EDEX J640
Fall 2009
Managing Problem Behavior in the Classroom
-ONLINE COURSEI.
Descriptive Information
A. Course number and title: EDEX J640: Managing Problem Behavior in the
Classroom
B. Catalog description: The purpose of this course is to help students develop a
workable approach to classroom management through an examination of a researchbased synthesis of current knowledge in classroom and behavior management.
C. Course credit: 3 credit hours
D. Prerequisites: Graduate students, preservice or inservice teachers, counselors,
school psychologists, etc.
E. Intended audience: Teachers, counselors, psychologists, administrators, and related
services personnel.
F. Alternative Accessibility to Course Materials: Any candidate enrolled in this
course with a documented disability should contact the Office of Student Disability
Services at 803-777-6742 (TDD) or 803-777-6744 to make arrangements for
alternative forms of course materials and other classroom accommodations prior to
the first class meeting. For more information about the services offered by Student
Disabilities Services, please see their web site at http://www.sa.sc.edu/dss/
G. Instructors
Mitchell L. Yell, Ph.D.
Office: 235-G Wardlaw
Hours: 8:30-4:00 M-F (evenings by appointment)
Phone Number: (803)777-5279 (Use my email)
E-mail: myell@sc.edu (I am online every day of the week so I will be easier to
contact via email)
II.
Statement of Course Goals and Objectives:
Goal A: To provide students with information about research-based strategies for
promoting effective positive behavior support at the schoolwide level and in the
classroom.
Goal B: Students will demonstrate an understanding of the three dimensions of
classroom management: Preventing, responding, and intervening, including the
knowledge, skills, and dispositions needed to identify and prevent bullying,
harassment, and intimidation in school.
Goal C: Students will explain and use appropriate evidence-based behavior management
strategies to prevent student misbehavior.
Goal D: Students will use a variety of resources to gather information on teaching
appropriate behaviors in a variety of school and community settings and
working effectively with students who exhibit problem behavior.
Goal E: Students will identify and explain character education programs as a tool to
improve student behavior.
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Goal F: Students will identify and explain the legal rights of students and teachers, as
well as state and national legal requirements for public schools with respect to
discipline and classroom management.
CEC Standards for Beginning Special Education Teachers
http://www.cec.sped.org/AM/Template.cfm?Section=Professional_Standards1&Template
=/CM/ContentDisplay.cfm&ContentID=6661
*Candidates should be familiar with the Council for Exceptional Children and the
Standards for Beginning Special Education Teachers. This course specifically
addressed Standard 5: Learning Environments and Social Interactions: Special
educators actively create learning environments for individuals with exceptional learning
needs that foster cultural understanding, safety and emotional well-being, positive social
interactions, and active engagement of individuals with exceptional learning needs. When
necessary, special educators can safely intervene with individuals with exceptional
learning needs in crisis. Special educators coordinate all these efforts and provide
guidance and direction to paraeducators and others, such as classroom volunteers and
tutors.
III.
Required Texts & Readings. These textbooks are only available at the South
Carolina Bookstore (www.scbookstore.com/(803)799-7406). Note that you only need
one of these textbooks depending on the level which you teach or plan to teach.
Evertson, C., & Emmer, E.T., (2009). Classroom management for elementary teachers
(8th ed.). Boston: Merrill. (If teach, or plan to teach, in elementary school).
OR
Emmer, E.T., & Evertson, C. (2009). Classroom management for middle and high school
teachers (8th ed.). Boston: Merrill. (If teach, or plan to teach, in secondary school).
IV.
Academic Course Requirements. The course is divided into 4 modules. Each module
consists of three online lectures, two chapter readings from the textbook, an additional
reading, and webstreamed video or videos. Additionally Module #1 contains two online
modules from the IRIS Center. Each module ends with an assessment, which must be
completed by the date listed. Students should expect to spend between 15 hours per
week on this class. Students must complete at least one module per week. The following
are requirements of the course.
A. Activities and Reviews (60 points). Modules 1 and 2 each include a video. Module
3 includes 2 videos. Students are to watch the videos and complete a short review
paper on each one. The video assignment sheet is posted in each module. When the
assignments are completed, submit them through the assignment link in each module.
Don’t email them to me and don’t use the digital dropbox. The review of the module
video (or videos) must be completed before the assessment for the module is
taken. If the review is late, 5 points will be subtracted from the final score.
Information on the review is included at the end of this syllabus.
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B. IRIS Center STAR Modules (40 pts). Module #4 contains two online modules on
behavior. The modules were developed by the IRIS Center at Vanderbilt University.
