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Do your students feel pressured, bullied or unsafe? Do they lack self-confidence or feel self-conscious? Can they relate to others, work cooperatively in a group, or resolve conflicts?
Through the online American College of Education Professional Development series in Effective Classroom Management developed with Dr. Howie Knoff, a nationally renowned expert in classroom management, educators learn research-based strategies and best practices for developing effective instructional programs and managing safe, supportive learning environments. How students feel about themselves and relate to others strongly predicts their achievement in school.
The summer 2013 Professional Development series in Effective Classroom Management provides the following:
Jessi Tymchyshyn, M.Ed. in Curriculum and Instruction with ESL endorsement and M.Ed. in Educational Leadership, 2012
This professional development course begins by discussing how school-wide Positive Behavioral Support Systems (PBSS) are needed to help students to consistently learn, master, and apply the skills needed for social, emotional, and behavioral competency and self-management in school and other settings. The six evidence-based components of a PBSS are studied along a three-tiered Response-to-Instruction and Intervention (RTI2) continuum that is further integrated into a well-established effective schools model. The PBSS, finally, is integrated into an effective school and schooling model. Educators will learn how to integrate classroom and school expectations, and how to respond to students’ inappropriate behavior such that they are held accountable for that behavior. Finally, educators will learn the importance of consistency, as well as the outcomes that occur when inconsistency is present.
This course uses the Stop & Think approach to teaching social skills to children and youth from preschool through high school as an exemplar for using social skills instruction as an anchor to classroom management. The Stop & Think process teaches social skills through a cognitive-behavioral approach emphasizing modeling, roleplaying, performance feedback, and generalization. It will also demonstrate how to use the social skills pedagogy to also teach classroom and building routines, interpersonal skills, social problem solving skills, conflict prevention and resolution skills, and emotional coping skills. Particular attention will be focused on how to use social skills instruction to prevention teasing, taunting, bullying, harassment, and physical aggression; and how to apply these skills strategically when such inappropriate behavior occurs.
This course focuses on social, emotional, and/or behavioral interventions that schools need to assist challenging students who are unsuccessful in these areas at school. In focusing on these interventions, ways to translate the research that typically underlies these interventions into practical and realistic classroom-based strategies is particularly emphasized. Thus, the interventions discussed are evidence-based, teacher-friendly, and field-tested. Much of the course will then focus on the strategic (Tier 2) interventions needed by students. It will conclude by addressing the services, supports, and interventions needed at the intensive need or crisis management (Tier 3) level.
Courses begin on the start dates for each month. Students may complete 1, 2 or 3 courses.
Total CEUs possible for all 3 courses: 135
Texas students in the Educational Leadership will take the courses with the following designations:
One of the most important components of your Educational Leadership experience at ACE is the Educational Leadership Internship. The internship activities begin in your second course and continue throughout the program. Please see Internships for details.
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