COURSE TITLE:

“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Lori Gibson
loribgibson@hotmail.com

 

COURSE DESCRIPTION:

Traditional discipline plans usually frustrate chronically disruptive students and can be overkill for well-adjusted kids. Dr. Ross Greene’s “Plan B” is a better approach for dealing with disruptive behavior. It assumes that even disruptive students want to succeed in school, but that they have obstacles in their lives that prevent them from being successful. “Plan B” encourages educators to discover why a student is struggling with challenging behaviors and provides effective tools so to help the student address and overcome the obstacles and become a successful, empowered student.   

This independent study course is appropriate for Pre-K through grade 12 teachers, administrators, support staff and parents. 

 

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

  1. The conceptual framework for understanding the factors that “set the stage” for challenging behavior in students that is based on Dr. Ross Greene’s work.
  2. Identified the nine typical ways that educators and parents explain student behavior that usually do not make the problems any better and can actually make them worse.
  3. Knowledge of the “unsolved problems” and “lagging skills” that potentially underlie the challenging behaviors of students.
  4. Specific proactive strategies that teachers and parents can use to solve the problems and teach the skills to their challenging students.
  5. Specific proactive strategies that teachers and parents can use to approach students who are in the middle of challenging behaviors.
  6. Learned how to effectively collaborate with colleagues and administrators to confront and change the “status quo” and truly address the needs of these challenging 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), 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.

 

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

The required text is Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them by Ross Greene, 2014: Scribner Books.  New York, NY. 336 pages. ISBN 978-1501101496. 

None. All reading is online.

MATERIALS FEE

Text: Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them is approximately $11 for the required text at Amazon.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Lori Gibson, M.A., currently works for Spokane Public Schools as an elementary counselor. Lori holds a Master's in Counseling Psychology, as well as a K-12 teaching certificate. Over the past 22 years she has held positions as a counselor for North Chicago High School in Illinois and the Lake Washington School District in Kirkland/Redmond, WA. During those years she served and/or provided leadership to the LWSD Safety Committee, both districts’ critical incident teams, and the LWSD Elementary Counselor Leadership Team. She has instituted proactive, early intervention school-wide programs including Steps to Respect, Kelso's Choices, Peace Builders and Peer Mediation. Lori has also taught parent education classes and volunteered for over fifteen years in community settings with children and adolescents. 

BIBLIOGRAPHY

“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans

Gibbs, Jeanne, Reaching All by Creating Tribes Learning Communities, Centersource Systems: New Windsor, CA. 2006. 431 pages.
ISBN-10: 0932762417
This is the 30th Anniversary Edition of the classic Tribes Learning communities’ book. This approach presents a process that teaches collaborative skills, works with different learning styles, creates resiliency and supports a positive school community. This book is full of detailed classroom activities that can be used with the described Tribes model or as individual classroom community-builders as you see fit.
 
Greene, Ross. Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them, Scribner Books. New York, NY. 2014. 336 pages. 
ISBN: 978-1501101496
This book is revolutionary in the philosophy, approach and strategies it presents for working with students who have behavioral challenges. It questions the traditional school discipline plans, discussing why they do not work for the students who fail to meet the expectations of the system. The strategies suggested are understandable, logical and compassionate and if followed can lead to effective interventions that can change the trajectory of “at risk” students in our schools.
 
Holtham, Jeannette. Taking Restorative Justice to Schools: A Doorway to Discipline. Homestead Press: Kalispell, MT. 2009. 90 pages.
ISBN: 978-0982270615
This is a short, practical book on the theory of restorative justice and how it applies at school. This thinking should be a consideration when looking at restructuring a school-wide discipline plan. What makes this book a gem are all of the implementation tools that are part of this resource.
 
Kriete, Roxanne. The Morning Meeting Book, Third Edition, Center for Responsive Schools, Turner Falls, MA. 2014. 232 pages.
ISBN: 978-1892989604
This book is a “must-have” for all K-8 classroom teachers. It clearly explains the purpose of a morning meeting and gives detailed instructions for conducting one. The investment of time that you give to the morning meeting format will pay off in the dividend of a respectful, safe and caring classroom community.
 
Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition, Association for Supervision and Curriculum Development. Alexandria, VA. 2014. 197 pages.
ISBN: 978-1416618607
This is the updated edition of the classic book on classroom differentiation. The author, who is a leading expert on the subject, explains the most effective, classroom-tested approaches for teachers to use in order to meet the instructional needs of each learner regardless of the grade level. There are many examples given of real teachers using the strategies, which make this book an honest and very helpful resource for teachers.