CTE Course Description:

Course Description:

This course offers educators the opportunity to earn university credits by developing practical activities based on a CTE seminar.

Credit Information Brandman University will award 1, 2, 3, or 4 semester hours of graduate level professional development credits based upon successful completion of course requirements. These credits are not part of a degree program but instead are primarily used for professional advancement (such as salary increment steps and recertification).

Students should seek approval of appropriate district or college officials before enrolling in these courses to satisfy any degree, state credential, or local school district requirements. State licensing departments vary regarding their criteria for credit acceptance, and some states may not accept credit from universities that are located outside the state.

Potential 1-Day Course Outline

A proposed: One-Day Seminar For Your School or District

Presented by Glenn E Daniels II

Outstanding Trainer, Author, Presenter

8:00 – 8:30   Registration (continental breakfast, seating, sign-in, school business, etc…)

8:35               Begin

8:35 -10:00 Time To Teach!

Implementing and Maintaining a Positive School Climate

Philosophical Assumptions – Beliefs

1) Kids don’t care how much you know until they know how much you care

Styles of Interaction-

Authoritarian

Permissive

Authoritative

A discussion of the literature

2) Conflict is a natural part of social and intellectual development

Understanding Conflict — student-student, student-teacher

3) Problem behavior is captivating in nature

How to avoid the pitfalls

4) Good discipline/classroom management is only a matter of good timing

Self-Control

  1. a) paraverbal communication
  2. b) nonverbal communication
  3. c) avoiding power struggles

10:00 -10:15   Mid Morning Break

10:15 -11:45   Time To Teach!

Effective Classroom Management:  Essential Elements

1)       TLC (Teaching Expectations/Looking for Performance/Consequenting Behavior)

2)       Unconditional Positive Regard

T.L.C.

  1. a) Identifying classroom routines
  2. b) Task analysis of classroom rules and routines
  3. c) Teaching classroom rules and routines

1) A discussion of the literature

  1. d) Maintenance of classroom routines

Misbehavior outside of the classroom

1)The Problem

2)The Solution

a)Establishing Common or Shared Area Routines

b)Ecological Analyses

Unconditional Positive Regard

Communicating with students

  1. a) Contingent and noncontingent interaction

REFOCUS™ – A lesson in how to reactivate troublesome students

Using Prompts

  1. a) Start-Up requests
  2. b) Begin-Again requests
  3. c) Shut Down Requests
  4. d) Uses of each

11.45 -1:00   Lunch

1:00 – 2:00   Review

           What If’s

2:00 – 2:10   Mid-Afternoon Break

           Standing “pair share”

2:10 – 3:45  More Classroom Strategies

Classroom arrangement and positioning of students

Prompting Procedures (Capturing Student Attention)

  1. a) Questions
  2. b) Statements
  3. c) Gestures
  4. d) Physicals

Additional Questions

Conclude

ABSOLUTES (optional)

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