Description

Challenges in attaining well-being and happiness are concerns for many individuals. Utilizing evidence-based strategies, this micro-course focuses on practical skills for increasing well-being and happiness. The basic, empirically supported strategies taught in this micro-course include wellness practices and psychological flexibility. These evidence-based strategies have been demonstrated in replicated research to promote higher levels of well-being. The practices in this micro-course are taught in a clear, nontechnical manner that attendees can immediately implement in their lives. In addition to didactic instruction, the presenter will also guide attendees through experiential exercises and knowledge checks to strengthen skills and application of material.

Eligibility

Must be 18 or older

Refund Policy

You will have 24 hours, or until you receive your completion certificate, to request a full refund after purchase, whichever comes first. No hidden fees. All books and materials are included with purchase.

Faculty Bio

Peter Ross, Ph.D

Dr. Peter Ross is a school psychologist, behavior specialist, and a contributing faculty member at Walden University’s Riley School of Education and Professional Licensure. He has worked in both the private practice and public-school settings, specializing in child and adolescent development and behavior problems. Dr. Ross has worked closely with public school administrators and teachers regarding effective classroom management and behavioral interventions. Dr. Ross is credited for developing the BOSS classroom management program that has been used across the US and international locations. He is a frequent presenter and author of behavior management topics.

Curriculum

The Essential Concepts
The learner will recognize important concepts like punishment and reinforcement as they relate to classroom management. Also, the learner will gain new understanding in why some classroom management strategies are ineffective. The term “paradigm paralysis” will be introduced as an important concept.
Steps for Effective Classroom Management
The learner will be introduced to two specific steps for effective classroom management for students of all ages. The steps are clearly articulated in terms of what to do and what to say to students for effective outcomes. The problem with the commonly used “redirection” is explored.
Main Categories of Contributing Factors
Determine general categories of factors contributing to a problem and learn about the 6 general categories of causes commonly used in C&E diagramming.
Additional Classroom Management Steps for K-8
Specific steps are outlined for K-8th grade classroom management in order to tailor to this population of students. Important concepts are emphasized with interactive media.
What Not To Do
It is important to understand both concepts for effective classroom management: what teachers should do and say versus what teachers should not do or say. These distinctions are important as research shows that most teachers have been conditioned to a certain paradigm of responding to misbehavior. This portion of the training focuses on what not to do and provides rationale for those recommendations.
Teacher Outcomes and Research
The content in this course is based on behavioral theory and considerable research. The concepts and steps presented in this course have been successfully replicated over 1000 trials. This clearly meets the definition of an evidence-based intervention. In this section, some of those outcomes will be shared with the learner.

What You Will Learn

Upon successful completion of this micro-course, you will be able to:

Identify and define important behavioral concepts and terms
Recognize and understand critical steps for implementing effective classroom management
Recognize and demonstrate what to say to students for effective classroom management
Recognize and understand what not to do or say to students in the classroom
Recognize critical outcomes from the research related to the course’ foundation