NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
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:
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.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. 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.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read a Book.
Assignment #2: Read the Manual.
Assignment #3: Case Study.
Assignment #4: Complete Worksheets In the Manual.
Assignment #5: Classroom Observation.
Assignment #6: Summary of Observations.
Assignment #7: No Gossip.
Assignment #8: Observe Non-Classroom Settings.
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 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.
Assignment #10: Lesson Development.
Assignment #11: (500 Level only)
C. INTEGRATION PAPER
Assignment #12: (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)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
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:
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.
STUDENT, CLASSROOM & WHOLE SCHOOL DISCIPLINE
Beane, Allan. The New Bully Free Classroom. Free Spirit Publishing, 2011. Stop bullying and promote a sense of belonging (P -12.) www.freespirit.com 800 735 7323
Bothmer, Sandy. Creating The Peaceable Classroom. Hobblebush Books, 2011. How to optimize learning in the classroom (grades P-7.) www.hobblebush.com 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.) www.loveandlogic.com 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.) www.aap.org 866 843 2271.
Gould Lundy, Kathy. Creating Caring Classrooms. Stenhouse Publishers, 2011. Strategies to enhance compassion in schools (grades P-8.) www.stenhouse.com 800 988 9812.
Harvey, Stephanie and Goudvis, Anne. Strategies That Work. Stenhouse Press, 2007. Teaching comprehension and understanding (grades K-12.) www.stenhouse.com 800 988 9812.
Nelsen, Jane. Positive Discipline Series. Empowering People Inc. 2013. Create cooperation and self-discipline in students (grades K-12, series.) www.empoweringpeople.com 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.) www.wwnorton.com 212 354 5500.
Rathvon, Natalie. Interventions for behaviors and personalities (grades K-12.) www.guilford.com 800 365 7006.
Reardon, Mark and Derner, Seth. Strategies for Great Teaching. Prufrock Press, 2008. Strengthening recall and understanding (grades K-12.) www.prufrock.com 800 998 2208.
Reyes, Carmen. Thinking, Feeling, Behaving. Research Press. 2012. Helping children address thoughts and consequences (grades K-12.) www.createspace.com.
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.) www.prufrock.com 800 998 2208.
Riefman, Steve. The First Month of School. Amazon Digital, 2014. www.amazon.com Discusses four priorities to teach at the beginning of the year (grades P-8.).