The URL of the IRIS center is www.iriscenter.com. To complete the two modules go
to the IRIS Center website. Click on Resources. On the left column on the page
(titled “Pick One”) click on Behavior. In the middle column (titled “Select”) click on
Case Studies. The two modules that you need to complete are the first module,
“Who’s in Charge? Developing a Comprehensive Behavior Management System” and
the second module “You’re in Charge! Developing Your Own Comprehensive
Behavior Management System.” Click on the module that you will work on. On the
right side of the page click on Navigating an IRIS Module. This short video will
provide instructions on completing the STAR Legacy module. (The cartoon figures
used in the module look a little goofy, but the IRIS Center chose to use cartoons
rather than live actors because of the expense). There will be a brief assignment on
Blackboard after you complete each section of the module.
C. Module Assessments (200 pts.). At the end of each module there will be an
assessment, based on the Powerpoint presentations (Lectures) and readings in the
module. The assessment must be completed by the date indicated. The assessment
will be available on Blackboard under the appropriate module number. Assessments
will be worth 50 points and will consist of objective-type questions (e.g., true & false,
multiple choice). The assessment must be completed by the due date indicated on
the syllabus. If the assessment is late, 5 points will be subtracted from the final
score.
D. Classroom Management Portfolio (50 pts). Students will be responsible for
assembling and submitting an electronic classroom management portfolio. The
system must include (a) a classroom management philosophy, (b) classroom
organization and structure, (c) classroom expectations and rules, (d) a system for
acknowledging appropriate and reinforcing behavior, (e) a system for discouraging
inappropriate behavior, and (f) a systematic method for responding to severe acting
out behavior (see portfolio guide at the end of this syllabus. You will have already
developed most of the information that you will need for the portfolio in the IRIS
Center Star Legacy Modules. The classroom management portfolio must be
submitted to me by the due date of 12/4. If the classroom portfolio is late, 5 points
will be subtracted from the final score.
E. Extra Credit. Students will receive 5 extra credit points for membership in
professional organization (e.g., Council for Exceptional Children, National
Association of Reading Teachers). A copy of a student’s membership card may be
used as proof. Additionally, 3 extra credit points are available for filling out the online
course evaluation. Submit the membership information through the extra credit link
on blackboard. After you complete the online evaluation, I will receive notification
and will add the extra credit.
V.
Administrative Course Requirements
This is an online course. All deadlines must be met.
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VI.
Evaluation and Grading
A. Grades will be based on the successful completion of course requirements.
B. Successful completion of course requirements is judged by quality (or score) and
timeliness.
C. All assignments must be turned in by the due date. If an assignment (reviews,
module assessments, and classroom portfolio) is late 5 points will be subtracted from
the final score. However, you may turn work in before the due date.
D. Back up and save all your work!! Sometimes technological problems will occur, if
you have saved your work you can email it to me. The cyber dog ate my homework
will not be accepted as an excuse!!
E. Grades will be assigned by the following point values: A=90%; B=80%; C=70%
VII. Major Topics
The topics in this course focus on the knowledge and skills of CEC standard 5- Learning
Environments & Social Interactions.
There are three major themes:
1- Learning environments: classroom management, instructional interventions
2- Strategies to foster social emotional growth, develop social skills, prevent bullying,
3- Crisis Intervention
Then each candidate should be familiar the knowledge and skills for their particular area of
disability
Special educators actively create learning environments for individuals with ELN that
foster cultural understanding, safety and emotional well-being, positive social
interactions, and active engagement of individuals with ELN. In addition, special
educators foster environments in which diversity is valued and individuals are taught
to live harmoniously and productively in a culturally diverse world. Special educators
shape environments to encourage the independence, self-motivation, self-direction,
personal empowerment, and self-advocacy of individuals with ELN. Special educators
help their general education colleagues integrate individuals with ELN in regular
environments and engage them in meaningful learning activities and interactions.
Special educators use direct motivational and instructional interventions with
individuals with ELN to teach them to respond effectively to current expectations.
When necessary, special educators can safely intervene with individuals with ELN in
crisis. Special educators coordinate all these efforts and provide guidance and direction
to paraeducators and others, such as classroom volunteers and tutors.
Knowledge:
CC5K1 Demands of learning environments.
CC5K2 Basic classroom management theories and strategies for individuals with exceptional
learning needs.
CC5K3 Effective management of teaching and learning.
CC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional
learning needs.
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CC5K5 Social skills needed for educational and other environments.
CC5K6 Strategies for crisis prevention and intervention.
CC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally
diverse world.
CC5K8 Ways to create learning environments that allow individuals to retain and appreciate their
own and each others’ respective language and cultural heritage.
CC5K9 Ways specific cultures are negatively stereotyped.
CC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing
racism
Skills:
CC5S1 Create a safe, equitable, positive, and supportive learning environment in which
diversities are valued.
CC5S2 Identify realistic expectations for personal and social behavior in various settings.
CC5S3 Identify supports needed for integration into various program placements.
CC5S4 Design learning environments that encourage active participation in individual and group
activities.
CC5S5 Modify the learning environment to manage behaviors.
