TCHV 3001 - Advanced Classroom Management: Children as Change Agents

Description

The Advanced Classroom Management course was developed as an alternative to traditional behavior modification approaches to changing student behavior. Although the course discusses and supports several behavior modification techniques, it goes beyond the boundaries of this approach. ACM teaches a social-cognitive approach to behavioral remediation. It compares and contrasts the two approaches, allowing students to gain a knowledge and understanding of each, but not refuting the use of either approach. ACM incorporates the use of cognitive restructuring to aid in the modification of student behavior. The course teaches how to assist students in retraining their thinking so they may break old thought patterns that led to many aberrant behaviors. The modification of a student’s thought process allows them to view situations differently, process them differently, and then, be able to react to those situations in a more socially acceptable manner. This course also teaches how to motivate students to be their own agents of change. It gives teachers useable strategies on how to teach self-motivation skills to classroom students. When students learn these self-motivation techniques, they begin altering behavior and responding to social situations and events more positively without parent or teacher intervention. This course teaches teachers how to train students to recognize, evaluate, and respond to difficult interpersonal, classroom, school, and social situations with limited outside intervention. When students learn how to retrain their negative thought process and become better problem-solvers, it takes the pressure of remediation off the teacher and places it on the student, where it belongs. When this process is taught and used correctly, it will significantly reduce the number of interpersonal conflicts a teacher needs to deal with during school days and free up more time for academic instruction. Stress has become a concern for children in primary grades all the way through adult life. The demands of today’s fast-paced society where social media and group e-interactions can dramatically affect our thoughts, beliefs, concerns, and stress level. Students who have not been taught effect stress management techniques can easily find themselves overwhelmed and trying to deal with and relieve stress in unhealthy ways, some of which may place the child or adolescent in danger. The course reviews many situations that can increase stress and a variety of methods to reduce overall stress.

Outline

• Chapter 1: Introduction & Motivation Presents a comparison of the behavioral and social-cognitive models of behavior management as they are used in the schools. Special attention is paid to the merits and limitations of each model and a rationale for when each should be used. A detailed description of how each model might be applied to a common behavior problem in the class is provided. This chapter also discusses the concepts of extrinsic and intrinsic motivation, introduces the concept of self-motivation (Self-mo) and provides a detailed explanation of how Self-mo can be used with students in school settings to eliminate and prevent behavior problems.
• Chapter 2: Cognitive Strategies Provides an introduction to cognitive behavior modification (CBM), types of cognitions, and how each influences emotions and behavior. Major focus is on the relationship between irrational thinking and anti-social behavior. Provides a detailed explanation of the CBM strategy, cognitive restructuring, and how it can be applied to the behavior problems of children and youth in school settings. This chapter also covers the CBM strategies: self-instructional training (for destructive impulsivity), verbal mediation (dealing with temptation) and problem-solving. Again, a detailed explanation of each strategy is provided along with its application in the classroom.
• Chapter 3: Stress Management Strategies Provides an introduction to stress and stress management, and the importance of the latter in preventing and dealing with behavior problems in the classroom. Focuses on the role of the CBM strategy, stress inoculation, in the management of anger in children and youth. Effective stress management requires a holistic approach. The somatic-physiological interventions are used to modify stress directly and have a direct effect on the stress response. One stressor that can be eliminated from their daily lives may reduce the total stress they experience. Somatic-physiological stress management strategies produce a direct effect on the body. Begin by training your students in diaphragmatic breathing. By alternately making your muscles tense and relaxed, you learn to recognize the subtle differences between the states, and you also learn to relax all your muscles. Exercise is also an effective stress coping skill. Stress inoculation combines relaxation (somatic-physiological) with cognitive restructuring (cognitive-psychological) and behavioral rehearsal or role-play (social-behavioral).
• Chapter 4: Using the Strategies Includes an explanation of how the teacher might decide which of the strategies covered in this course should be taught to students; both the proactive and reactive approaches are discussed. With regard to the latter approach, a detailed explanation of the Pre-Mod analysis strategy for diagnosing behavior problems is provided. Also included is information about how to teach students self-management strategies so that they are more likely to use them outside of the lesson and the classroom, and how to measure the efficacy of these strategies in preventing and eliminating behavior problems.
• Examinations: At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

Program Objectives

1. Know the terminology in the areas of behavior management, self-management and cognitive-behavior modification
2. Know the relative merits and limitations of the behavioral and social-cognitive approaches to behavior management
3. Understand the rationale for teaching students how to self-manage their behavior
4. Understand the roles that cognitions and emotions play in the development of behavior problems
5. Apply the self-management strategies covered in the course to the behavior problems of their own students
6. Review some of the factors that cause stress in classroom, school and social settings
7. Discuss various methods that may be employed to effective lesson or completely eliminate stress
8. Diagnose behavior problems and assess the efficacy of self-management interventions
9. Increase the probability of students using self-management strategies in and outside of the classroom setting
10. Teach problem solving skills that allow students to better resolve social, emotional, behavioral and academic issues
11. Describe how to modify the classroom learning environment to decrease social, emotional and behavioral problems
12. Learn to adapt instructional strategies to increase the chance of student academic success

Notes

This course is offered in partnership with VESi. Learners must earn a minimum of 70% in the course to receive continuing education units.