RCC Challenge




Instructors:	Louise M. Jacobs M.A. and
	Bernadette Herman Ph.D.

Catalog Description

Aurora University

Course Number OECD S5554

3 sh graduate credits

9 continuing education credits

(equivalent to 45 CPDUs)

The purpose of this course is to provide the opportunity for its participants to explore a wide variety of diagnostic, preventive and interventive strategies for managing today’s classrooms. The theoretical and practical focus is upon re-directing challenging behaviors toward respectful, responsible, and cooperative participation.

Course Overview

This course for educators integrates the practical with the theoretical on issues of educating youths toward respectful, responsible, cooperative behavior. Participants learn to understand, within an Adlerian framework, why students may develop certain patterns of inappropriate behavior in their efforts to belong. This serves as a framework for learning how to redirect those patterns toward more appropriate behavior.

Foundational to this process are kind-firm relationships. Educators explore delicate balances involved in these relationships by understanding issues involved in the students' development of self-image and self-concept and in understanding how these developments create beliefs and behavior patterns. This leads to an exploration of the power of the encouragement process and strategies, in contrast to typical practices of rewards and praise, as well as to the importance of creating positive learning environments supported by preventive routines and practices.

The greatest challenges for educators are often in the "what do I do when" conflicts that occur when the

foundations of respectful relationships are interrupted by uncooperative, defiant, distracting behaviors. Short-circuiting and redirecting these behaviors is the focus of this course, as educators acquire trouble-shooting skills for using consequences and choices effectively, redirecting inappropriate attention-seeking, communicating compassionately and assertively, resolving conflicts toward win-win, and problem-solving to enlist cooperation. This skill set extends throughout the various levels of relationship in an effort to develop learning communities typified by respect, responsibility, and cooperation.

Learner Outcomes

As a result of this course, participants will be able to:

• evaluate the basic goals, principles, practices and implications of responsibility education in contrast to the autocratic and permissive models

• assess the student's purposes of behavior and other potential diagnostic factors as a basis for clarifying an intervention plan

• evaluate effective preventive practices for supporting the development of responsible student behaviors

• evaluate effective intervention practices for redirecting inappropriate behavior toward respectful, responsible, cooperative participation

• develop an implementation plan which illustrates understanding of student pay-offs, appropriate re-direction strategies, prevention and encouragement and which clarifies steps for continued professional development.

State of Illinois Standards

The described intended learner outcomes conform to established State of Illinois Standards. The relevant standards for this course are: Illinois Social-Emotional Standards 1,2,3. Illinois Professional Teaching Standards 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.