Home Course Details/Learning Objectives Course Fees & Register Now! Textbooks Course Development/Course Authors PLU Prior Approval Form [.pdf] [Adobe Portable Document format] The UGA Advantage! Customized Training Other Certificate Programs

Course Details and Learning Objectives Managing Difficult Kids in General Education Classes Classroom Structure: Alleviating Behavior Problems Alternative Assessment Practices for the General Education Classroom Building Fluency in Basic Skills (NEW!) Post-School Transition for Students with Learning Disabilities (NEW!) Managing Difficult Kids in General Education Classes One of the most difficult aspects of teaching is management of kids with behavioral problems. These problems may range from off-task behavior to overt aggression against other students and teachers. While appropriate classroom structure can alleviate some behavior problems, for more serious problems, more involved interventions are necessary. Managing Difficult Kids in General Education Classes will help the teacher reflect on how to avoid power plays with aggressive children, as well as how to use a self-monitoring intervention to increase a student's attention to task. Peer confrontation is also explored as a behavioral management tactic for more difficult to manage students. Every teacher should have these tactics and strategies at his or her command. Click Here for Textbook Information When you complete this course you will be able to: •  Implement a self-monitoring intervention to increase attention. •  Implement several defusing strategies to avoid power plays with kids. •  Implement a peer confrontation procedure for aggressive kids. In addition to textbook and online readings, you will be required to complete an online quiz and a written assignment consisting of a 300-600 word intervention plan. Register Now Return to page top Classroom Structure: Alleviating Behavior Problems Classroom structure involves the arrangement of classroom furniture and equipment, but also extends to placement of learning centers, establishment of related classroom rule systems, organization of the students' time, and instructional activities that will make the students responsible for their own learning. Effective classroom structure simplifies classroom management and creates an environment that can help minimize behavior problems. The course will focus the new or veteran teacher on several issues dealing with the structure and organization of the classroom that will assist in decreasing disciplinary problems. Click Here for Textbook Information When you complete this course you will be able to: •  Describe the components of classroom structure •  Identify classroom arrangements that facilitate improved behavior •  Identify appropriate rule systems and communication strategies to assist in dealing with disciplinary problems •  Develop a classroom-structure modification plan to decrease disciplinary problems In addition to textbook and online readings, you will be required to complete an online quiz and a written assignment consisting of a 700-800 word essay describing your plan to modify classroom structure a course requirement. Register Now Return to page top Alternative Assessment Practices for the General Education Classroom Daily assessment of student performance is an important part of a teacher's role. Research has shown that students with learning disabilities generally require more support for their learning efforts. One of the best supports a teacher can provide is an effective system for reviewing a student's progress on a regular and frequent basis. This course will help teachers develop alternative assessment tools for the classroom. Click Here for Textbook Information After completing this online course, you will be able to: •  Develop a criterion-referenced assessment for the general education class. •  Write a rubric for a performance assessment task. •  Develop a precision teaching project in an appropriate academic area. •  Develop a series of sequential rate based objectives for a criterion-referenced assessment. •  Develop a portfolio of student work. In addition to textbook and online readings, there are several self-tests throughout the course. The final assignment requires you to write a rubric for a particular situation. Register Now Return to page top Building Fluency in Basic Skills Whether you are a new or veteran teacher, this course will give you a greater understanding of how "fluency" has become such an important part in a student's learning and the ability to maintain basic skills. The module consists of readings, a practicum in monitoring student progress, an assignment of recording student performance and making data-based instructional decisions from case-studies. A final project will require developing an Action Plan for one student by incorporating the five-step process in helping students become fluent in basic skills. It will take approximately 10 hours to complete this module, and you will have 30 days to complete the course assignments. Upon successful completion of this course, you are awarded 1 CEU from the University of Georgia Center for Continuing Education as well as 1 SDU from the College of Education. Click Here for Textbook Information After completing this online course, you will be able to: •  Select a basic skill (e.g. math, reading, handwriting, grammar, spelling, etc); select a learning channel (e.g. See/Say, See/Write, Hear/Write, etc); and set a specific "aim" or goal in two curricular content areas (e.g. math, reading) •  Select and provide one-minute practice sessions •  Chart student performance data •  Make data-based instructional/curricular decisions, and •  Develop an Implementation Plan that includes either one student, a small group, or an entire classrooms Register Now Return to page top Post-School Transition for Students with Learning Difficulties In this course, you will learn about the role educators play in preparing children and youth with disabilities to move from the school to the work place and into the community. The course addresses the broader issue of schooling in the United States, proposing the idea that children be trained to function in the world outside the school. This world includes work, recreation, leisure time, and social integration into the community's governmental decision-making, religious life, school policy, and independent living. The course discusses how school systems can refocus their educational efforts and collaborate with other governmental and non-governmental agencies and groups to achieve effective transition from the school to the community and the work place. Click Here for Textbook Information After completing this online course, you will be able to: •  Describe the issues which must be considered in developing a post school transition plan. •  Define self-fulfillment and describe how self-fulfillment impacts the post school transition process. •  Utilize the post school transition checklist for post-school transition planning. •  Develop an Individual Transition Plan. In addition to online readings and assignments, you will be required to develop an individual transition plan for one of your students. For students in this course that may not be teaching, you may use imaginary information from students you have dealt with in the past, and formulate a transition plan based on that information. This transition plan must be submitted to the University of Georgia prior to receiving a grade in this short course. Register Now Return to page top All contents copyright © 2007. University of Georgia Center for Continuing Education Conference Center & Hotel. All rights reserved. URL: www.georgiacenter.uga.edu/is/coe/details.phtml