This course is required for all education majors. The course discusses philosophical differences of discipline and behavior intervention. Positive discipline strategies and techniques for all age groups are reviewed and practiced in order to assist each student in becoming a confident and effective facilitator. Special focus examines the needs and special concerns of behaviorally impaired/emotionally disturbed children and youth. Class readings, discussions and lectures provide a strong knowledge base.

Upon successful completion of course requirements and Practicum Experiences as a CSM student , you will be able to:

• teach a MINI LESSON, required #1 group project

• provide opportunities for children/adolescents to learn or develop new skills

• demonstrate critical thinking skills and effective problem solving/decision making

• initiate a variety of strategies that engage children/adolescents in meaningful activities

• provide learning activities that support intellectual, social and personal development of children/adolescents

• create an environment that encourages positive social interaction, active engagement in learning and self motivation

• display effective verbal, nonverbal and written communication skills.

• regard others with sincere respect and compassion

• discuss a variety of learning models

• compare general models, approaches, strategies and materials used in general classroom management and teaching students with behavioral impairments

• evaluate student behavior and implement successful behavior modification techniques or strategies

• discuss forces which influence motivation

• improve teaching leadership styles

• recognize potential problem situations and initiate preventative techniques

• identify special behavior problem of exceptional children

• compare and contrast behavior problems associated with different developmental age groups

• interact with people of various cultures in an enlightened manner

• awareness of pre-teaching preventative discipline and confrontation skills

• demonstrate knowledge through the integration of readings, class discussions and presentations

• demonstrate the ability to effectively plan and meet assigned time frames and attend all classes

• assess the strengths and needs in light of classroom management

• view video that is applicable to teaching and learning styles

• explain why the word" discipline: means " to teach"

• create a dynamic eclectic approach for classroom management

1. Attendance at all classes is required to earn an A

2. Rubric: 30- 20 minutes group presentation total combined time (any presentation over 30 minutes will have a grade reduction):

* A = 20 - 15 minutes

* B = 14 - 10 minutes

* C = 9 - 5 minutes

3. Homework to address assigned mini lesson and BEHAVIOR ISSUE/S and SOLUTION/S, required #2

* Inappropriate Behaviors

* "Pet Peeves"

* Bullying behavior - attendance at the

* Intimidation of individuals: as well as the regulations for

"No Child Left Behind" - discussion

* Sarcasm

* Harassment

* Sexual abuse

4. Design a PERSONAL MODEL OF DISCIPLINE, required #3 (3-5 minute presentation)

5. Field trip (when possible) to a model classroom environment or sharing of Student Teaching (when possible) personal experiences by those who have "Been There and Done That "- Tips Never Told Before Student Teaching

6. Discussion Board - make 1 reply response to the Classroom Management topic of the week and read a minimum of 3 responses from your peers, and reply to them. Total entries for the 3 weeks is 12.

• Completion of assignments on content, creativity and rubrics.

• Students must be on time for class.

• Students must attend all three sessions to earn an "A".

• Students must demonstrate a passion and enthusiasm for becoming part of the educational system.

• Respect for self.

• Respect and appropriate interaction with others, and especially the children we serve.

• The ability to demonstrate self-discipline skills.

                                                  Gary Ryan Blair

                                     Marcus Garvey

                                     Julie Andrews

_____WEEKLY QUIZZES, GRADED, 10 POINTS

_____WEEKLY DISCUSSION BOARD, 10 POINTS

_____GROUP MINI LESSON, 10 POINTS

_____SKILL ILLUSTRATION, 10 POINTS

_____ARTICLE - BEHAVIOR ISSUE AND SOLUTION, 10 POINTS

_____PERSONAL MODEL OF DISCIPLINE, 10 POINTS

_____VIDEO REFLECTION/S, 10 POINTS

_____PARTICIPATION, 10 POINTS

_____ATTENDANCE, 10 POINTS

_____ON TIME, 10 POINTS