NO. OF CREDITS:
2 QUARTER CREDITS
[semester equivalent = 1.33 credits]
|WA CLOCK HRS:
Mary Ann Johnson
When you want to know what to do or gain some new insights in the area of classroom management, you need to trust the source of the information. In the case of this course, the resource is both authoritative and reality-based. It clarifies both what to do, and how to do it, with ample examples and action steps. It reduces the stress that can result from seat-of-the-pants decision-making by revealing research-proven, humane and effective strategies.
The study guide questions help direct your focus and insights as you read the book. While the book is chock full of information, it is not one to read as a stand-alone, but the process of reading and reflecting on the ideas is a very satisfying learning experience. It would be worth reading for beginners as well as well-seasoned teachers, who are looking for finesse and validation for their already successful skills. A major premise of this book is that there is more time for effective classroom instruction when classroom management is smooth-running.
The authors are all outstanding contributors to the world of teaching expertise in practice. Robert Marzano is probably the foremost author of teacher training materials based on research in best practices has produced a practical and trustworthy collection of ideas and insights for teachers of any level of experience looking for wisdom and effectiveness in classroom management.
Additional cost for required textbook is approximately $21-$26 depending on purchase source.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
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.
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.
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
None. All reading is online.
• Text is currently available from Amazon.com for approximately $16.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: COURSE FORUM.
Assignment #2: Classroom Management & You.
Assignment #3: Rules & Procedure.
Assignment #4: Action Step 1.
Assignment #5: Disciplinary Intervention.
Assignment #6: Consequences.
From Chapter 3: In Figures 3.4 and 3.5, parents and students were asked to rank both negative and positive consequences according to their beliefs about the effectiveness of each. Notice the consequences that parents ranked as No. 1 and that students ranked as No. 2 in each of the figures. What does this suggest to classroom teachers?
Assignment #7: Some techniques.
From Chapter 3: Action Step 1 explains five categories of techniques teachers use to acknowledge and reinforce positive behavior and to acknowledge and provide negative consequences for unacceptable behavior. For each category, reflect on how effectively you or others use these techniques. In addition, try to remember specific teachers from your past who were particularly skilled at any of these techniques.
Assignment #8: Teacher-Student Relationships.
Assignment #9: Mental Set.
Assignment #10: Student Responsibility.
Assignment #11: A Good Start.
Assignment #12: Time.
Assignment #13: COURSE FORUM.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #14: Lesson Development.
Assignment #15: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #16: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.
CLASSROOM MANAGEMENT THAT WORKS