Eliminating Student Excuses
EDUC 600
Course Syllabus and Assignments
Course Instructor: Joseph C’de Baca, MaEd. 727-258-7233, info@graduatecoursesonline.com
Credit Hours: 3 Semester Credits Grade Type: Letter Grade
Course Readings: Excuses Begone! How to Change Lifelong, Self-Defeating Thinking Habits., by Wayne Dyer.2009. New York City: Hay House Pub. 254 pages
Course Description:
This course will examine the negative and self-defeating thinking patterns that prevent students from reaching their highest levels of academic success, happiness and mental health. The power of limiting beliefs that restricts people from learning new skills and acquiring knowledge is explained with the 18 most common excuses used. Strategies to overcome excuses from the creative conscious mind and habitual sub-conscious mind are presented. Educators will develop assignment activities that apply the course content into classroom instruction in order to eliminate learning excuses and for empowering students to excel in their academic endeavors and school activities.
Course Objectives:
1. Educators will develop an understanding of how the mind is programmed to believe and behave in certain negative or positive patterns that are socially conditioned.
2. Participants will analyze the social and psychological beliefs of the 18 most commonly utilized excuses for not exploring or experiencing new ideas, goals or endeavors.
3. Educators will learn about the seven excuses be-gone principals for reprogramming thoughts in order to change limiting, preconditioned beliefs and self-defeating behaviors.
4. Participants will examine the paradigm shifts needed for a new way of thinking and shedding subconscious habits and acquire strategies to develop a new way of being.
5. Educators will write an application essay and develop a lesson or project activity that
applies the course content to classroom instruction and school learning environments.
Chapter Review/Reflections: Write several paragraphs summarizing the main ideas or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.
Chapters:
1. You Can Change Old Habits 2. Your Two Minds
3. The 18 Excuses Catalog 4. The 1st Principal: Awareness
5. 2nd Principal: Alignment 6. 3rd Principal: Now 7. 4th Principal: Contemplation
8. 5th Principal: Willingness 9. 6th Principal: Passion 10. 7 Principal: Compassion
11. Changing Old Habits 12. Question: Is It True? 13. Where Excuse Come From?
14. What's the Payoff? 15. What Would my Life Look Like if I Couldn't Use Excuses?
16. Can I Create a Rational Reason to Change?
17. Can I Access Universal Cooperation in Shedding Old Habits?
18. How Do I Continuously Reinforce This New Way of Being?
Writing Assignments:
After the chapter reviews, write a two-page paper linking key concepts from the book, Excuses Begone! How to Change Lifelong, Self-Defeating Thinking Habits by Wayne Dyer, to your specific classroom context. Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. View and write a reflection of the DVD's Excuses Begone! PBS TV program. Focus the writings and activities on the concepts and strategies from the book and related assignments on how to apply them to school environments, teaching methodology and instructional practice.
Required assignments include: 1. Book readings 2. Chapter reviews 3. DVD Movie review 4. Final application essay 5. Project or activity (APA or MA writing style format.)
Email Assignments: info@graduatecoursesonline.com Instructor: Joseph C'de Baca 727-258-7233
Mail registration:
Teachers
Learning
Grading Grade Distribution
Chapter Reviews & Reflections 30% 90 - 100 = A
DVD Movie Review 20% 80 - 89 = B
Project or Activity 30% 70 - 79 = C
Application Essay 20% 0- 69 = D - F
Total 100%
Letter Grade |
% |
Possible Points Points Earned |
A |
90-100 |
100 |
B |
80-89 |
70 |
C |
70-79 |
50 |
Re-Write Assignments |
Based on Rubric Score |
Eliminating Student Excuses
Course Assignments and Rubric with Video Assignment:
Chapter Reviews/Reflections
Chapter Reviews |
Basic (50 pts.) |
Proficient (60 pts.) |
Advanced (70 pts.) |
Read the book and write chapter reviews and reflections for each chapter. Write 3 to 6 paragraphs summarizing the ideas, knowledge, and information that you thought was significant from each chapter. Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching. Address or apply any state, district, or national academic standards. Expanded bullet points of main issues are also acceptable. Include your personal experiences, ideas, and critical analysis. |
Writes a basic narrative of the chapters’ contents. Includes major points expressed by the author. Includes at least one citation or example. |
Writes a general narrative of the chapters' contents with limited personal reflection. Expresses major points of each chapter. Writing includes any state, district, or national academic standards that apply. Includes several citations or examples. |
Writes a complete narrative of the main points of each chapter. Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience. Expresses major points of each chapter and provides in-depth elaboration. Includes any state, district, or national academic standards that apply. Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools. Error-free. |
Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.
DVD Video Review Rubric Assignment:
DVD Review |
Basic (10 pts) |
Proficient (15 pts) |
Advanced (20 pts) |
Locate the relevant DVD for the course and watch it or them the 1st time for entertainment. Then watch the movie a 2nd time pausing and taking notes. Then write a movie review -reflection connecting movie content, information and learning with the book or research article or other course material . |
Writes a basic review of the DVD with one or two citations of information. Review only includes a minimal connection between course materials and DVD content |
Writes a expanded review of the DVD with several citations of information and explores the connection between course and DVD content. Writing has some critical analysis, solutions, personal reflection and school applications. |
Writes complete review of DVD with numerous citations and examples that thoroughly explore the connection between course and DVD content. Personal examples, critical analysis, solutions and reflections are relevant to teaching and classroom applications in schools and personal development. |
Required Lesson/Unit Plan or Activity Rubric
Activity Lesson/Unit Plans |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write a unit or lesson plan, project or activity that demonstrates the "Excuses be Gone" course concepts in a classroom setting school environment. (3 to 5 pages) Other activities include: staff development, state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events. |
Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications. |
Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts. Includes any state, district, or national academic standards that apply. Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course materials. |
Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles. Contains concrete and abstract activities for practical classroom applications of several concepts from the course content. Addresses any state, district, or national academic standards in the activity. Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement. |
Final-Application Essay Rubric Assignment
Final-Application Essay |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write an essay (3 to 6 pages ) combining all the course content or assignments and show how they can be applied to teaching students, schools settings and staff and personal development. |
Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment. |
Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments. Writing addresses any state, district, or national academic standards. Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement. |
Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools. Includes student's personal and experiential reflections and any state, district, or national academic standards that apply. Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools. Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement. |
Joseph C'de Baca with any questions.
info@graduatecoursesonline.com
1-727-258-7233
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772
