Coursework Cover Page

Course 990: 180 Degrees: Rethinking Classroom Management

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By signing below, I confirm that I have read the Learners Edge Collaboration and Plagiarism Policy (located on the back
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 Collaboration & Plagiarism Policy
As an institution committed to professional development, Learners Edge believes each course participant will complete
coursework with integrity, and will approach the course and all requirements in an honorable manner. At Learners
Edge, we believe some of your best resources are your colleagues. As such, we’ll ask you to connect with them to
share ideas and best practices. Collegial brainstorming and idea sharing are always encouraged. Teachers are encouraged
to read the text together, share information, discuss concepts, etc. However, when it comes time to actually completing
the requirements for the course, the following guidelines must be met.

Read and Respond:

For the few text questions that are general in nature, your responses may be similar (not identical), as the material might
not be unique to an individual teacher’s classroom. However, each person is still expected to craft his/her own
responses to these questions following the group’s brainstorming/idea sharing session. Most questions, though, are very
classroom specific—and ask teachers to reflect on their personal experience, their own courses, and their own
classroom. These questions do require a very individualized response.

Resources:
We ask teachers to explore current resources which enhance and individualize learning experiences. You will cite these
resources as you consider how to use information obtained. We expect you to summarize the resources in your own
words. While two or more teachers may use the same article, the written responses to that article must be unique to
you.

Reflection Requirement:
Because we, along with our academic partners, believe that reflection is an essential part of learning, this section is
designed with prompts that allow you to deepen your understanding of the course content. Specific prompts are
provided for this requirement to focus your writing and reflect on how the coursework has deepened your practice and
philosophy. This requirement should be written from the perspective of each educational professional, offering details,
opinions, and examples that support contentions. Although we value quality over quantity, the Reflection Requirement
should be a minimum of 2 double spaced, 1 inch margined pages.

Application Requirements:
The intent is to create usable lessons/activities that each teacher can integrate into his/her classroom. In almost every
case, this will require a substantially individual design—since each teacher teaches different curriculum, different
students, etc. In a rare case where, for example, two teachers team teach—teaching virtually the same students and
same curriculum and can each truly implement the activity they have designed in their classrooms, we would accept
work that is similar. However, these situations must have prior approval from Learners Edge. Of course, any
evaluation/reflection on team-taught lessons must be individualized. Failure to uphold the collaboration/plagiarism policy
may result in a loss of credit and an inability to register for future courses with Learners Edge. Please contact our office
if you have any questions about this policy.
 Course Syllabus
Course 990: 180 Degrees: Rethinking Classroom Management
Continuing Education Graduate Credit: 3 semester credits or Non-credit
Course Description:
This course will challenge many of the most common assumptions about discipline and classroom management. Be
prepared to question the assumption that problems in the classroom are usually the fault of students who don’t do
what they’re told. Reconsider what it is that they’ve been told to do---or to learn. Just as memorizing someone
else’s right answers fails to promote students’ intellectual development, so does complying with someone else’s
expectations for how to act fail to help students develop socially or morally. Explore how to work with students to
create caring communities where decisions are made together.
Goals and Objectives: Upon completion of this course, participants will be better prepared to:
 Reflect on assumptions and insights of practitioners, researchers and self
 Understand the limitations and disadvantages of punishment.
 Understand the limitations and disadvantages of praise/rewards.
 Understand the value of community and the necessary ingredients for building community.
 Critically examine the assumptions about discipline and classroom management that guide his/her decisions.
 Recommend changes to make in his/her classroom that will result in a more respectful, responsible, caring
community----a community that ultimately fosters higher levels of student achievement.

Required Text/Reading:
Text(s): Kohn, A. (2006). Beyond Discipline: from Compliance to Community. Alexandria, VA: ASCD..

