Online Course 3 semester hours graduate creditMindful 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 DescriptionResearch-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
- School social workers
- Those working with incarcerated youth outside of traditional K-12 education
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 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.
Upon completion of this course, students will be able to:
- Analyze the research on mindfulness within the neurosciences, psychology and education.
- 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.
- Summarize the historical context of discipline and classroom management and interpret major theories of mindfulness as applied to classroom management.
- Analyze a classroom of students to determine the profile of a typical class.
- Analyze school-wide behavior expectations for major common areas in the school and individual classrooms.
- Self-assess the organization of space, materials, and equipment for early prevention of possible distractions and disruptions.
- Apply key concepts and research regarding mindfulness when organizing space, materials and equipment.
- Self-assess classroom procedures and routines for early prevention of possible disruptions.
- Apply key concepts and research regarding mindfulness when planning classroom procedures and routine.
- Analyze internal and external factors that affect student safety in a classroom or school.
- Apply key concepts and research to develop mindful strategies and procedures to better insure student safety within the classroom.
- Design mindful instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the student.
- Demonstrate mindful communication strategies to encourage positive social interaction, active engagement, and self regulation for the instructor and the student.
- Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
- Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
- Identify and select resources within and outside of schools that could be used as a network of support.
- Apply single case design strategies that target and assess the impact of specific mindfulness strategies on aspects of classroom management.
Alignment with Teaching StandardsCourse 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