JEFFERSON COLLEGE
COURSE SYLLABUS
ECE122
BEHAVIOR MANAGEMENT
3 Credit Hours
Prepared by:
Christy Cornelius
Revised Date: November 2007
Arts & Science Education
Dr. Mindy Selsor, Dean
ECE122 Behavior Management
I.
II.
CATALOGUE DESCRIPTION
A.
Prerequisite: ECE 102 Intro to ECE
B.
3 Credit Hours
C.
Behavior Management is an examination of the guidance approach to
discipline. Traditional disciplinary procedures of classroom behavior
management will be evaluated up through the current evolvement and
emphasis on developmentally appropriate guidance techniques.
EXPECTED LEARNING OUTCOMES/ASSESSMENT MEASURES
Students will analyze traditional behavior
management techniques. (MoSTEP 1.2.6)
Students will write an individual guided
behavior plan for three different types of
mistaken behaviors.
Students will contrast misbehavior and
Students will write an essay contrasting
mistaken behavior. (MoSTEP 1.2.6)
misbehaviors with mistaken behaviors.
Students will summarize positive guidance Students will write positive guidance
techniques. (MoSTEP 1.2.6)
techniques to 10 different case studies
involving mistaken behaviors.
Students will correlate physical setting with Students will write a reflection of
behaviors. (MoSTEP 1.2.6)
anticipated behavioral outcomes when
children are immersed in 5 different
settings.
Students will analyze the three different
Students will observe in typically
levels of mistaken behaviors. (MoSTEP 1.2.6) developing and special needs classrooms
and record mistaken behaviors in 2 of 3
levels.
Students will construct a plan for
Students will write a conference outline for
communicating with parents and
a parent-teacher and professional team
professionals about challenging behaviors. meeting dealing with a challenging
(MoSTEP 1.2.10)
behavior.
III.
COURSE OUTLINE WITH UNIT OBJECTIVES
A.
Foundations of the Guidance Approach
1.
Pioneers of the Guidance Tradition
2.
Mid-Century Influence
3.
Guidance or Punishment
IV.
B.
Mistaken Behavior
1.
Concept of Mistaken Behavior
2.
Three Levels of Mistaken Behavior
3.
Communicating with Parents about Mistaken Behaviors
C.
Positive Guidance Techniques
1.
Prevention of Mistaken Behavior
2.
Problem Solving with Children and Adults
3.
Guidelines versus Rules
4.
Encouragement
5.
Logical Consequences
6.
Class Meeting
7.
Communicating with Parents
D.
Supportive Environment
1.
Positive Teacher-child Interactions
2.
Social Learning
3.
Developmentally Appropriate Practices
E.
Managing the Classroom
1.
Using Learning Centers
2.
Appropriate Daily Schedules
a.
Active and Quiet Times
b.
Large Group Times
c.
Managing Transitions
d.
Routines
F.
Solutions for Mistaken Behavior
1.
Applying Positive Guidance
2.
Intervention Strategies
3.
Assistance from parents
4.
Crisis Management
METHOD OF INSTRUCTION
A.
Case Studies
B.
Technology (video, internet)
C.
Cooperative learning activities
D.
Modeling
E.
Debates
F.
Field Experience (observations)
V.
G.
Guest speakers
H.
Inquiry Projects
I.
Lectures
REQUIRED TEXTBOOK (with publication information)
Gartrell, Daniel. A Guidance Approach to Discipline; Delmar Publishing
VI.
REQUIRED MATERIALS
Spiral Notebook (Journal)
VII.
SUPPLEMENTAL REFERENCES
Current library resources: Books and Periodicals
Internet sites
VIII.
IX.
METHOD OF EVALUATION
A.
Attendance and class participation
B.
Observation Reports
C.
Individual Projects
D.
Peer evaluation
E.
Reflections
F.
Self-evaluation
ADA STATEMENT
Any statement requiring special accommodations should inform the instructor and
the Coordinator of Disability Support Services (Library; phone 636-797-3000,
ext. 169).
X.
ACADEMIC HONESTY STATEMENT
All students are responsible for complying with campus policies as stated in the
Student Handbook (see College Website).