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Creating a Culture for Learning: Classroom and Behavior Management Plans that Work

Price

Creating a Culture for Learning: Classroom and Behavior Management Plans that Work

Humboldt County Office of Education

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
What you need to know

CE Credits Online and Humboldt County Office of Education are pleased to offer you discounted pricing for online professional development courses designed to improve teaching and student achievement.

Join other Humboldt County Office of Education educators in taking online coursework for discounted tuition!

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits for all CE Credits Online courses.

If you have questions, please contact:

Colby Smart at Humboldt County Office of Education

CE Credits Online

University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit. Upon completion of your course, you have two weeks to apply and pay for university credit. University credit fees are not included in the price listed. Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information visit our University Affiliations page.
*(University Credits are available for an additional fee.)

  • Standards-based
  • University credits available (Humboldt State University*)
  • Preferred tuition available for Humboldt County Office of Education
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills Facilitated by highly trained moderators, experienced in education
Course Description

COURSE DESCRIPTION:

This is course is designed to teach how to create classroom and behavior management plans that create orderly classrooms where students can and want to do the hard work that is required to succeed. The Safety, Order and Rights value set is used as the framework for clarifying and communicating the classroom expectations, and it is compatible with other value sets that simply and easily communicate the rationale for expectations and procedures. This course discusses what motivates students to ensure what is communicated to them is relevant and meaningful. In addition to designing a classroom management plan that will work in their classroom, participants will learn two verbal techniques that help keep behaviors optimal and in line with the expectations in the classroom. The techniques are constructed to teach students about making choices, consequences and likely outcomes that result from their choices.

If you have taken either or both Giving Directives that Students Will Follow and/or Stopping Disruptive Behavior, please realize that Creating a Culture for Learning covers much of the material in both of those courses and provides a great deal of new information as well. We recommend this course for those who have taken either Giving Directives that Students Will Follow and/or Stopping Disruptive Behavior at least one year ago and are looking to expand their understanding of the topic and review the techniques taught in the two 1-credit courses.

Syllabus
  • Course:
    Creating a Culture for Learning - Classroom and Behavior Management Plans that Work
  • Prerequisites:
    None

Course Description:

This is course is designed to teach how to create classroom and behavior management plans that create orderly classrooms where students can and want to do the hard work that is required to succeed. The Safety, Order and Rights® value set is used as the framework for clarifying and communicating the classroom expectations, and is compatible with other value sets that simply and easily communicate the rationale for expectations and procedures. This course discusses what motivates students to ensure what is communicated to them is relevant and meaningful. In addition to designing a classroom management plan that will work in their classroom, participants will learn two verbal techniques that help keep behaviors optimal and in line with the expectations in the classroom. The techniques are constructed to teach students about making choices, consequences and likely outcomes that result from their choices.

Course Objectives: Participants will

  • Understand the importance and rationale of Danielson’s Framework for Teaching Domains aligned with this course
  • Review Domains
  • Review and explore theories on student motivation
  • Understand the Safety, Order, and Rights Value Set®
  • Adopt the value set of Safety, Order, and Rights®
  • Have confidence that you are upholding safety, order, and rights for everyone in their school which will allow for the best student outcomes
  • Understand the Constructive Discipline Approach of choice and consequence
  • Examine the four-step verbal skill for giving directives to students
  • Be able to perform the skill and develop mastery of the techniques
  • Be able to formulate plans for using the technique in the classroom
  • Create a classroom management plan, using the tools and strategies provided in this course

