinforce positive relationship-building with students
·
Develop/apply songs and activities that
reinforce positive relationship-building with students
·
Develop/apply cooperative games that
reinforce positive relationship-building with students
·
Understand and describe how to develop
empathy in students
·
Understand and describe how to help
students self-regulate emotions, behavior and social interactions
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%, 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.
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.
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.
o
Class
Dojo
o
Classcraft
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 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.
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.
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 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.
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.
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 https://www.washingtonpost.com/news/post-nation/wp/2017/11/13/hate-crimes-in-the-united-states-increased-last-year-the-fbi-says/?utm_term=.9144978ddaaa
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 https://www.psychologized.org/jean-piagets-theory-of-play/
Conscious Discipline. (2015, January 21). S.T.A.R. breathing tool. [Video file]. Retrieved
from https://www.youtube.com/watch?v=qDqOG0RIiSE&feature=youtube
Cronin, A. (2016, July 8). Student-led conferences: Resources for
educators. Edutopia. Retrieved from https://www.edutopia.org/blog/student-led-conferences-resources-ashley-cronin
drmathkat. (2011, July 27). The hidden curriculum [Video file].
Retrieved from https://www.youtube.com/watch?v=eY2hpAOJTRQ
Educational Research. (2019). Evaluating
discipline programs. Retrieved from http://www.ernweb.com/educational-research-articles/evaluating-discipline-programs/
Education Votes: educationvotes.nea.org
Edutopia. (2016, August 25). New teachers:
Classroom-Management fundamentals. Retrieved from https://www.edutopia.org/article/new-teachers-classroom-management-resources
Edutopia. (2015, August 24). Having
students lead parent conferences. Retrieved from https://www.edutopia.org/practice/student-led-conferences-empowerment-and-ownership
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 https://pdf.countyofdane.com/humanservices/youth/assessment_surveys/2009/homophobic_teasing_psych_outcomes_parent_influence.pdf
Freire, P. (1970). The “banking” concept of education. Retrieved from http://puente2014.pbworks.com/w/file/fetch/87465079/freire_banking_concept.pdf
Gardner, H. (2006). Multiple intelligences.
New York, NY: Basic Books.
Galbut, J. (2016). Together we can make the
world awesome. Medium. Retrieved from https://medium.com/@jennagalbut/never-dim-your-light-just-to-make-others-feel-comfortable-a9fa69be9587
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 https://www.iste.org/standards/for-students
McCauley, J. M. (2016). For the love of the
story: Edwidge Danticat. [Interview]. Origins Journal. Retrieved from http://www.originsjournal.com/women-writers-caribbean/2016/5/18/edwidge-danticat
Meyers-Briggs Foundation. (2018). MBTI®
basics. Retrieved from https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Mulvahill, E. (2017, June 20). 7 tips for
creating a more gender-inclusive classroom. We Are Teachers. Retrieved
from https://www.weareteachers.com/gender-inclusive-classroom/
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 https://www.edutopia.org/redefining-role-teacher
Trevor Project. (2018). Preventing suicide:
Facts about suicide. Retrieved from https://www.thetrevorproject.org/resources/preventing-suicide/facts-about-suicide/#sm.0000m1xguu53xep6pi22ejclepsl5
U.S. Department of Education, Office of Civil Rights. (2014). Civil
rights data collection. Retrieved from https://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf
Goalcast. (n.d.). George Lucas – Be compassionate [Video file].
Retrieved from https://www.facebook.com/goalcast/videos/1243131765764011/
Links:
https://www.tolerance.org/magazine/what-do-i-say-to-students-about-immigration-orders
Anti bullying - https://www.youtube.com/watch?v=vpoFXiHlZ7o
The Talent Show - https://www.youtube.com/watch?v=X6V44JXbSj0
The Kitchen - https://www.youtube.com/watch?v=G-doGz2dEtI
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 3/17/21 JN