National University




General Course Information for SPD614: Classroom and Behavior Mgmt

Course: SPD614 - Classroom and Behavior Mgmt
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

This course is designed to assist candidates in developing a practical working knowledge of the basic principles of classroom and behavior management. Candidates will examine the impact of classroom rules, consequences, procedures, physical layout, instructional pacing, diversity, and other topics. Candidates will analyze antecedents to behavior, remediation strategies for misbehavior, and promotion of positive behavior. Best practices for classroom management and positive behavior support will be reviewed.

Course Learning Outcomes:
  • Identify classroom management skills that lead to best practices professionally, legally and ethically.
  • Describe strategies to promote a sense of belonging and acceptance of diversity among students.
  • Demonstrate knowledge and ability to implement systems that assess, plan, and provide academic and social skill instruction to support positive behavior in all students including students with social-communication, behavioral, and environmental needs.
  • Describe healthy learning environments, and how the effects of all outside entities relate to students' academic, physical, emotional and social well-being, and learning.
  • Identify laws and regulations pertaining to the promoting of positive behavior and self-regulation as well as to promoting safe schools.
Specified Program Learning Outcomes:
  • apply collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
  • Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrum disorders and diverse learners.
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
  • Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships. (M/S 2 & 6)
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
  • Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
  • Apply understanding and practice of professional, legal, and ethical practices for instructing students with mild/moderate disabilities and diverse learners.
  • Assess students using a variety of standardized and non-standardized assessments in order to make appropriate educational decisions for students with disabilities
  • Candidates demonstrate an understanding of effective leadership by advocating for exceptional individuals, including those with diverse needs and by collaborating within the learning community to advance professional practice.
  • Candidates demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based education literature.
  • Candidates demonstrate knowledge of typical and atypical development and characteristics of students with disabilities and other special needs.
  • Candidates demonstrate the ability to focus on student learning using technology tools through systematic study and reflection of one's own teaching practices and through shared knowledge gained from purposefully formed professional learning communities. NVTL: B. VIII
  • Candidates integrate best practices, apply learning theories, methodologies, technology tools, and assessments across content areas to manage, monitor, and engage student learning. NVTL: B. V, VIII
  • Candidates integrate fairness, equity, and access in designing the environment, teaching, and learning strategies to meet diverse student learning
  • Demonstrate competence in positive behavioral support.
  • Demonstrate the knowledge, skills and dispositions to actively and creatively engage and support all students in learning.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • identify differences between the etiologies and learning characteristics of students who are DHH and those who are DHH with special needs.
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner.
  • Implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed.
  • implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process.
  • Integrate professional, legal, and ethical practices when instructing students with disabilities.
  • select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations.
  • utilize academic discourse competency and language proficiency in both ASL and English, and apply interpretation and translation skills between ASL and written English while teaching.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures