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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Behavior Strategies for the Heterogeneous Classroom
EEND and MSED-614

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/20/2020

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Provides specific application of strategies for serious emotional disturbance for students with documented disabilities specified in IDEA. This course is designed to introduce the student to assessment and effective intervention strategies for students with serious emotional disturbance with emphasis on the roots of applied behavior analysis.

Objectives

Understanding Students

Candidates will understand how to analyze and evaluate specific classroom management and behavior problems and be able to identify strategies for preventing or ameliorating those problems.

Serving the Community

To communicate the multicultural characteristics, needs, and concerns of students with behavior problems and the impact on families, friendships, and community.

Finding Our Professional Selves

The students will examine her/his own values and beliefs in dealing with students who exhibit behavior problems in the classroom and how this reflected in their classroom.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Demonstrate understanding of how teachers can anticipate and avoid student behavioral and instructional problems. (CEC 2,4; InTASC 1,2,3,6)
  2. Demonstrate knowledge of the legal limitations and responsibilities of educators regarding the planning and implementation of behavior management plans. (CEC 2; InTASC 3)
  3. Discuss the ethical considerations inherent in behavior management. (CEC 2; InTASC 2,3)
  4. Demonstrate the ability to utilize a variety of proactive strategies to prevent the occurrence and/or escalation of problem behavior. (CEC 2; InTASC 1,2,3)
  5. Demonstrate knowledge and understanding of developmental levels and the development of instructional and classroom management strategies appropriate to the students. (CEC 2; InTASC 1,2,3)
  6. Design a basic classroom management plan to include: structuring the classroom for success; a behavior modification, plans for students with behavior issues; implement a learning environment that promotes positive student behavior and encourages active participation by learners in a variety of learning activities and settings. (CEC 2,4; InTASC 1,2,3)
  7. Describe the purpose and process of behavior management approaches such as reinforcement theory, functional analysis assessments, positive behavioral support, and social and interpersonal techniques to manage behavior. (CEC 2; InTASC 1,2,3,6)
  8. Choose appropriate individual and group management techniques to enhance academic achievement. (CEC 2; InTASC 1,2,3)

Materials

Marzano, R.J., Pickering, D.J. & Heflebower, T. (2011). The highly engaged classroom. Bloomington, IN: Marzano Research Lab.

Assignments

Weekly Discussions

Candidates will reflect on the readings from the week and create a thoughtful and well-developed written response synthesizing the information and making connections to the classroom.

Outcomes: 1,2,3,4,5

Standards: CEC 2,4;InTASC 1,2,3,6

Written Assignments

How Do I Feel?: Candidates will complete a self-evaluation and discuss their findings and the impact this has upon student learning and behavior.

Outcomes: 1,3,4,5

Standards: CEC 2,4; InTASC 1,2,3,6

Reader’s Response: Candidates will discuss specific teaching strategies which can be effectively implemented into the classroom environment. Examples from specific lessons are required.

Outcomes: 2,5,7

Standards: CEC 2,4; InTASC 1,2,3,6

School Wide PBS: Candidates will identify the PBS model being implemented at their respective schools. Programs will be evaluated and suggestions for improvements will be offered.

Outcomes: 1,2,6,8

Standards: CEC 2,4 InTASC 1,2,3,6

Research Analysis and PowerPoint Project

Candidates will create a research analysis of a topic associated with behavior or classroom management. This research analysis will describe all aspects of the identified behavior, discipline strategy, approach, theory, issue or program.

Outcome: 7

Standards: CEC 2; InTASC 1,2,3,6

Instructional Change Document

Candidates will create an instructional change document that defines how the new learning will influence personal classroom management style and engagement practices. Candidates will reflect upon their philosophy of classroom management and examine/refine their personal philosophy in light of their new learning.

Outcomes: 1,2,3,4,5,8

Standards: CEC 2,4; InTASC 1,2,3,6

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Alaniz, C. (2010). The rewards of effective classroom management. Educational Leadership, 5 (24). Retrieved June 28, 2012. From

Alberton, P.A. & Troutman, A.C. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Algozzine, B. & Kay, P. (eds.) (2002). Preventing problem behaviors: A handbook of successful prevention strategies. Council for Exceptional Children. Thousand Oaks, CA: Corwin Press.

Allday, R.A. (2011). Responsive management: Practical strategies for avoiding overreaction to minor misbehavior. Intervention in School and Clinic, 46 (5), 292-298.

Allen, K.P. (2010). A bullying intervention system: Reducing risk and creating support for aggressive students. Preventing School Failure, 54 (3), 199-209.

Barnes, P. (1998). Classroom management: Thinking ahead. Teaching PreK-8, 29 (2), 56-57.

