SN 503 Teaching Students with Behavior Disorders

Welcome to the Seminar Dr. Phyllis Schiffer-Simon Seminar Agenda Review of Major Assignments Seminar Discussion Topic Q & A

Course Outcomes After completing this course, you should be able to: Analyze approaches to identifying, teaching, and managing behavior disorders Synthesize effective teaching practices for emotionally and behaviorally disordered (EBD) students Analyze social skills training for EBD students Describe the benefits of working with parents, professionals, and community resources in the education of EBD students Create a personal research-based philosophy for teaching EBD students.

Discussion Grading Rubric Initial Discussion question is answered accurately and with detail (6 Points) Postings contain one or more critical thinking questions to advance the discussion (6 Points) Postings contain outside research (i.e. web links, articles, references) (6 Points) Responses to classmates are thoughtful and advance the discussion (6 Points) Proper mechanics are used (3 Points) Postings and responses are done during the Kaplan week and not on the last day (3 Points)

Major Assignments & Weeks Due Final Project: Philosophy of Teaching - Unit 8 Throughout this course, you will be developing knowledge, understanding of the research base, and the skills necessary to write a personal research-based philosophy of teaching students with emotional and behavior disorders. This 8-10 page philosophy must be supported by a review of the literature in the following areas: Classroom and School Climate, Classroom Management, Instruction and Learning Strategies, Use of Time Grouping Strategies, the Role of Social Skills Development, Early Identification and Screening, the Balance Between Content, Managing Behavior and Managing the Disability, the Role of Assessment and Accountability, Working with Home, Community and Other Professionals, Self-reflection and Evaluation.

Seminar Topic Planning to Teach EBD Students For this week's seminar, come prepared to discuss the following questions: 1. What strategies would you be most interested in trying to maximize instructional time for EBD students? 2. What are considerations seem to you to be most important when grouping EBD students?

Seminar Topic 3. Describe the kind of classroom climate that you think would be most beneficial for EBD students. How would you go about creating such a climate? 4. What teaching behaviors seem to be most effective with EBD students? 5. How does instruction in learning strategies and metacognition benefit EBD students? 6. What is the right balance between managing behavior, teaching effectively, and rededicating the EBD student's specific disability?

Wrap Up Questions and Answers