Knowledge Base: The knowledge base of this course, in part, is affirmed in the writing and research of these
references:
Boyd, L. (October, 2012). Educational Leadership: “Five Myths About Student Discipline.” Page 62.
Goodwin, B., Miller, K. (October, 2012). Educational Leadership: “Research Says, For Positive Behavior, Involve
Peers.” Pages 82-83.
Gardner, H. (2011). The Theory of Multiple Intelligences. New York, NY: Basic Books.
Goleman, D., Bennett, L., Barlow, Z. (2012). Ecoliterate: How educators are cultivating emotional, social, and ecological
intelligence. San Francisco, CA: Jossey-Bass.
Hubbell, E.R., Pitler, H., Stone, B.J. (2013). Classroom Instruction That Works: research based strategies for increasing
student achievement. Alexandria, VA: ASCD.
Linsin, M., (2013). The Classroom Management Secret. San Diego, CA: JME Publishing.
Miller, C. (2012). The Essential Guide to Bullying Prevention and Intervention. New York, NY: Penguin Group.
Sullo, B. (2013). The Inspiring Teacher: Making a positive difference in students’ lives. Alexandria, VA: ASCD.
Whitaker, T. (2012). What great teachers do differently: 17 things that matter most, 2nd Edition. New
York: Eye on Education.

Americans with Disabilities Act – Accommodations will be provided for individuals with documented disabilities or
special learning needs. Please let us know at Instructor@LearnersEdgeInc.com how we can help!
 Important Dates

SPRING SESSION SUMMER SESSION FALL SESSION

•Coursework •Coursework •Coursework

completed by completed by completed by
April 15 Aug 15 Nov 30
•Maximum •Maximum •Maximum
credits = 9 credits = 12 credits = 9

Our Commitment to You

Our Mission:
Our mission is to provide professional development opportunities that create remarkable experiences that inspire
educators and ultimately improve the quality of teaching and learning.
We are confident that our courses will challenge your thinking and that you will find numerous practical strategies
and/or insights you can immediately apply.

Coursework
The required assignments are designed to help you expand the depth and breadth of your understanding of course
topics and to help you apply new skills and behaviors to enhance your teaching practice.
Important note: We work with educators at all professional levels, and recognize that modification may be needed to
meet your professional goals. If your role is something other than a classroom teacher (school psychologist, social
worker, nurse, para-professional, counselor, etc.), some assignments may be challenging to complete. Please contact us
with your great ideas for modifications at instructor@LearnersEdgeInc.com. We will work with you to ensure the
coursework is relevant and beneficial, while still meeting course objectives.

Formatting Tips
Please submit work using the following formatting guidelines:

 12 point font
 Single or double spaced
 Label each section as: Read and Respond, Resources, Reflection, and Application (and “A” Requirement if
applicable) and number your responses

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 Rubric
Each component of our Learners Edge courses has been designed by our team to help you learn new concepts/skills,
stay up to date in the field, reflect on your professional practice and apply new ideas in your classroom.

SECTION To earn a B, you will need to meet the following criteria:

General Coursework Expectations Responses thoroughly address all questions

Writing meets graduate level standards of grammar and mechanics

SECTION Additional Section-Specific Requirements

Read and Respond: Responses reflect thorough understanding of course concepts

Elaborates on main points

Resources: Selects resources relevant to course concepts

Resources meet Learners Edge copyright and citation criteria including:
Title, Author, Copyright or publishing date, URL if applicable

Reflect: Openly examines experiences as they relate to the topic

Analyzes and identifies growth opportunities

Application: Responses demonstrate ability to apply course content

Responses connect course content to future professional practice

OPTIONAL To earn an A, you will need to meet the following additional criteria:

A Requirement Meets all criteria indicated above

Completes Additional “A” Requirement found at the end of the syllabus

If your coursework is a shining example of meeting and exceeding our expectations, we may ask your permission to
showcase your work.
If your coursework doesn’t meet the requirements, we will connect with you to help ensure your revisions are on track.
Course work that does not meet standards as described above will not be awarded credit until appropriate revisions are
completed.

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 Let’s Get Started!

Read and Read and Respond – Each of our courses is designed

Application Respond to expose you to current information related to
course concepts. Our goal is to provide a balance of
ideas connecting theories and practice.
Reflect Resources

Using your instincts, and experience, respond to questions 1-3 before reading the text.
1. Indicate whether you agree (True/False) with each of the following statements. Include your responses with your
coursework.
________As the teacher, I must get maintain control of my classroom.
________If the teacher isn’t in control of the classroom, the likely result is chaos.
________Children need to be told what the teacher/adults expect of them, as well as what will happen if they don’t
uphold those expectations.
________You should give positive reinforcement to a child who does something nice if you want him/her to keep
acting that way.
________Children need to be taught how to control their impulses.
________If a student does not do something you have asked him/her to do, you need to first determine what you
can do to get the student to comply with your request.
________If a student chooses to misbehave, then they are choosing the consequence of that misbehavior.

