CPE Course #20120039
Upcoming Session Dates
September 12, 2022- October 11, 2022
Registration deadline for this session is September 7, 2022. Payment must be received in the CIU 10 office on or before September 7, 2022. Late fee of $15.00 will be charged for payments received after September 7, 2022.
October 15, 2022- November 2, 2022
Registration deadline for this session is October 7, 2022. Payment must be received in the CIU 10 office on or before October 7, 2022. Late fee of $15.00 will be charged for payments received after October 7, 2022.
March 4, 2023- March 31, 2023
Registration deadline for this session is February 24, 2023. Payment must be received in the CIU 10 office on or before February 24, 2023. Late fee of $15.00 will be charged for payments received after February 24, 2023.
This graduate-level course is designed to provide educators with an in-depth exploration of strategies and interventions they can use to manage challenging behaviors in the classroom. Emphasis will be placed upon creating a structured environment, preventing or minimizing behaviors, and implementing positive behavior supports to increase their students’ academic success in meeting the Pennsylvania Academic Standards. This course has no prerequisites or prior requirements.
This course, which lasts approximately 30 days, will be completed strictly online using the Moodle platform. The instructor for this course is Agolino Educational Services. Pending receipt of payment, participants will receive an email from Agolino Educational Services containing their log-on information the night before the course begins.
Participants who successfully complete all requirements of this course will earn Three (3) PDE Graduate Level Credits, equal to 90 Act 48 Hours.
Participants will be able to:
- list, explain and discuss the three aspects of good teaching and instruction that are necessary for effective classroom management.
- list, explain and discuss eleven ways for teachers to build positive relationships and rapport with their students.
- explain and discuss reasons why we need positive behavior support.
- discuss why many students typically have the greatest behavioral difficulties during transitional times of the day in the classroom, as well as the school settings outside of the classroom that are less structured and less supervised.
- list, identify, and discuss five main reasons why teachers should clearly teach, model, and have students practice and rehearse all procedures that will occur in changes of activities.
- discuss why it is important for teachers to teach, model, and practice appropriate behaviors and expectations for out-of-classroom activities.
- discuss why it is imperative that teachers build a large repertoire of strategies and skills to effectively address challenging behaviors in the classroom.
- list, identify, and discuss the “ABCs” of behavior.
- list, identify and discuss six examples of target behaviors that need to be addressed by an individual behavior plan.
- list, identify, and discuss eight teaching strategies to help students with listening, attending to, and following directions.
- list, identify and discuss five recommendations for how to state commands in an effective manner that increases compliance.
- list, identify and discuss general tips for keeping students engaged.
- discuss the meaning, purpose and role of a Functional Behavior Assessment (FBA) in managing individual student behavior.
- list, identify, and discuss the eight types of information that needs to be gathered in order to conduct an FBA.
Graduate Level Requirements
Act 48 requires 42 hours of instruction plus 48 hours of out-of-class activity including a course project. Participants’ out-of-class assignments include but are not limited to:
- create a plan of implementation that will elaborate on one or more of the topics covered in this course.
- reading assignments.
- write journal entries