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Course Description
This course is designed to assist teachers and administrators in public and private schools to develop skills to help them effectively manage the behavior problems that today's students bring to school. Students will participate in several assignments that reinforce the concepts and strategies found in the textbook The First Days of School by Harry and Rosemary Wong. Most of the assignments require access to a classroom and are designed for currently employed teachers. Special provisions will be made for participants who do not have access to a classroom.
This course relies heavily upon the application of classroom management strategies in school settings. After implementing a strategy, participants will be asked to share their experiences with colleagues and to reflect on their experiences. This reflection and sharing with colleagues should enable the participants to develop and implement more effective management strategies as well as improve the strategies currently in use in their classrooms.
Online Delivery
Participants will access professional literature and research at the course site. Students will use a bulletin board system, called the Forum, to receive and report on assignments; participate in group activities and dialogues; and receive personal feedback from the instructor. The Forum is an asynchronous bulletin board system. Students will be posting and dialoging in individual forums specific to each module. Teachers will experience the power of the Internet to connect and network teachers from across the country, and they will enjoy the benefits that connection and support can bring.
Upon successful completion of this course, the students should be able to:
This online course consists of six modules taught over a six-week period. Each module consists of a reading and writing assignment, as well as an application assignment. Participants will post assignments weekly and dialogue with colleagues regarding assignments and experiences. They will also communicate personally each week with the instructor via e-mail. The content of the course will be supplemented with links to resources providing current research. Each module requires approximately five hours to complete.
At the completion of the course, participants will receive a Certificate of Completion recommending 30 inservice points or professional development credits be awarded by the participant's school district. It is up to participants to get prior approval from their district to take this course for professional development credit.
Skills, Hardware, and Software Requirements
Students are expected to have a very basic knowledge of how to use an Internet browser such as Netscape Navigator, Microsoft Internet Explorer, or America Online (AOL). Students must be familiar with e-mail and have an active e-mail account and Internet access. In addition, students must possess basic word processing skills.
Course Readings
The required textbook for this course is The First Days of School by Harry and Rosemary Wong. The textbook and course materials will be provided for all students. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.
Course Outline
Module 1: The Four Stages of Teaching and Your Personal Growth Plan
Objectives: Participants will evaluate their present level of classroom management skills. Participants will identify mentors who could assist them in improving their teaching skills. Participants will develop a one to five year professional growth plan.
Content:
Module 2: Why Positive Expectations Are Important and How to Welcome and Invite Students to Learn and Behave
Objectives: Participants will understand the importance of conveying high expectations. Participants will develop skills for welcoming and sending positive invitations to students.
Content:
Culminating Assignment: Participants will read pages 35 - 45 and pages 61 - 78 in the textbook. Participants will spend a day at school listening for statements made by students, teachers, parents, administrators, bus drivers, etc. that convey high or negative expectations. Participants will record three examples of each and send them to the instructor in the body of an e-mail message. Be sure to include the source's position. Participants will also reflect on how they typically welcome students to their classroom and record three examples of positive invitations they have sent to students during a day and post them in the Module 2 Invitations thread.
Module 3: How to Have Your Classroom Ready and Your Reputation Will Precede You
Objectives: Participants will evaluate a classroom to determine the level of readiness. Participants will gain an understanding of how effective reputations are developed.
Content:
Culminating Assignment: Participants will read pages 95 - 102 in the textbook. Participants will evaluate their rooms to see if they are ready and send a one to two paragraph summary in the body of an e-mail message to the instructor on or before midnight of the module due date. Include one change that should be made. Participants will also identify one teacher at their school who has a good reputation for classroom management. Participants will talk with this teacher and ask him/her for tips on developing a reputation for good classroom management and post these tips in the Module 3 Tips thread.
Module 4: Developing Classroom Procedures
Objectives: Participants will evaluate current procedures used in their classroom.
Content:
Culminating Assignment: Participants will read pages 108 - 131 in the textbook. Participants will reflect on the procedures used in their classrooms for students entering the classroom, seating arrangements, starting the class, taking roll, giving class assignments, and giving homework assignments. Participants will identify at least one of these procedures that can be improved upon and develop a plan for changing it. Participants will post their plan in the Module 4 Plans thread.
Module 5: Rules, Procedures, and Routines
Objectives: Participants will develop appropriate rules, procedures and routines for their classrooms.
Content:
Culminating Assignment: Participants will reflect on the current rules, procedures, and routines used in their classrooms. Participants will develop a new procedure and teach the procedure to their classes. Participants will write a one to two paragraph reflection on the new procedure and how it was taught to the class and post it in the Module 5 Procedures thread. Include in the reflection the response from the students to the new procedure.
Module 6: A Model Discipline Plan and Getting Support For The Plan
Objectives: Based on the materials presented in this course, the readings, and Forum discussions, participants will reflect on their classrooms and develop a model discipline plan along with designing strategies for obtaining administrative and parental support.
Content:
Culminating Assignment: Students will design a plan of action for supporting inclusion in their own classroom/schools. They will type their action plan single spaced with an extra line between paragraphs. Students will copy and paste their action plan into the body of an e-mail message and send it to the instructor on or before midnight of the due date. Students will complete the course evaluation.
Grading Criteria
This course is for offered on a pass/fail basis. Participants are expected to complete each assignment by the specified due date. Students are expected to participate in each Forum and dialogue with their colleagues. Participants that meet these requirements will pass this course.
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