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Instructors: |
Louise M. Jacobs M.A. and |
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Bernadette Herman
Ph.D. |
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"This course, our
signature salad, changes each year to address today's challenges in
supporting students to become increasingly respectful, responsible and
co-operative." Bernadette and Louise |
Catalog Description
Aurora
University
Course
Number OEDS
5554
3 sh graduate
credits
9 continuing
education credits
(equivalent to 45
CPDUs)
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The purpose of this course is to provide the opportunity for its
participants
to explore a wide variety of diagnostic,
preventive
and interventive
strategies for managing today’s classrooms.
The theoretical and practical focus is upon
re-directing challenging behaviors toward
respectful, responsible, and cooperative participation. |
Course Overview
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This course for
educators integrates the practical with the theoretical on
issues of educating youths toward respectful, responsible,
cooperative behavior. Participants learn to understand,
within an Adlerian framework, why students may develop certain
patterns of inappropriate behavior in their efforts to belong.
This serves as a framework for learning how to redirect those
patterns toward more appropriate behavior. |
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Foundational to
this process are kind-firm relationships.
Educators explore delicate balances involved in these
relationships by understanding issues involved in the
students' development of self-image and self-concept and in
understanding how these developments create beliefs and
behavior patterns. This leads to an exploration
of the power of the encouragement process and strategies, in
contrast to typical practices of rewards and praise, as well
as to the importance of creating positive learning
environments supported by preventive routines and practices.
The greatest
challenges for educators are often in the "what do I do when"
conflicts that occur when the foundations of respectful
relationships are interrupted by uncooperative, deviant,
distracting behaviors. |
Short-circuiting and redirecting these behaviors is the
focus of this course, as educators acquire trouble-shooting
skills for using consequences and choices effectively,
redirecting inappropriate attention-seeking, communicating
compassionately and assertively, resolving conflicts toward
win-win, and problem-solving to enlist cooperation.
This skill set extends throughout the various levels of
relationship in an effort to develop learning communities
typified by respect, responsibility, and cooperation.
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Learner Outcomes
The
learner outcomes of this course are designed to conform
to standards established by the Illinois State Board of
Education. To view the standards applicable please
click
State Standards.
As a
result of this course, participants will be able to:
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evaluate the basic goals, principles, practices and
implications of responsibility education in contrast to
the autocratic and permissive models
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assess the student's purposes of behavior and other
potential diagnostic factors as a basis for clarifying
an intervention plan
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evaluate effective preventive practices for supporting
the development of responsible student behaviors
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evaluate effective intervention practices for
redirecting inappropriate behavior toward respectful,
responsible, cooperative participation
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develop an implementation plan which illustrates
understanding of student pay-offs, appropriate
re-direction strategies, prevention and encouragement
and which clarifies steps for continued professional
development.
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Pathways
to Learning, 414 Grouse Lane South, Deerfield, Il. 60015 |
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Telephone
(847) 459-3315 Fax (815) 642-0076 |
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Copyright
©2001-2010 Pathways to Learning, all rights reserved |
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