[semester equivalent = 4.00 credits]



Michael Sedler



How do we set boundaries and guidelines without it turning into a power struggle? Is the way we set up rules at the beginning of a year that important? Is there a way to help children understand parameters without getting them frustrated? Finding the balance between rules, guidelines, boundaries, and suggestions can be a difficult one for an educator. We need to be consistent in our approaches, yet flexible in working with each student. This class will challenge each person to evaluate their own personal guidelines and rules for their educational setting. We will investigate various strategies to teach children how to follow rules without them becoming oppositional and defiant. In addition, each educator will be asked to explore ways to modify and negotiate new ways of presenting their educational behavioral plans for students. At the end of this course, each person will have a clearer understanding of their own value system, how it impacts their approach to students, and a more defined process of developing specific classroom/school rules.

This is a course designed for all educators working within the school setting, Preschool through High School.


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

  1. Evaluated individual rules in the school as they impact each student.
  2. Presented rules in a way that increases the responsiveness from students.
  3. Helped each child to negotiate their frustrations with boundaries without becoming oppositional.
  4. Applied effective strategies within the classroom to benefit “special needs” children.
  5. Defined rules, give clear examples, practice successful approaches, and integrate these ideas into the classroom/school setting.
  6. Assessed a student need and developed strategies to help increase the success of that child.
  7. Understood the difference between implied rules and specified rules.

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


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



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.



You may choose one from the Bibliography or select a relevant book on your own, with my prior approval.
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.


Once you register, log onto the instructorʼs website at Click on Classes, then scroll down and click on Establishing Rules & Boundaries manual. The manual will download as a PDF file to your computer.


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.



Angermeier, Patricia, Joan Krzyzanowski and Kristina Keller Moir. Learning in Motion: 101 Sensory Activities.  Future Horizons, 2009.  800 489 0727. 
Interactive games and activities for chidren with special needs.  (grades P-8.)
Brady, Kathryn, Mary Beth Forton, Deborah Porter.  Rules in Schools.  Northeast Foundation for Children, 2011.  800 360 6332.                                                Developing and evaluating classroom rules (K-12.)
Carr, Tom. 141 Creative Strategies For Reaching Adolescents. Youthlight, Inc. 2005.  800 365 9774. 
Intervention approaches for teens (grades 7 – 12.)
Ginsburg, Kenneth.  Building Resilience in Children and Teens.  American Academy of Pediatrics, 2011.  866 843 2271. 
Guide offering coping strategies for facing stress within schools (grades P-12.)
Hanson, Martha. The ABCʼs of Childhood. CreateSpace, 2009.
Emphasizing active play for children (birth-2nd grade.)
Jensen, Eric. Super Teaching. Corwin Press, 2009  800 233 9936.
Empower students with proven strategies for brain-friendly instruction (grades K -12.)
Mahoney, C.  First Day of School: A Book about Rules and Behavior.  CreateSpace, 2016. 
Common rules and boundaries for children.  (grades P-8.)
O’Grady, Patty.  Positive Psychology in Elementary School Classrooms.  W W Norton and Company, 2013.  212 354 5500.                                                                                                     Integration of positive values in the classroom (grades P-12.)
Rami, Meenoo.  Thrive: 5 ways to (Re)Invigorate Your Teaching.  Heinemann Publishing, 2014.   800 225 5800.  
Excellent book to jump start your class.  (grades p-12.)                                                                                     
Reifman, Steve.  The First Month of School.  Amazon Digital, 2014. 
Discusses four priorities to teach at the beginning of the year (grades P – 8.)
Thomas, Bonnie.  More Creative Coping Skills for Children.  Philadelphia, PA: Jessica Kingsley Publishers. 2016.  215 922 1161. 
Fun, creative ways to teach social rules. (grades P-9.)
Vandawlaker, Marianne. Year-Round Classroom Guidance Games. MarCo Products, 2007.  800 448 2197. 
Monthly games and lessons for classrooms and small groups.
Weisgal, Ted and Lethan, Kathryn.  Robert’s Rules For Kids.  CreateSpace, 2014.
Teaching rules to children (grades K-5.) 
Wolfgang, Charles. Solving Discipline and Classroom Management Problems. Wiley Press, 2008.  877 762 2974. 
A general guide for specific ideas in presenting rules and guidelines to students  (grades K – 12.)
Wong, Harry K. and Rosemary T. Wong. The First Days of School. Harry Wong Publishers. 2009.  650 965 7896. 
Book to help teachers set a successful tone for the year (grades K – 12.)