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, the development of written lessons using differentiated strategies, classroom implementation of these strategies, and analysis of both the lesson and the students’ response to the lesson. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • Course Overview
    • 1.a Overview of Domain 2 Components 2b, 2c and 2d
    • 1.b Classroom Management-Its Importance
    • 1.c Safety, Order and Rights® Value Set-Overview
  • Lesson 2
    • 2.a Motivation-Theories, Studies and Models
    • 2.b Intrinsic and Extrinsic Motivation
    • 2.c The ABCs of Motivation
    • 2.d The Sic Cs of Motivation
    • 2.e Motivation and Students and Institutions of Higher Learning
    • 2.f Motivation and the Workplace
    • 2.g Motivation and Mastery-Orientation
  • Lesson 3
    • 3.a Safety, Order and Rights® Value Set and your Classroom Management
    • 3.b Safety, Order and Rights® Value Set
    • 3.c A Teacher’s Thoughts Prior to the Start of School
    • 3.d How to Discuss Safety, Order and Rights® Value Set with your Students
    • 3.e Classroom Rules
  • Lesson 4
    • 4.a Your Classroom Management Plan
    • 4.b Routines & Procedures
    • 4.c Rules and Consequences
    • 4.d Your School’s Discipline Policies
    • 4.e Appropriate Consequences
    • 4.f Constructing Your Plan-The First Day of School
    • 4.g Communicating Your Classroom Management Plan to Students
    • 4.h Teaching and Giving Feedback
    • 4.i Exercise: Monitoring & Grading Student Behavior
    • 4.j Positive Recognition for Appropriate Behavior
  • Lesson 5
    • 5.a Behavior Management
    • 5.b Overview of the 4-step Verbal Technique
    • 5.c Learning the Skill Steps
    • 5.d Step 1-The Polite Directive
    • 5.e Rehearsing the Skills
    • 5.f Step 2-Establish the Expectation
  • Lesson 6
    • 6.a Step 3-State the Consequences
    • 6.b Step 4-Provide a Choice
  • Lesson 7
    • 7.a Dealing with Groups and Review
    • 7.b Dealing with Groups
    • 7.c Practicing the Steps with a Group
    • 7.d Review of Dealing with Groups
  • Lesson 8
    • 8.a Managing More Serious Misbehaviors: The 5-Step Verbal Technique
    • 8.b Reflection
    • 8.c Effective Discipline Policies From Your School
    • 8.d The Safety, Order and Rights® Value Set
    • 8.e Exercise: Brainstorming about Consequences
    • 8.f The Disruptive Student
  • Lesson 9
    • 9.a The Power of the Question
    • 9.b Overview of the Skill Steps
  • Lesson 10
    • 10.a The Plan
    • 10.b View the Skill Steps in Entirety
    • 10.c Exercise: Write Down the Skill Steps
  • Lesson 11
    • 11.a Apply What You’ve Learned
    • 11.b Example 1
    • 11.c Example 2
    • 11.d Example 3
    • 11.e Your Final Thoughts
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Save 15% on any course through 6/29/2017


  • 15% Off until 6/29/2017
  • Use promo code:
  • SummerSpecial17
  • at checkout

*Not available in all districts.

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • This was a wonderful course! I have learned so much! I learned what a "Compassionate School" is, I learned about the common Care standards, creating connections and about ACE. I plan to practice several things I learned through this course. For example, I plan to really use what I learned to help students deal with stress. Because stress can impact learning, and many students may suffer from Post Traumatic Stress Disorder, I want to incorporate some strategies such as: 1. Incorporating art or a creative aspect to an academic task and 2. Providing “space” and sufficient time so that the student can process or reflect. I really like these two strategies and feel like I can easily ass them to my daily routine with students!

    What a participant from California said about Creating a Culture for Learning: Classroom and Behavior Management Plans that Work
  • I've been teaching for 15 years and I feel I am already on the right track in terms of creating a Compassionate classroom. However my school has a long way to go towards creating a compassionate school. I feel I have a compassionate classroom because I already know that there are students in my classes who are dealing with personal issues (ACEs), even if they appear 'normal' on the surface. This course opened my eyes to the acronym ACEs. I know I need to keep working at identifying and addressing ALL students who are disengaged, disruptive or disrespectful. Meeting the student's social and emotional needs is so important if learning is going to happen.

    What a participant from Illinois said about Creating a Culture for Learning: Classroom and Behavior Management Plans that Work
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom