COURSE TITLE:

WHY CHILDREN ACT OUT

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:  
OREGON PDUs:  
PENNSYLVANIA ACT 48:  
60
60
60

INSTRUCTOR:

Michael Sedler
mike@communicationplus.net

 

COURSE DESCRIPTION:

Why does one student get argumentative when she doesn’t get her way and another student become withdrawn when he feels hurt? What does it mean when a child makes negative comments about assignments, students or adults? While many behaviors may seem random and without justification, there is actual purpose behind them? This course will explore some of the things that underlie behavior and help educators to understand the “function of behavior” within students.

Participants will learn ways to increase productive motivation, reduce power struggles, and encourage more positive relationships between students.  We will explore the behavior continuum and evaluate various stages of behavior, and then examine some developmental approaches and specific interventions to support behavior change.

Each participant will analyze specific behaviors within his or her own setting and develop strategies for teaching alternative skills (or replacement skills) to students. We will also explore some of the less effective responses adults often elect to address specific student behaviors and suggest strategies that will be more supportive to positive behavioral changes in the classroom.

This course is appropriate for all grades, K-12 teachers, para-educators, counselors, administrators, and other support personnel.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Identified various components of behavior as they relate to underlying causes and motivations for behavior.
  2. Analyzed the function of select behaviors and developed positive behavior programming for students.
  3. Utilized various interventions to address a variety of mal-adaptive behaviors that interfere with learning in the classroom.
  4. Recognized areas of underachievement that are often masked by aggressive behaviors.
  5. Written effective plans for students that coordinate academic learning and social skills acquisition.
  6. Recognized behavior characteristics and related them to motivation and behavior for individual students.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 

 

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%

 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

You may choose a book from the Bibliography or select a relevant work on your own.

The Bibliography is located at the end of the syllabus.

Text books may be ordered directly from the publisher (see the list/phone numbers at the back of your manual), on-line, or through bookstores.

None. All reading is online.

MATERIALS FEE

A course manual may be downloaded, from the instructor’s website at http://www.michaelsedler.com/ without charge, once you have registered for this course. Click on classes, from there scroll down the page and click on the orange lettering ‘Manual’ next to the class “Why Children Act Out”. On the next page, click again on the class “Why Children Act Out.” It will download as a PDF.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.

BIBLIOGRAPHY

WHY CHILDREN ACT OUT

  • Marzano, Robert and Scott, Darrel.  Motivating and Inspiring Students.  Marzano Research Laboratory, 2016. Strategies to keep students involved in class (grades P-12.).  www.marzanoresearch.com  888 849 0851.
  • Baker, Jed.  No More Meltdowns.  Future Horizons, 2008. 
    A basic book to assist educators and parents when working with children with special needs (grades P-6.)  www.fhautism.com  800 489 0727.
  • Chandler, Lynette,  Dahlquist, Carol.  Functional Assessment: Strategies to Prevent and Remediate Challenging Behaviors in School Settings.  Pearson Publishing, 2014. 
  • A practical book giving guidelines and interventions for behaviors (grades P-12.)  www.pearsonhighered.com 800 922 0579.
  • Fritz, Mike.  Great Student Leaders Aren’t Born, They Are Made.  Mike Fritz Publications, 2013.  Inspiring thoughts to encourage students toward reaching their goals with clear, organized approaches (grades 5-12.)   www.mikefritz.net   269  370 2858.
  • Greene, Ross.  The Explosive Child.  Boys Town Press, 2014. 
    Ideas for understanding and working with inflexible children and explosive situations
    (K-8.)  www.boystownpress.org  800 282 6657.
  • Jensen, Eric.  Super Teaching.  Corwin Press, 2009. 
    Empower students with proven strategies for brain-friendly instruction (grades P-12.) www.corwinpress.com  800 233 9936. 
  • MacKenzie, Robert.  Setting Limits in the Classroom.  Three Rivers Press, 2010. 
    Support for developing rules and boundaries (grades K-12.)  www.randomhouse.com   212  782 9000.
  • McGuey, Gary.  The Inspirational Teacher. Routledge Press, 2013. 
    Quotes, poems and activities for providing step-by-step guidance in building relationships  (P-12.) www.routledge.com.   800 634 7064.
  • Pickering, Debra, Marzano, Robert.  The Highly Engaged Classroom. Bloomington, IN.  Marzano Research Laboratory, 2010 (grades K-12.)   www.marzanoresearch.com   888 849 0851.
  • Whitaker, Beth.  Motivating and Inspiring Teachers.  Routledge Press, 2008. 
    Filled with strategies to motivate staff and increase energy  (P-12.)  www.routledge.com   800 634 7064.
  • Wolfgang, Charles.  Solving Discipline and Classroom Management Problems.  Wiley Press, 2008. 
    A general guide for specific ideas in presenting rules and guidelines to students (grades P-12.)  www.wiley.com   877-762-2974.