CC5S6 Use performance data and information from all stakeholders to make or suggest
modifications in learning environments.
CC5S7 Establish and maintain rapport with individuals with and without exceptional learning
needs.
CC5S8 Teach self-advocacy.
CC5S9 Create an environment that encourages self-advocacy and increased independence.
CC5S10 Use effective and varied behavior management strategies.
CC5S11 Use the least intensive behavior management strategy consistent with the needs of the
individual with exceptional learning needs.
CC5S12 Design and manage daily routines.
CC5S13 Organize, develop, and sustain learning environments that support positive intracultural
and intercultural experiences.
CC5S14 Mediate controversial intercultural issues among students within the learning
environment in ways that enhance any culture, group, or person.
CC5S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors.
CC5S16 Use universal precautions.
VIII. Mode of Instruction
Blackboard Modules
Readings
Individual Reviews
Videos
IRIS Modules
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Video Reviews
Along with each module assessment, students must turn in a synopsis and review of the video included
in the module. The synopsis is an online of the content of the video and a brief description of the
important points of the video.
Each video review should adhere to the following format:
Your name
Name of video
Description of reading or video (2 to 4 paragraphs)
Description of how the reading or video will influence your teaching, counseling, etc. (2 to 4
paragraphs.
These papers will be graded on thoroughness, quality, and timeliness.
Classroom Management Portfolio
A primary goal of this course is to help you to build an effective classroom management
system. The final project for the course will be a classroom management portfolio. The final
project must be e-mailed to me. Please include a section for the following in your notebook:
• Program Philosophy
• Preventing
• Classroom Organization
• Classroom Structure (Physical)
• Classroom Expectations (rules)
• Acknowledgment Systems
• Precorrection Procedures
• Procedures for Discouraging Inappropriate Behaviors
• Responding
• Procedures for Managing Minor Misbehavior
• Procedures for Managing Noncompliance
• Procedures for Managing Severe Acting Out Behavior
• Intervening
• Procedures for Increasing Behaviors
• Procedures for Decreasing Behaviors
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Schedule
Modules
Module #1
Positive
Behavior
Support
8/20 to 9/14
Module #2
Preventing
Problem
Behavior
9/15 to 10/5
Module #3
Responding
to Problem
Behavior
10/6 to 10/26
Module #4
Intervening
with Problem
Behavior
10/27 to 11/17
Assignments
Powerpoint presentations
#1-Introduction to Classroom Management
#2-Schoolwide Positive Behavior Support
#3-Preventive Management
Readings
#1-Chapters 1, 2, & 3-Evertson textbook
#2-Yell, M.L. & Bradley, M.R. (2009). Schoolwide
Positive Behavior Support.
Webstreamed video
Florida Positive Behavior Support Project (2008),
Schoolwide PBS
Powerpoint presentations
#4-Behavior Management Through Effective Teaching
#5-The Eight Habits of Effective Classroom Managers
#6-Positive Behavior Support: Secondary & Tertiary
Interventions
Readings
#1-Chapters 4 & 5-Evertson textbook
#2-Yell, M.L. (2009). Preventing Problem Behavior.
Webstreamed video
Hawken, L., et al., (2007). Behavior Education Program
Powerpoint presentations
#7-Responding to Problem Behavior
#8-Precorrection, Precisions Requests, & Modifying the
Learning Environment
#9-The Acting-Out Behavior Cycle
Readings
#1-Chapters 7 & 9-Evertson textbook
#2-Yell, M.L. (2009). Responding to Problem Behavior.
Webstreamed videos
Colvin, G. (2004). Managing Noncompliance
Colvin, G. (2004). Defusing Anger and Aggression
Powerpoint presentations
#10-Intervening with Problem Behavior: Group
#11-Intervening with Problem Behavior: Individual
#12-Legal Considerations
Readings
#1-Chapter 10-Evertson textbook
#2-Yell, M.L. (2000). Liability for student misbehavior
and injury.
IRIS Center-STAR Legacy Modules
#1-Who’s in Charge? Developing a Comprehensive
Behavior Management System.
#2- You’re in Charge! Developing Your Own
Comprehensive Behavior Management System.
Final Project
11/18 to 12/4
Classroom Management Portfolio is due on 12/4
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Topics & Assessment
Topic: Positive
Behavior Support
Assessment: Complete
by 9/14
Synopsis & review of
the Florida PBS
video: Complete by
9/14
Topic: Preventing
Problem Behavior
Assessment:
Complete by 10/5
Synopsis & review of
the BEP video:
Complete by 10/5
Topic: Responding to
Problem Behavior
Assessment: Complete
by 10/26
Synopsis & review of
the Colvin Video:
Complete by 10/26.
Topic: Intervening
with Problem Behavior
Assessment: Complete
by 11/17
Star Legacy Papers:
Complete by 11/17
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