Syllabus

ESE 625 Classroom Management of Exceptional Children

The mission of the Center for Excellence in Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

NORTHERN ARIZONA UNIVERSITY

Center for Excellence in Education

Instructor: J'Anne Ellsworth, Ph.D. in Psychology Associate Professor in Educational Specialties Course Credit: 3 hours Address: Northern Arizona University, Box 5774, Flagstaff, Arizona 86011 Office: (Bldg 27), CEE Room 144 Phone: (928) 523-2951 (NAU) (928) 567-0899 (home) Janne.Ellsworth@nau.edu

Vision Statement We develop educational leaders who create tomorrow's opportunities. Mission Statement Our mission is to prepare professionals to serve and lead education

ESE 625
Advanced Classroom Management Strategies

Department of Educational Specialties
Janne.Affeld@nau.edu

General Information:

College of Education, Educational Specialties Credit hours: 3 Instructor's name: J'Anne Affeld, Ph.D. Office address: COE 144 Office hours: TBA – web class Office phone: (928) 523-2951 Home phone: (928)567-0899

Course Prerequisites: ESE380 or ESE548 - can be waived with teacher permission in interdisciplinary programs of study

Course Description: This class extends the skills, methods and expertise of educators in supporting youth as they gain control of self and acquire learning behaviors. The course content advances conceptual views of the nature of human behavior and teacher - student interactions, using literature, political and historic material on power and control, and management material on systemic interactions. These constructs are applied to the classroom through observation and utilization with students.

Catalog Description: Theory, design, and implementation of behavior and crisis intervention with students with disabilities. Emphasizes groups as well as individuals in inclusive settings.

Student Learning Expectations/ Outcomes for this Course

COURSE STRUCTURE : This course will be delivered entirely on the internet using the NAU servers. The url is http://jan.ucc.nau.edu/~jde7/ese625/ Students may work together to learn and perform activities and are expected to communicate and network as a part of task completion.

In this course, we are on a journey to discover ourselves and who we hope to be and can be as a professional educator. Each of the ways we view education, students and our role as educator was prominent at one time. Most education is a blend of commonly held beliefs, social influences, and the ways we were treated in the classroom.

How we are expected to management a classroom is directly related to the belief system we have or that we share with the community about the purpose of education. How we discipline students flows from what we feel our purpose is in the classroom. Like a road map, it gives structure to how and what we teach. It helps define the role of student and the expectations we have for the teaching role. Our definition or understanding of the teaching and student roles defines when we believe children need to be corrected and our way of responding to students to let them know what is expected, what we will tolerate and what we reward.

In this course we will look at others' ideas and historic reasons for education, then you will take your turn defining your philosophy, organize your ideas around why you teach, the role of students, a teachers, role, what you feel we owe society as teachers.

Do you see teaching as a dedication, and if so,how do we show that our work is excellent?

We are being paid to contribute to society. How do we show that we are fulfilling the teaching role and what is the essence of that fulfillment?

What is the nature of human beings?"

Our beliefs about the purpose of schools affects what we teach, what we measure and how we see our role as teacher. It often defines the structures in schools, even controlling what school look like, fund, value. Our beliefs about human nature and who children are has that same power to shape how we treat children and what we expect of them.

When a six-year-old lies, it is a normal and expected behavior if you understand what most children think and do at that age. As a teacher, you will not be surprised, hurt or angry, but see it as an opportunity to help the child see the benefits of honesty, recognize how he or she is cheating the self through losing others trust and the value of a personal sense of well being. Some teachers may see it as a challenge, as a critical time to help the child build an internal reserve of strength to honor self through taking a stand. On the other hand, you might discover that the youth is still in the midst of sorting out fact from fantasy, so you point out the fact, enjoy the "story" and think nothing more about it.

If a teacher sees the child as willful, disrespectful and "flawed" because of a lie, then the child's actions will be dealt with more sternly and perhaps the teacher will become punitive, lose self control, act out and bully or belittle the errant youth. Our beliefs have a lot to do with how we see and work with student conduct. This course will help you focus your ideas about human nature -- who we are, why children behave as they do and how to respond to actions and behaviors you don't want in your classroom.

Readings and Materials

Suggested Text: This material is included in the course and is material developed by Dr. J'Anne Affeld. It can be accessed at: http://jan.ucc.nau.edu/~jde7/ese625/module_5/index.htm

As you begin the class, familiarize yourself with expectations by reading the FAQ section . It will answer many questions about how to send in assignments, how to get computer support and how to reach the professor.

COMPUTER SYSTEM REQUIREMENTS : Success in a web course depends, in part, on the hard ware and software that is available to the participant. To make the process pleasurable, it is critical to take the course on a system that is reliable -- that has sufficient speed to load materials quickly, that does not "crash" or freeze intermittently, and through a net provider that is consistently accessible. Optimizing your system is crucial to a feeling of success. To maximize record keeping, it is also helpful to stay with the same email address as much as possible. Remember to include your name and course number on each assignment and email.

EVALUATION AND GRADING : Exams will be available prior to testing dates and will be open note and open book.

