COURSE TITLE:
STUDENT, CLASSROOM and WHOLE-SCHOOL DISCIPLINE
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MICHAEL SEDLER, D.Min., M.S.W.
mike@communicationplus.net
509/443-1605
50
50
COURSE DESCRIPTION:
Noted psychologist Abraham Maslow shares that people have specific needs in their lives. Areas of safety
and belonging are critical components to a healthy person. Unfortunately, put-downs, gossip, and
criticism abound throughout our schools, leaving many students feeling isolated, picked-on and unsafe.
This course will examine strategies that will help you create a milieu of success and positive interactions
in your school. Strategies to develop classroom discipline plans, classroom rules, building-wide discipline
plans, and ideas for helping students avoid criticism, gossip and rumors will be presented. A major
emphasis will be on how gossip, rumors and negative comments impact students and adults. This course
is appropriate for all educators K-12.
LEARNING OUTCOMES:
As a result of taking this course, participants will learn how to:
1. Identify motivation for put-downs and negative comments.
2. Re-frame and re-direct gossip among students and staff.
3. Develop a “safe” classroom environment that will encourage student growth.
4. Utilize effective conflict resolution strategies with students.
5. Teach specific conflict mediation strategies to students and help them implement them with peers.
6. Identify the sources of conflict and ways to help students identify these same sources.
7. Teach effective responses to criticism, put-downs and negative talk.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with
your district, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Chosen text from bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
List of all companies and phone numbers are located in the back of the student manual.
MATERIALS FEE:
• Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes,
then scroll down and click on Student, Classroom & Whole School Discipline manual. The
manual will download as a PDF file to your computer.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Student, Classroom & Whole School Discipline
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
Within each workbook, there will be an Assignment Checklist to be carefully followed.
A.
INFORMATION ACQUISITION
Assignment #1:
Read a book from the bibliography or one of studentʼs choice (instructor approved).
Critique the book based on personal experiences. Those experiences could include (but are not limited
to) articles read, movies watched, other books read discussions with people and other assimilated
information. Include a bibliography of books/magazines and other suggested reading materials to
increase knowledge base. Any personal examples would be beneficial. Write a 2-3 page paper.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #1ʼ.
Assignment #2:
Read all materials in the manual sent by instructor.
Assignment #3:
Read enclosed case study (# 1) in manual, answer questions at end.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #3ʼ.
Assignment #4:
Complete all required pages and worksheets within the manual.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #4ʼ.
Assignment #5:
Observe another classroom noting specific strategies used by the teacher to minimize negative
conversations among students. List potential intervention strategies to help minimize or neutralize these
types of comments in your learning environment.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #5ʼ.
Assignment #6:
Interview a student regarding the conflict resolution questionnaire or have an entire class fill out the
questionnaire. After having a student or classroom fill out the conflict resolution questionnaire, write a
summary of this assignment noting impressions and observations (1-2 pgs).
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #6ʼ.
Assignment #7:
Observe at least two non-classroom settings (cafeteria, hallway, bus area, etc.) and compare it to the
“safety net” environment discussed in this course. Summarize your observations in a 1-2 page paper.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #7ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #8: (Required for 400 and 500 Level)
Keep a journal for 2 weeks (at least three entries per week). Make note of put-downs and negative
comments by students or adults (at least four entries per week). This may be written in paragraph form or
conversational form.
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #8ʼ.
Assignment #9: (Required for 400 and 500 Level)
Develop a classroom-wide “safety net” for a classroom (see sample in manual). Included should be
classroom rules, rewards, consequences and parental contacts (2-3 pgs.).
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #9ʼ.
Assignment #10: (Required for 400 and 500 Level)
Contact instructor via phone or e-mail if you have any questions.
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A) Mentor one other teacher in the methods and information from this class. Write up the results.
Include a 1 page written evaluation from the chosen teacher regarding the way you taught the information
and the content (2-3 pgs.). Send to instructor: mike@communicationplus.net. Subject line to read
ʻDiscipline #11ʼ.
