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Stopping Disruptive Behavior

Price

Stopping Disruptive Behavior

Humboldt State University

  • Tuition: $125.00
  • Tuition: $115.00
  • (You Save: $10.00)
  • Hours: 15.00
  • University Credits: 1.00
  • Promotions
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • 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.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your 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 regarding this process you may visit University Affiliations.

Course Description

Course Description:

Stop disruptive behavior with three carefully worded questions! Teachers and administrators will enjoy this effective strategy for dealing with problem behavior from K-12 students. Learn to lead the students through a process that promotes a solution they create and will accept. Create effective classroom management plans and discover how the Safety, Order and Rights value set will help clarify and define wanted and unwanted behaviors. Watch demonstrations and practice the strategies you can use in your classroom today!

Course Objectives:

  • To explore the constructive discipline techniques for stopping disruptive behavior.
  • To perform the skill and develop mastery of the techniques.
  • To adopt Safety, Order, and Rights™.
  • To formulate plans for using the technique in the classroom.
Syllabus
  • Course:
    The Constructive Discipline Series
  • Prerequisites:
    None

Course Description:

Stop disruptive behavior with three carefully worded questions! Teachers and administrators, you will enjoy this effective strategy for dealing with problem behavior from your K-12 students. Lead the students through a process that promotes a solution they create and will accept. Watch demonstrations and practice the strategies you can use in your classroom today!

Course Objectives:

  • To explore the constructive discipline techniques for stopping disruptive behavior.
  • To perform the skill and develop mastery of the techniques.
  • To adopt Safety, Order, and Rights™.
  • To formulate plans for using the technique in the classroom.

Student Expectations:

  • Rehearse the skills and report on the results.
  • Complete written self-reflection exercises.
  • Collaborate with peers using the on-line forum.

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
    • 1.a Introduction
    • 1.b Reflection
    • 1.c Assess Your School
    • 1.d Effective Discipline Policies From Your School
    • 1.e The Constructive Discipline Approach
    • 1.f The Safety, Order, And Rights Value Set
  • Lesson 2
    • 2.a Your Classroom Management Plan
    • 2.b Constructing Your Plan: Routines & Procedures
    • 2.c Constructing Your Plan: Rules & Consequences
    • 2.d Consequences
    • 2.e Activity: Research School’s Discipline Policies
    • 2.f Exercise: Brainstorming about Consequences
    • 2.g Exercise: Behaviors and Consequences
  • Lesson 3
    • 3.a Communicating Your Classroom Management Plan to Students
    • 3.b Teaching and Giving Feedback
    • 3.c Exercise: Monitoring & Grading Student Behavior
    • 3.d Exercise: Positive Recognition for Appropriate Behavior
    • 3.e Communicating Your Classroom Management Plan
    • 3.f Discipline Log
    • 3.g Parent Contact Log
    • 3.h Behavioral Contract
  • Lesson 4
    • 4.a The Power of the Question
    • 4.b Overview of the Skill Steps
  • Lesson 5
    • 5.a The Plan
    • 5.b View the Skill Steps in Entirety
    • 5.c Exercise: Write Down the Skill Steps
  • Lesson 6
    • 6.a Apply What You’ve Learned
    • 6.b Exercise: Example 1
    • 6.c Exercise: Example 2
    • 6.d An Example from your Experience
    • 6.e Final Thoughts
  • Post Survey
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based
  • University credits available*
  • Asynchronous – start at any time–24/7
  • Self-paced – work at your own pace and 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

*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

Creating a Culture for Learning

  • $249 through May 31, 2015
  • Use promo code May15 at checkout

*Does not apply to 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
  • 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
  • This was my 1st online course and I felt it was a good class to start with. I appreciated the feedback from the Moderator and it was helpful to know where I needed to re-do and learn from my mistakes. Thanks for being so timely with your responses. 

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I liked the idea that I could be more in control and have a 5 Step system that would be straight to the point with out the verbal bantering back and forth between student and the teacher. I know this takes too much time and generally nothing is accomplished until I give them a discipline or referral to the office. I appreciate knowing I can confront them and they can make the decision on what they plan to do. I valued the introduction of the Safety, Order, and Rights value set. During the 1st week of school we always discuss rules and safety in science and I feel your postings are straight to the point and cover many our needs and expectations in the classroom. After each student realizes the process and the rules they must follow to be apart of this plan I think we can easily get started. I will put up the 4 Be prompt, etc expectations and then have the students buy into the best set of class rules they come up with. A good discussion will narrow it down to your set of 3 good rules. It's important the students fill apart of setting the rules for the class and then I can refer back to "their Class Rules" when I need them to re-focus and be respectful of the classroom environment. Your ideas are positive and reinforce what a teacher should be doing to keep the class operating at the highest level. Our classes are getting larger each year and meeting the expectations of individual growth and achievement are getting harder. Your ideas take this into consideration and this plan would benefit my organizational skills and classroom management. I like how positive and straight forward it is. It puts the student on the spot to make their decision from knowing what their choices are. Our school follows the PBIS Program for positive intervention and your class for "Managing Student Behavior" is very supportive of our goals with detailed instruction on the best way to implement it. Your instruction on early intervention, quick follow through and accurate discipline to match the disruptive behavior is very useful. Keeping detailed-accurate records and data logs with examples and expectations will be an advantage as I start my next school year. Over-all the 5 Step Verbal Technique will be my new approach. I hope this idea proves to be the most useful tool to have better control and less confrontations between the teacher and the student. I value my teaching time and the students try to sabotage the schedule by getting me off task to focus on their individual needs. Your ideas and plan will be very helpful and I look forward to using them.

