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Credit Hours: 3 Effective Term: Fall 2019 SUN#: None AGEC: None |
Credit Breakdown: 3 Lectures Times for Credit: 1 Grading Option: A, B, C, D, F Cross-Listed: |
Measurable Student Learning Outcomes |
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1. (Analysis Level) Select at least three effective strategies for the management of student behavior presented in case studies and in various settings. (CSLO 1, 2) (InTASC Model Core Teaching Standards 5, 7 & 8)
2. (Synthesis Level) Categorize behaviors that have been described as part of a behavior management plan. (CSLO 3, 4) (InTASC Model Core Teaching Standards 5, 7 & 8) 3. (Application Level) Describe the characteristics of and identify and/or practice at least three effective communication strategies used within the classroom, school environment, community and with parents. (CSLO 2, 3) (InTASC Model Core Teaching Standards 6 & 10) 4. (Analysis Level) Illustrate the importance of showing sensitivity in cultural heritage by differentiating strategies and communication styles when necessary in oral and written work. (CSLO 1, 2, 3) (InTASC Model Core Teaching Standard 3) 5.(Analysis Level) Examine and select at least three effective conflict management techniques used in the school setting to ameliorate problematic situations presented in case studies involving students, teachers, parents and/or school community members. (CSLO 2, 3, 4) (InTASC Model Core Teaching Standards 2 & 5) 6. (Evaluation Level) Compare and contrast the roles of students, parents, teachers, paraprofessionals, support services and community members in the development and delivery of a behavior management program. (CSLO 2, 4) (InTASC Model Core Teaching Standards 4 & 8) 7. (Synthesis Level) Examine ethical practices for confidential communication about student issues and practice the use of confidentiality in all oral and written work. (CSLO 1, 2) (InTASC Model Core Teaching Standards 9 & 10) |
Internal/External Standards Accreditation |
Interstate New Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. |