2. Consider the following hypothetical situation: Your students have discovered how to make their chairs squeak
loudly. They enjoy joining together and squeaking them as loudly as they can, much to your irritation.
Indicate the choice you think is best, and include it w/ your coursework:
a. Finding a way to respectfully get them to stop
b. Figuring out why it is that they feel the need to squeak their chairs
c. Making your expectation clear and reminding them of the consequences
d. Buying new chairs that are bolted down and can’t squeak

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3. List the long-term goals you have for the students with whom you work. Describe what you would like them to be,
and be like, long after they’ve left you. Please include your goals with your coursework.
As You Read the Text:
4. Chapter 1explores human nature.
a. Summarize the view of human nature to which Kohn ascribes.
b. Summarize the view of human nature to which you ascribe.
5. In Chapter 2, Kohn explores the reasonableness of what we ask students to do. He raises the question whether it’s
reasonable to expect students to sit still for extended periods, raise their hands before speaking, line up before
leaving the classroom, not sharpen their pencils, not leave the classroom for a drink of water, etc. As you think
about requests you get from your students, tell about some of the things you’ve insisted students do or not do, that
you may be reconsidering in light of your course learning.
6. The author suggests, “When students are “off task,” our first response should be to ask, “What’s the task?””
Provide a concrete example of a task you believe to be a “poor task”--a task that, in many respects, sets up students
to “misbehave.”
7. Punishment can, at its most “effective,” change a student’s behavior.
a. Describe what punishment cannot do according to the author.
b. Relate some of the negative consequences which result from punishment.
8. The author admits that rewards for good behavior (like praise, free time, food, etc.) can result in temporary
compliance. Define what he suggests are the drawbacks of rewards.
9. Many of the “New Discipline” programs stress the importance of “logical consequences.”
a. Recall the author’s concern with logical consequences.
b. Examine the logical consequences that are in place in your classroom or school and tell us about any that strike
you as illogical. Then, tell us if they are any different from punishment.
10. Respond to one of the following:
a. Describe why the author is critical of how “time out” is typically used.
b. Summarize your thoughts about “time out.”
11. The New Disciplines stress the importance of choice; students choose to follow the rules, or they choose the
consequence. Explain the author’s concern with this understanding of “choice.”
12. Complete one of the following:
a. Revisit your list of student attributes from question I-3 above (long term goals for students) then comment on
your list in the light of Kohn’s quote: “The more we manage students’ behavior and try to make them do what
we say, the more difficult it is for them to become morally sophisticated people who think for themselves and
care about others.”
b. Discuss the Constructivist Model, and what the model suggests students need to become moral, good people.
c. Kohn suggests most teachers will tell you they want students to develop an intrinsic commitment to good values.
But, he argues, most teaching and classroom practices do not support this type of intrinsic learning. Tell us
about your teaching practice and describe whether or not it supports Kohn’s ideas about intrinsic learning.

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 d. Discuss the following quote: “Students learn how to make good choices by making choices, not by following
directions.”