    What a participant from Arizona said about Stopping Disruptive Behavior
  • When I signed up for the class, I thought I would hear about several discipline techniques. I am glad the course focused on only one, so I could get extremely nuanced in the presentation on my words. Rather than being an inch deep and a mile wide, I feel like I am extremely familiar with this one method - and I prefer it this way!

    What a participant from California said about Stopping Disruptive Behavior
  • I find the 5-step verbal technique to be the most valuable thing in this course. It provides me with a rigid protocol which can effectively address most students' negative behaviors. It also put the spotlight on the student, and have them think and react to their negative behavior. I definitely believe in the Safety, Order and Rigths value set. It will surely be helpful in my classroom. The 3 properties cover all bases as far as negative student beahviors are concerned. I 100% agree that schools should be places where (1) students physical and emotional safety is protected; (2) the learning environment is protected from distractions and disruptions (order is maintained); and (3) the rights of everyone are protected, students and teachers alike. With this value set, I can explain clearly to the students what the classroom expectations are.

    What a participant from California said about Stopping Disruptive Behavior
  • I found this class to be very helpful with my new set of students. I came into a classroom 3 weeks after the school year had started so I had to establish my classroom rules and procedures immediately. It has been a little rough since I first started this class since students were used to having substitute teachers. I had a couple of discipline problems with a couple of students who were used to running the classroom without rules or consequences. I like using the 5 step system because it creates less tension with the students. When you are telling a student they have a choice they will listen and think about what you are saying. I liked that this course has made me stay calm and not have me lose my temper or yell at the students. Ever since I joined this class I like telling students they have a choice and I ask them what their plan is. I think that makes them think twice about what they are doing and what consequences or rewards can come from that. This class has given me a new box of tricks to help me tackle the adventures in the classroom.

    What a participant from California said about Stopping Disruptive Behavior
  • I really like the addressing behavior dialogue and especially sticking to the exact wording of the script. The impact that this has on students is phenomenal, because students are accustomed to my voice and in the manner in which I speak. When I use the script it attracts attention in kind of a way like switching gears because it is totally different from the way I would normally handle a behavior situation. The situation with Brian while using the script also caught the attention of the class. I think this is something that I have to use sparingly and only in specific situations so that I do not over use it in that it becomes less effective. I want to keep that shock factor. Definitely the Safety, Order and Rights ® value set is an asset and a major part of the classroom learning environment. If students are to be comfortable in the classroom they have to know that it is a safe place and the teacher has, and enforce, the rules to ensure that learning is conducted.

    What a participant from California said about Stopping Disruptive Behavior
  • I had two big take-aways rom this course, the first being the Safety, Order, Rights value set, and the second being questioning the student, as in the 5-step process. First, being able to classify actions under safety, order, rights, gives an umbrella that students understand. Kids are always coming up with some new way to break the rules, and to have a rule for every action is just silly. If what the student did fits into one of those categories, the child can’t say, “I didn’t know it was against the rules.” Second, the act of questioning a student about his or her actions puts the responsibility for the behavior on the student, and requires them to think about that behavior. The 5-step questioning process, keeps the teacher focused, and prevents the conversation from taking useless turns as the student attempts to deflect the questions by leading the conversation down another tangent, or simply getting into an argument with the teacher. I am excited to apply what I have learned this next school year!

    What a participant from California said about Stopping Disruptive Behavior
  • I think the 5 step techniques are what I have been looking for! I am a very skilled and proficient teacher, but my issues lie with the 2-3 students I get each year who do not respond well to my behavior system. This is the missing link for me, and I will incorporate it into my interactions with all students. As I reflect on the situations that have not gone in a positive way in dealing with these red-flag behaviors, I see that I get caught up in the rude comments and reactions of the students when I approach them. I get defensive and try to justify my position, and go down the "rabbit hole" of I'm right and you're wrong, and I'm going to prove it. Too many emotions get involved at that point and it goes down hill. The 5 step technique allows me to stay calm and non emotional, but allows me to get the student to think about their actions and work through the consequences and problem solving part to make a good choice. It's their choice! I feel there is no power struggle when this technique is used. In the end, I indeed remain in control of the situation.

    What a participant from California said about Stopping Disruptive Behavior
  • I do think that simple and consistent rules and consequences would help me more in the classroom and out on the field. Students must learn to reflect on their actions and be able to make their own choice in regards to consequences or they will not be prepared for college or the job market. Helping kids to take ownership of their actions and face consequences is important in helping them to move on to their more positive options. Proving the kid right or wrong will not help them become a successful person in life and as a teacher that needs to remain our focus.

    What a participant from California said about Stopping Disruptive Behavior