OR
Option B) Another assignment of your own design, with the instructorʼs prior approval.
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #12:
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: mike@communicationplus.net. Subject line to read ʻDiscipline #12ʼ.
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INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
If you would like to receive the instructorʼs comments on your work and have your work returned to you,
please send a self-addressed stamped envelope with your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Michael Sedler, D.Min., M.S.W. brings over 25 years of educational experience as an administrator,
social worker, behavior specialist and teacher to each of his classes. He provides consultation and
seminars throughout the Northwest and Canada for schools, agencies and businesses. He has a
graduate degree in Social Work, a Doctor in Ministry degree as well as his teaching certification. All of
Mikeʼs classes are practical and “field tested” in schools and classrooms. Educators have found success
in implementing Mikeʼs clear and concise approaches.
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STUDENTS, CLASSROOM, AND WHOLE-SCHOOL DISCIPLINE
BIBLIOGRAPHY
You may pick a book not from the list with instructorʼs approval. To order a book, contact the publisher or
purchase through a bookstore, on-line, or other retail outlets.
Adventures in Peacemaking. William Kreidler and Lisa Furlong. Zephyr Press, 1996. Hands on activities
to teach conflict resolution (grades K – 8). www.zephyrpress.com
800-232-2187.
Bully Busters. Arthur Horne, Christi Bartolomucci, Dawn Newman-Carlson. Research Press. 2003.
Teacherʼs manual for helping Bullies and Victims (grades K – 6 series). www.researchpress.com (800)
519-2707.
Bully Free Classroom. Allan Beane. Research Press. 2005. Over one hundred tips and strategies for
teachers (grades K – 8). www.researchpress.com (800) 519-2707.
Connecting with Others. Rita Coombs-Richardson. Research Press. 2001. Lessons for effective social
skills with others (grades K – 12 series). www.researchpress.com 800-519-2707.
Creating The Peaceable Classroom. Sandy Bothmer. Zephyr Press, 2003. How to optimize learning in
the classroom (grades K – 7). www.zephyrpress.com
800-232-2187.
Effective School Interventions. Natalie Rathvon. The Guilford Press. 2003. Proactive interventions for
difficult behaviors and personalities (grades K – 12). www.guilford.com 800-365-7006.
How To Create Positive Relationships With Students. Michelle Karns. Research Press. 1994. Activities to
enhance relationships in school. (Grades 3 – 9). www.researchpress.com 800-519-2707.
141 Creative Strategies For Reaching Adolescents. Tom Carr. Youthlight, Inc. 2005. Intervention
approaches for teens. www.youthlight.com 800-365-9774.
Parenting With Love And Logic. Dr. Foster Cline, Jim Fay. Love and Logic Institute. 2006. New
approaches to working with children (grades K – 12). www.loveandlogic.com 800-455-7557.
Positive Discipline Series. Jane Nelsen, et al. Empowering People Inc. 2006. Create cooperation and
self-discipline in students (grades K – 12, series). www.empoweringpeople.com 800-456-7770.
Strategies for Great Teaching. Mark Reardon and Seth Derner. Zephyr Press, 2004. Strengthening
recall and understanding (grades K – 12). www.zephyrpress.com
800-232-2187.
Strategies That Work. Stephanie Harvey and Anne Goudvis. Stenhouse Press, 2007. Teaching
comprehension, understanding, and engagement (grades K – 12). www.stenhouse.com 800-988-9812.
Teaching Problem Students. Jere Brophy. The Guilford Press. 2003. Dealing with problem behaviors
and personalities (grades K – 12). www.guilford.com
800-365-7006.
The Compassionate Classroom. Jane Dalton and Lyn Fairchild. Zephyr Press, 2004. Providing a
nurturing, creative class environment (grades 6 -12). www.zephyrpress.com
800-232-2187.
When All Else Fails. Tom Carr. Youthlight, Inc. 2003. Helping professionals with disruptive students
(grades K – 12). www.youthlight.com 800-365-9774.
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