There are various projects assigned, based on the course competencies. These exercises will provide practice in target skills for this class. The material offers participants the opportunity to sculpt the class to individual needs and taste. A personalized syllabus can be developed that tailors the class to personal learning style, age and grade interest and perceived areas that need to be augmented. All assignments will be graded on a mastery basis.

Task Stream -ASSESSMENT PROJECT - (must be posted to Task Stream) Candidates enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which contains your program portfolio. More information about purchasing a TaskStream subscription and enrolling into a TaskStream Program is available in the “Student Resources” section of the portfolio project website: http://portfolio.coe.nau.edu .

NOTE: You should acquire program self-enrollment codes directly from the Portfolio Project website rather than their instructors as the codes may change each semester. The self-enrollment code you used last semester may not be valid this semester.

A written Assessment of a school-aged student using formal and informal measures: 100 points The assessment project will require you to gather information about the reason the person was referred for testing, general observations, a list of the tests administered, a summary of test results, and recommendations for educational planning.

Final grades will be assigned based on completed assignments. Letter grades will be assigned, however, ALL course competencies must be addressed successfully to receive a passing grade. In addition students who receive an A must accomplish some extra credit project (of their choice). This is one way the student shows s/he has accepted personal responsibility for the course.

Grading

Course Policy This class will underscore personal responsibility for education. It will also work on Bloom's Mastery Learning model. It will be expected that you, the student, will provide evidence of sufficient mastery of the material to show completion of the 11 objectives for the course. If you do poorly on an assignment you will be expected to work through the process of learning concepts or constructs until a satisfactory grasp of the materials exists. Thus, it follows, that a student with the capability to continue as an educator will finish the course with at least a B.

To earn an A in the course the student will fulfill a contract to accomplish a personal project or service activity. Only one extra assignment is needed per class, not per module. This project is negotiable, but might be something like:

•  Read an additional text or materials

•  Volunteer and work with a youngster with disabilities

•  Work as a big brother or sister with a youth who is at-risk

•  Help with service organizations, such as Special Olympics, Girl Scouts or Boy Scouts

•  Write and publish insights from the class - for example an "in house" newsletter

•  Attend educational forums or programs

•  View media specials on discipline and students with emotional disabilities

•  Read and report on management in education issues, discipline plans, etc.

Please remember : In order to receive an A, students must contract to become personally involved in the educational process, "going the second mile" so to speak, in showing motivation and interest in being a self-sustained learner. Only one extra assignment is needed, regardless of the credit hours taken.

Attendance : Continuity is important in a web course. Therefore, all students will be expected to maintain at least weekly web contact. The course is meant to be asynchronous, so in the event of a protracted absence, please contact the instructor Janne.Ellsworth@nau.edu to keep her informed. After all, this material suggests that teacher student relationships are invaluable, and the instructor wishes to extend that community building, even in an external learning environment.

Under ordinary circumstances, three-hour courses can be completed within a fifteen week period, although faster or slower progress is expected and welcomed.

Additional Information : Plagiarism or any other form of cheating cannot be tolerated. Any student participating in such activities may expect to receive an F. Assignments submitted to fulfill requirements in another class may not be submitted to fulfill the requirements of this class without prior instructor approval.

Group participation is also valued since collaboration and community building are an integral part of the success classroom. Working together is encouraged. Working together on assignments is seen as collaboration and networking and is quite acceptable. If you are about to do something that makes you feel uncomfortable or that sets up some feeling of discomfort - be safe and discuss it with the instructor. This is a course where " YES " is taught and modeled, so there is a good chance that the things you want to do will be valued.

Recommended Due Dates are offered to provide structure. No penalties accrue for missing a due date. The exception to this is the final deadline. All course materials must be turned in by the last date of the class for the NAU academic calendar. Assignment failure = Class Failure! Reward yourself for hard work and find ways to be excited about learning.

Academic Integrity All work must be original. If you are guilty of academic dishonesty you will automatically fail this course. The university takes an extremely serious view of violations of academic integrity. As members of the NAU academic community, administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. Again, all work submitted must be original work. If a student is guilty of academic dishonesty NAU policy (Student Handbook) will be applied. The complete policy on academic integrity is in Appendix F of NAU the Student Handbook .

University Policies For further information, please visit : http://jan.ucc.nau.edu/academicadmin/policy1.html Safe Environment Policy NAU: Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university. You may obtain a copy of this policy from the COE office. If you have concerns about this policy, it is important that you contact the departmental chair, dean's office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU's Office of Affirmative Action (928-523-3312).

Students with Disabilities- If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services (DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations .Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed. Concerns or questions regarding disability related accommodations can be brought to the attention of DSS, 523-6906 or the Affirmative Action Office., 523-9977.

Instructional Review Board Any study involving observation of or interaction with human subjects that originates at NAU "including a course project, report, or research paper" must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities. The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures. A copy of the IRB Policy and Procedures Manual is available in each department's administrative office and each college dean's office. If you have questions please contact, Office of Grant and Contract Services, at 928-523-4889.

Academic Contact Hour Policy The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: "an hour of work is the equivalent of 50 minutes of class time" at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit. The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.