e. “It is the difference between being prepared to spend a lifetime doing what one is told and being prepared to
take an active role in a democratic society.” Summarize what Kohn means and if you agree, or disagree.
13. Respond to one of the following:
a. Consider a classroom where all students sit quietly and listen to the teacher: there are no disagreements,
students do not question the teacher’s directives, and no discipline problems occur. Explain why the author
would be concerned about such a situation.
b. Define the value of conflict.
14. If you do make efforts to relinquish control and invest students with more choice, the author cautions that students
may “act out” during this transition time. Tell us about the types of things you should be aware may happen during
this transition time, and how you might combat those behaviors.
15. Provide a hypothetical “bad decision” you could envision students making and explain how you might approach this
situation.
16. Chapter 7 addresses community.
a. Tell us what is meant by “community.” Include what is present in community, as well as, what is absent.
b. Describe why community is important if we want to move “beyond discipline.”
c. Provide one strategy you will use to build community in your classroom.
17. In Chapter 8, the author presents several ways of helping students solve problems. Of all the suggestions the author
presents, describe one you are eager to try.
18. Respond to one of the following:
a. Consider the following hypothetical situation: Bobby continues to not turn in his homework.
Solution 1: Cajole, bribe, and threaten him into turning in his homework.
Solution 2: Work with him to help him take responsibility for not turning in homework and to come up with a
plan for getting more work done.
Solution 3: Provide a solution to the issue. Tell us what other approach could be used (should be used,
according to the author).
b. Consider the following hypothetical situation: Suppose you are a principal and have fully embraced the concepts
in this text. A teacher comes to you because a student has just sworn at her. The teacher believes you would
want her not to punish that student. She says, “I’m so angry…a student just swore at me and you want me to
just let it go?!” Describe how you would handle the situation, or how Kohn suggests you handle it.
19. The author has many interesting things to say in the Afterword. Respond to one of the following:
a. Tell us what you think is wrong with Zero Tolerance policies.
b. Describe the role curriculum plays in “rethinking classroom management.”
Place holder

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 Resources – Here is your opportunity to explore
Read and
Application Respond additional aspects of course concepts and to
further customize your learning experience.
Reflect Resources

1. To meet this requirement, please identify two resources related to the course content that will both enhance
your professional practice and deepen your understanding of the course. Resources selected may be blogs,
wikis, websites, articles, books journals or a combination thereof. Resources selected should be recent -
published within the last three years.

2. Summarize what you learn from each resource in 2-3 paragraphs. Include an explanation about how information
presented in the resource will impact your professional practice.

3. For each resource, include:

 Title
 Author
 Copyright or publishing date
 URL if applicable

Application Read and

Reflect - We understand the importance of reflection
Respond
on assumptions, insights and philosophies as a key
part of the learning process. To meet required depth
Resources of reflection, your response should be a minimum of
Reflect
2 double-spaced pages.

Alfie Kohn’s work is considered thought-provoking and controversial. Some even go so far as to question how
much time he spent in the classroom teaching. Discuss Mr. Kohn’s points of view, and summarize whether or not
you agree with his ideas. Then, compare and contrast your own opinions, thoughts, and ideas regarding classroom
management with Kohn’s.

Be certain to address the following in your reflection:

 How you communicate with your administration regarding discipline issues.
 Whether or not you believe your administration “backs you up” when there is a discipline issue.
 How you communicate with parents regarding discipline issues.

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 Application - Apply and evaluate new knowledge and
Application Read and
Respond skills. Connect coursework to your professional practice.

Reflect Resources

Application Requirements: Complete three of the six options listed below:

Note: Our expectation is that each of the options you complete will be the product of substantial thought and planning and
will incorporate your learning from the textbook and articles readings.
Option 1: Plan a Classroom Meeting
Address the sharing, deciding, planning and reflecting aspects of the class meeting. Your plan should be one page, or
more.

Option 2: Building Community

Chapter 7 explores the idea of a classroom as a community. Create an action plan outlining how you would create a
sense of community within your classroom. In your plan address the following points from the chapter:
a. Describe how the classroom system works.
b. List the ways students are helped to develop a sense of responsibility for each other.
c. Summarize the structures which are in place to ward off negative behaviors between students.

Option 3: Hypothetical Situation

Design a hypothetical situation (much like the author’s example of Tanya’s Tantrum in Chapter 8.) Indicate what steps
you would recommend the teacher take to best “resolve” the situation, and apply what you have learned from the text.

Option 4: Letter to Parents

Write a letter to parents that explains your discipline/classroom management policy and philosophy.

Option 5: Incorporate Technology

Create a website, or webpage specifically for your classroom and post your classroom management policy within the
website, or on the webpage. Include a screen-shot of your classroom website/webpage with your classroom
management policy.

Option 6: Student Discussion—need access to students

Hold a discussion with your students and ask them to “describe what you think your teachers most want you to do/be.”
Summarize the things they said, as well as what was not said. List any trends you noticed, and tell us if they said what
you were hoping they would say.

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 The Finish Line

If your goal was to complete coursework for a B grade,

congratulations! You’re done 
Please review the instructions for submitting coursework
found on the next page.

