|Course Number:||EDU 5515 C01|
|Instructor:||Alex Shevrin Vanet|
|Location:||Online with on-ground days at Castleton University, Stafford Academic Center, Room 142, Castleton, VT.|
|Dates and Times:||
October 5 - December 7, 2018. Two in-person sessions (6 hours each) plus 8 weeks online. Face to face 1: FRIDAY, October 5, 9:00 am - 3:00 pm; Face to face 2: FRIDAY, November 30, 9:00 am - 3:00 pm
|Credits:||3 graduate credits|
Note: Course payment or purchase order of $925, payable to RRWIB, is due at the time of registration. A purchase order number can be entered into the online registration form. Credit card payments can also be made online. Please mail the check to the Castleton Center for Schools, Stafford Academic Center, Castleton University, 251 South Street, Castleton, VT 05773
All students are capable of learning, but when working with students who have challenging behaviors it doesn’t always feel that way. To best serve these challenging students, we need to understand the underlying issues that cause that challenging behavior. Once we’re grounded in understanding, then we need to have a robust toolbelt of frames and strategies for working with those students. In this course we will explore theories of learning and behavior as well as models of problem-solving and classroom management. We’ll explore our own beliefs and biases, and articulate philosophies and frames to guide our work. By the end of this course, participants will understand how to use trauma-informed and strength-based strategies in their classrooms. Additionally, they’ll understand the types of shifts that teams, schools or districts could make to better support students with challenging behavior.
Audience: All educators
To better serve behaviorally challenging students through strategies grounded in trauma-informed practice and strengths-based approaches.
Students will submit a reflection and action-research plan along with a self-evaluation of learning.
Individual assignments and projects throughout the course will be given narrative feedback rather than grades. At the end of the course, students will self-assess using evidence of their participation and projects and collaboratively determine their grade with the instructor.