Bohanon, H., Goodman, S. & McIntosh, K. (2012). Integrating academic and behavior supports within an RtI framework, Part 1: General overview. Retrieved on September 1, 2012 from http://rtinetwork.org

Burden, P.R. (2000). Powerful classroom management strategies. Motivating students to learn. Thousand Oaks, CA: Corwin Press.

Cangelosi, J.S. (1993). Classroom management strategies: Gaining and maintaining students’ cooperation. White Plains, NY: Longman.

Carter, D.R., Pool, J., Johnson, E.S. (2010). Implementing a combined RtI/PBS model: SWPBS becomes behavior RtI. Retrieved on September 5, 2012 from http://rtinetwork.org

Cummings, C. (2000). Winning strategies for classroom management. Alexandria, VA: Association for Supervision and Curriculum Development.

Daugherty, J.W. (2003). Classroom Management and the middle school philosophy. Blooming, IN: Phi Delta Educational Foundation, (Fastback#500).

DiGiulio, R. (2000). Positive classroom management: A step-by-step guide to successfully running the show without destroying student dignity. (2nd Ed.) Thousand Oaks, CA: Corwin Press.

Evertson, C. M., et al. (2000). Classroom management for elementary teacher. (5th ed.) Boston: Allyn & Bacon.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching exceptional children, 25, 44-50.

Geng, G. (2011). Investigation of teachers’ verbal and non-verbal strategies for managing attention deficit hyperactivity (ADHD) students’ behaviors within a classroom environment. Australian Journal of Teacher Education, 36(7), 18-30.

Goldstein, S. & Mather, N. (2001). Behavior modification in the classroom. LD online. Retrieved on September 20, 2012 from www.ldonline.org/articles/behavior_modification_in_the_classroom?theme=print

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Grode, D., (2009). Working together to tackle classroom management. Educational Leadership, 51 (12), 85.

Hawkes, T.E. (2011). Exile has its place: A high school principal reflects on school discipline. Rethinking Schools, 24(4).

Hunt, A.S. (2011). Blue tickets big smiles. Educational Leadership, 69 (1). Retrieved June 28, 2012. From http://www.ascd.org/publications/educational-leadership/sept11/vol69/num01/Blue -Tickets-and-Big-Smiles.aspx

Johns, B.H. & Carr, V.G. (2002) techniques for managing verbally abusive aggressive students. (2nd Ed.) Denver, CO: Love Publishing Co.

Kartub, D.T., Taylor-Greene, S., March R.E., & Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182.

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Kohn, A. (003). Almost there, but not quite. Educational Leadership, 58(3), 20-24.

Kraft, M. (2010, April). From ringmaster to conductor. Phi Delta Kappan, 91 (7), 44-47.

Kraut, H. (2000). Teaching and the Art of Successful Classroom Management. (3rd ed.). Staton Island: NY: AYSA Publishing, Inc.

Levin, U. & Nolan, J.F. (2000). Principles of classroom management: A professional decision-making model. Boston: Allyn and Bacon.

Maag, J. (1995). Behavior Management: Theoretical Implications and Practical Applications. University of Nebraska-Lincoln.

Martin, G. & Pear, J. (1999). Behavior modification: What is it and hot to do it (6th ed). Upper Saddle River, NJ: Merrill/Prentice Hall.

Marzano, R.J., Marzano, J.S. & Pickering, D.J. (2008). Classroom management that works: Research strategies for every teacher: Disciplinary interventions. Retrieved on September 14, 2012 from http://www.scottwoolstenhulme.com/ED550/Classroom_Management/chapters/3.Disciplinary%20Interventions.pdf

Marzano, R.J. (2010). What teachers gain from deliberate practice. Educational Leadership, 68(4), 82-85.

Marzano, R.J. (2011). Classroom management: Whose job is it? Educational Leadership, 68(4) 82-85.

Marzano, R.J. (2011, March). Relating to students: It’s what you do that counts. Educational Leadership. 86(6), 82-83.

Marzano, R.J. & Marzano, J.S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.

Mendler, A.N. (2000). Motivating students who don’t care: successful techniques for educators. Bloomington: IL: National Education Service.

Munk, D.D., Repp, A.C. (1994). The relationship between instructional variables and problem behavior: A review. Exceptional Children. 60, 390-401.

Positive Behavioral Interventions and Supports (1999). School-wide PBIS. Retrieved from the World Wide Web August 10, 2004: http://www.pbis.org.

Pro-Teacher. Classroom management ideas (n.d.). Retrieved on September 4, 2012 from http://www.proteacher.com/030000.shtml

Repp, A.C. (1999). Naturalistic functional assessment with regular and special education students in classroom settings. In A.C. Repp & R.H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective practice (pp. 238-258). Belmont, CA: Wadsworth.

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Scherer, M. (2011). Have a little respect. Educational Leadership, 69(1), 7.

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