If your goal is to complete coursework for an A grade, you’ll need to complete this additional
assignment.
Select one of the options below and clearly label it as “A Requirement” on your submission. Include this additional
assignment with the submission of your other coursework.
Option 1: Top Three Take-aways.
Please summarize the top three things you will “take-away” (or have learned) from this course. For each
takeaway- explain why this concept was especially relevant to you and how it will impact your professional
practice. Your response should include a minimum of at least one paragraph per take-away.
Option 2: -Share Your Great Ideas with Your Colleagues!
You will contribute to the Online Discussion Forum by completing all three of the following:
 Describe a lesson/activity
 Share an idea, post a question, or respond to an existing post
 “Steal” one great idea from a peer’s post and explain how you would utilize it in your practice.

Directions to post your comments in the Forum:

 Go to www.LearnersEdgeInc.com
 click on Access my Online Course
 Enter your log-in information provided in your Learners Edge Online Course Information email.
 Click on the link to the Discussion Forums located on the left navigation menu:

 Click on the “Class Discussions” link

 Click on the link to each of the three topics. Once inside the discussion forum, click post reply

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 The Choice is Yours!
TWO options for submitting coursework to Learners Edge:
Option 1: Submit via our Online Platform

Go to www.learnersedgeinc.com and click on Access my Online Course.

 Login using your Learners Edge credentials

 Click on the Assignment Link on the left hand navigation menu

 Review all instructions carefully

 Save your work as a pdf
 Upload the document
 Click “submit”
 It is not necessary to include the cover page with your coursework
 If you choose to complete the Additional “A” Requirement, please clearly label it on your submission
 Comments will be provided in the online environment upon evaluation of your coursework, please check
back in the online environment to ensure all requirements are satisfactory

ONLINE SUBMISSION CHECKLIST

 I have completed all requirements for each part of the course
 Read and Respond
 Resources
 Reflect
 Application
 “A” Requirement (optional)
 I have saved a copy of all coursework
 I have submitted my work as a pdf
 I have checked the Honor Pledge box

Option 2: Mailing Your Coursework

Attach the Coursework Cover Page included in your course syllabus to your completed work.

 Staple or clip your coursework. Attach your completed Coursework Cover Page
 If you have completed more than one course and are submitting materials in the same envelope, please
separate each course
 It is not necessary for you to send folders, binders, or plastic covers with your coursework
 You will receive a confirmation email when your materials are received in our office. You may find it
helpful to request delivery confirmation from the USPS
 We are happy to return coursework to you with comments if requested. Please be sure to enclose a self-
addressed, stamped envelope with correct postage if you would like us to return coursework.

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 Mail to:
Learners Edge
Attn: Coursework
10523 165th Street West
Lakeville, MN 55044

MAIL SUBMISSION CHECKLIST

 I have completed all requirements for each part of the course
 Read and Respond
 Resources
 Reflect
 Application
 “A” Requirement (optional)
 I have saved a copy of all coursework
 I have attached the cover page to the front of my coursework
 I have signed the Collaboration and Plagiarism policy

Grades – If your coursework meets all criteria, you will receive a completion email and your grade will be posted
within 5-7 business days of work being received or submitted.
Transcript Information: Learners Edge does not process transcripts.
To request a transcript:

 Wait until you receive completion emails for each of your courses.
 Contact your chosen academic partner
 For questions related to transcripts, please visit our website:
o www.learnersedgeinc.com,
o Hover on the Partners tab,
o Click Academic
o Select your academic partner and follow the transcript instructions provided

What Should You Do if Life Happens?

Extensions: Learners Edge grants a two-week extension for each session. You do not need to request or ask for this
two-week grace period, your coursework will be processed without penalty when it arrives.
If you need additional time (more than two weeks after the session closes) to complete your course, you will
automatically be moved to the following session*. If you need a specific session noted on your transcript, you must
complete your coursework within that session.
*Note: This will affect credit limits in subsequent sessions.

Withdrawing from or Cancelling a Course: If you determine that you would like to take a different course, please
contact us and we will be happy to switch your course. If you would like to cancel your course, you have 30 days from
the course order date printed on your receipt to do so. A $40 cancellation fee will apply. We are unable to offer any
refunds for course cancellations after 30 days.

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 End of Course Survey

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