[semester equivalent = 3.33 credits]



Michael Sedler



Noted psychologist Abraham Maslow shares that people have specific needs in their lives. Areas of safety and belonging are critical components to a healthy person. Unfortunately, put-downs, gossip,  and  criticism abound throughout our schools, leaving many students feeling isolated, picked-on and unsafe. This course will examine strategies that will help you create a milieu of success and positive interactions in your school. Strategies to develop classroom discipline plans, classroom rules, building-wide discipline plans, and ideas for helping students avoid criticism, gossip and rumors will be presented. A major emphasis will be on how gossip, rumors and negative comments impact students and adults.

This course is appropriate for all educators K-12.


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

     1.  Identified motivation for put-downs and negative comments.
     2.  Re-framed and re-directed gossip among students and staff.
     3.  Developed a safe classroom environment that will encourage student growth.
     4.  Utilized effective conflict resolution strategies with students.
     5.  Taught specific conflict mediation strategies to students and help them implement them with peers.
     6.  Identified the sources of conflict and ways to help students identify these same sources.
     7.  Taught effective responses to criticism, put-downs and negative talk.

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.



Chosen text from Bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
       List of all companies and phone numbers are located in the back of the student manual.

None. All reading is online.


Once you register, log onto the instructorʼs website at Click on Classes, then scroll down and click on Student, Classroom & Whole School Discipline manual. The manual will download as a PDF file to your computer.



Assignment #1: Read a Book.

Read a book from the Bibliography or one of studentʼs choice (instructor approved).
Critique the book based on personal experiences. Write a 2-3 page paper.
If taking this course in a group, each person should read a book.  Only one person needs to write a 2 page summary. 
  Send to instructor: Subject line to read ʻDiscipline #1.ʼ

Assignment #2: Read the Manual.

Read all materials in the manual sent by instructor.

Assignment #3: Case Study.

Read enclosed case study in manual, answer questions at end.
  Send to instructor: Subject line to read ʻDiscipline #3.ʼ

Assignment #4: Complete Worksheets In the Manual.

Complete all required pages and worksheets within the manual.
Send to instructor: Subject line to read ‘Discipline #4.’

Assignment #5: Classroom Observation.

Observe another classroom. Note specific strategies used by the teacher to minimize negative conversations among students.
List potential intervention strategies to help minimize or neutralize these types of comments in your learning environment. 
Send to instructor: Subject line to read ‘Discipline #5.’

Assignment #6: Summary of Observations.

Interview a student regarding the conflict resolution questionnaire found in manual or have an entire class fill out the questionnaire.
After having a student or classroom fill out the conflict resolution questionnaire, write a summary of this assignment noting impressions and observations (1-2 pgs).
  Send to instructor: Subject line to read ʻDiscipline #6.ʼ

Assignment #7: No Gossip.

  Share the concept of minimizing gossip and tattling with a class, student, or other selected individual(s).
  Have them observe selected settings and notice the amount of gossip taking place.
  Choose a time of the day or week to practice a "no gossip" time frame.
  Discuss the results with the class or individual(s). 

Assignment #8: Observe Non-Classroom Settings.

Observe at least two non-classroom settings (cafeteria, hallway, bus area, outside in community, etc.) and compare it to the “safety net” environment discussed in this course.
Summarize your observations in a 1-2 page paper.
Send to instructor: Subject line to read ʻDiscipline #8.ʼ



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 are not teaching in a classroom, please contact the instructor for course modifications.  If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility,  (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.

Assignment #9: Safety Net.

Develop a classroom-wide “safety net” for a classroom (see sample in manual). Included should be classroom rules, rewards, consequences and parental contacts (2-3 pgs.).
  Send to instructor: Subject line to read ʻDiscipline #9.’

Assignment #10: Lesson Development.

