EDUC 665 Mindful Approaches to Classroom Management

Online Course 3 semester hours graduate credit

Mindful Approaches to Classroom Management
Spring: February 6 - April 7, 2017
Not offered Summer term
Tuition, Due Dates, and Registration
Practice strategies to minimize and prevent classroom and behavior management problems.

Course Description

Research-based strategies to improve class climate that integrate Mindful practices and improve students’ social-emotional learning, self-regulation, motivation and academic performance while reducing test anxiety and bullying. Mindful approaches applied to student-teacher interpersonal communication and to the organization of space, routines, and procedures at all grade levels.

Who Should Enroll

• Elementary, middle school, and high school educators
• Guidance counselors
• Special education teachers
• School library media specialists
• Principals
• School social workers
• Those working with incarcerated youth outside of traditional K-12 education

This course is an approved elective in the Master of Science in Education online degree program.

You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.

e-Textbooks

E-textbooks will be provided when you login to the course.

Jennings, P. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W. W. Norton & Company. ISBN: 978-0-393-70807
Goleman, D. (2011). The Brain and Emotional Intelligence: New Insights. More than Sound: Florence, MA.  ISBN: 978-1-934-441152

You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or using Chrome as the browser on a fully internet-capable device. It is not compatible with a Kindle Reader.

Additional recommended web-based articles will be available via the course modules.

Learning Outcomes

Upon completion of this course, students will be able to:

1. Analyze the research on mindfulness within the neurosciences, psychology and education.
   
   
2. Examine a variety of mindful practices and summarize ways in which they could be used in the context of self care for education professionals and a diverse group of learners.
   
   
3. Summarize the historical context of discipline and classroom management and interpret major theories of mindfulness as applied to classroom management.
   
4. Analyze a classroom of students to determine the profile of a typical class.
   
5. Analyze school-wide behavior expectations for major common areas in the school and individual classrooms.
   
6. Self-assess the organization of space, materials, and equipment for early prevention of possible distractions and disruptions.
   
   
7. Apply key concepts and research regarding mindfulness when organizing space, materials and equipment.
   
8. Self-assess classroom procedures and routines for early prevention of possible disruptions.
   
   
9. Apply key concepts and research regarding mindfulness when planning classroom procedures and routine.
   
10. Analyze internal and external factors that affect student safety in a classroom or school.
    
    
11. Apply key concepts and research to develop mindful strategies and procedures to better insure student safety within the classroom.
    
12. Design mindful instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the student.
    
    
13. Demonstrate mindful communication strategies to encourage positive social interaction, active engagement, and self regulation for the instructor and the student.
    
    
14. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
    
    
15. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
    
    
16. Identify and select resources within and outside of schools that could be used as a network of support.
    
    
17. Apply single case design strategies that target and assess the impact of specific mindfulness strategies on aspects of classroom management.
    
    

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Teaching Standards (WI DPI) 3, 5, 10

• National Board for Professional Teaching Standards: 3
• Teachers are Responsible for Managing and Monitoring Student Learning
• No travel to campus is required. 
• Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
• The class is highly interactive with a significant discussion component. This is not a self-paced class.
• All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. 
• Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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