EDLC 623 Principles of Behavior Management
Course Description
An examination of the principles of behavior management as applied to children and youth in the classroom setting. Positive approaches for dealing with behavior problems are emphasized. Contemporary research in the area is analyzed and discussed.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Course Guide
View this course’s outcomes, policies, schedule, and more.*
Rationale
Classroom management can be challenging for any teacher at any level of education. An understanding of whole group and individual behavior management provides a foundation for classroom success. Through an emphasis on expectations, learning time, praise, redirection, and consequences, the teacher candidate can learn to be an effective classroom manager.
Course Assignment
Textbook readings and lecture presentations
No details available.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions (4)
Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt. Each thread must be at least 300 words, include at least two scholarly citations and one scriptural reference in current APA format, and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two classmates’ threads. Each reply must be at least 100 words. (CLO: A, B, C)
edTPA Task 1 Lesson Plan Assignment
The candidate will use the template in the SOE edTPA Milestones course in Canvas to create a lesson plan for a 15–20-minute mini-lesson. (CLO: C)
Field Experience Observation Assignment
The candidate will be required to observe 1 student in a classroom setting for 2 hours. During this observation, the candidate will record all of the behaviors displayed by the student and complete an ABC Chart. The candidate will create a comprehensive list of specific behaviors and write a detailed 400–500-word summary of the observation. (CLO: D)
Case Study Assignments (2)
The candidate will complete two case studies from the Iris Center (open access resource) that addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured and how to encourage behavior that is appropriate. Using the resources provided in the case studies (i.e., STAR Sheets) and the assignment templates, the candidate will answer each item in full. Case study templates will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting. (CLO: B)
Functional Behavior Assessment Assignment
The candidate will complete the Functional Behavior Assessment (FBA) Interview and create a Behavior Intervention Plan based on the information provided in a simulated student scenario. (CLO: B, C)
Behavior Management Philosophy Presentation Assignment
The candidate will share his or her philosophy of classroom and individual behavior management as it relates to establishing classroom expectations, encouraging focused learning time, and the use of praise, redirection, and consequences. A description of legal procedures that must be followed when working with students with exceptional learning needs will also be required. The presentation must follow current APA formatting standards and include a minimum of 20 slides and at least five references. (CLO: A, B, C, E)
Dispositions Assignment
The candidate will complete this reflective assignment to address the LU School of Education conceptual framework and SCRIP mnemonic. The candidate will answer a series of questions regarding his or her overall performance as it relates to social responsibility, commitment, reflective practice, integrity, and professionalism. (CLO: A)
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