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 08/15/2023
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.
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.
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.
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:
- Demonstrate understanding of how teachers can anticipate and avoid student behavioral and instructional problems. (CEC 2,4; InTASC 1,2,3,6)
- Demonstrate knowledge of the legal limitations and responsibilities of educators regarding the planning and implementation of behavior management plans. (CEC 2; InTASC 3)
- Discuss the ethical considerations inherent in behavior management. (CEC 2; InTASC 2,3)
- 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)
- 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)
- 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)
- 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)
- Choose appropriate individual and group management techniques to enhance academic achievement. (CEC 2; InTASC 1,2,3)
Candidates will reflect on content selections 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
How Do I Feel?: Candidates will complete a self-evaluation and discuss findings and the impact upon student learning and behavior.
- Outcomes: 1,3,4,5
- Standards: CEC 2,4; InTASC 1,2,3,6
An Analysis of Current Practices Regarding Student Engagement: 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 Presentation
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
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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 Accessibility 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 Accessibility 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.
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