Assignment #10:  You must choose either “A” or “B”  (Required for 400 and 500 Level) 
Assignment #A: (SEND commentary to Instructor)
Develop a lesson to reflect what you’ve learned in this course.
Implement your lesson with students in your classroom.
Write a 2 page commentary on what worked well and what could be improved.
Include any student feedback on your lesson.
(The following is encouraged but not required):
Share what you’ve learned with other teachers taking our courses by also contributing your Lesson to The Heritage Institute Lesson Library located at
Assignment #B:  (SEND lesson and summary to Instructor)  Use this option if you do not have a classroom available.
Develop a lesson to reflect what you’ve learned in this course. (Do not implement it.)
Write a 2 page summary concerning any noteworthy success you’ve had as a teacher with one or more students.
(The following is encouraged but not required):
Please refer to the guidelines on our blog prior to writing your article.
Please email a copy to Rebecca Blankinship ( THI blog curator and media specialist. 
Indicate whether or not you are OK with having your article considered for publishing on our website. 
Subject line to read: (Course Name, Blog)
Send to Instructor:   Subject line to read ‘Discipline’ #10 (A or B.) 

Assignment #11: (500 Level only)

In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A) Mentor one other teacher in the methods and information from this class. Write up the results. (2-3 pgs.).
Send to instructor: Subject line to read ʻDiscipline #11-A.ʼ
Option B)   Another assignment of your own design, with the instructorʼs prior approval.
Send to instructor: Subject line to read ʻDiscipline #11-B.ʼ


Assignment #12: (Required for 400 and 500 Level)

(Please do not write this paper until you've completed all of your other assignments)

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?

Send to your instructor at their email address. Subject line to read  "(put course name here) Integration Paper"


Please indicate by email to the instructor if you would like to receive comments on your assignments.


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.



Beane, Allan.  The New Bully Free Classroom.  Free Spirit Publishing, 2011.  Stop bullying and promote a sense of belonging (P -12.)    800 735 7323

Bothmer, Sandy. Creating The Peaceable Classroom. Hobblebush Books, 2011. How to optimize learning in the classroom (grades P-7.)   603 672 4317.

Cline, Foster and Fay, Jim. Parenting With Love And Logic. Love and Logic Institute. 2014. New approaches to working with children (grades P-12.)    800 455 7557.

Ginsburg, Kenneth.  Building Resilience in Children and Teens.  American Academy of Pediatrics, 2011.  Guide offering coping strategies for facing stress within schools (grades P-12.)  866 843 2271.

Gould Lundy, Kathy.  Creating Caring Classrooms.  Stenhouse Publishers, 2011.  Strategies to enhance compassion in schools (grades P-8.)  800 988 9812.

Harvey, Stephanie and Goudvis, Anne. Strategies That Work. Stenhouse Press, 2007. Teaching comprehension and understanding (grades K-12.)    800 988 9812.

Nelsen, Jane. Positive Discipline Series. Empowering People Inc. 2013. Create cooperation and self-discipline in students (grades K-12, series.)   800 456 7770.

O’Grady, Patty.  Positive Psychology in the Elementary School Classroom.  W.W Norton and Company, 2013.  Integration of positive values in the classroom (grades P-12.)   212 354 5500.

Rathvon, Natalie. Interventions for behaviors and personalities (grades K-12.)   800 365 7006.

Reardon, Mark and Derner, Seth. Strategies for Great Teaching. Prufrock Press, 2008.  Strengthening recall and understanding (grades K-12.)  800 998 2208.

Reyes, Carmen.  Thinking, Feeling, Behaving. Research Press. 2012. Helping children address thoughts and consequences (grades K-12.)

Ricci, Mary Cay.  Mindsets in the Classroom.  Prufrock Press, 2013.  Ideas for ways to build a growth mindset and school culture of success (grades P-12.)   800 998 2208.

Riefman, Steve.  The First Month of School.  Amazon Digital, 2014.  Discusses four priorities to teach at the beginning of the year (grades P-8.).