Positive Thinking and Behavior for Today’s Schools
EDUC 600
Course Syllabus and Assignments
Course Instructor: Joseph C’de Baca, MaEd. 727-258-7233, teacherslearningcenter@gmail.com Colorado State University - Denver Public Schools. Vita available at website.
Credit Hours: 3 Semester Credits Grade Type: Letter Grade
Course Readings: Beyond Positive Thinking: Getting the results You Want by Robert Anthony. 2007 Garden City, NY: Morgan James. 287 pages.
Course Description:
This course will present writing techniques and self-talk language that goes beyond the superficial educational phrases or cliché's used in schools. Instead of self-esteemology, it presents the concept of right thinking and the truth about who we really are. Teachers
will learn to write and use positive affirmations that are meaningful as well effective in shaping human behavior. They will also be exposed to new ways of thinking regarding the miss-programming of our minds and how the brain works. Educators will apply the concepts into schools settings by developing writings, lessons and classroom activities.
Contact Hours:
Independent study courses require 45 contact hours of time for 3 credits.
Course Objectives:
1. Educators will learn how to go beyond positive thinking to develop right thinking and to realize the power and potential truth about ourselves that we possess.
2. Teachers will examine myths and misinformation about superficial positive thinking and show how to take self-talk affirmations to a higher and more effective level.
3. Educators will be presented with writing samples and techniques for developing effective positive affirmations and self talk for writing assignments and classroom use.
4. Students will be able to use quality positive affirmations to improve their instructional delivery and writing as well as student empowerment and personal success.
5. Teachers will develop writings, lessons and affirmations for classroom and student applications as well as for their own personal effectiveness.
Chapter Review/Reflections: Write several paragraphs summarizing the main ideas, knowledge 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:
Introduction - Welcome
1. Positive, Negative and Right Thinking
2. The Truth About You
3. What Are you Telling Yourself
4. Believing is Seeing
5. Write Your Own Script
6. Program Your Mind for the Best
7. Techniques for Imprinting
8. Achieving Your Financial Desires
9. Five Words that create Results
10. Teaching Responsible Behavior
11. Who or What is Stopping You
12. Give Up Hope and Take Action
13. The Greatest Obstacle to happiness and How to Overcome It
Writing Assignments:
After the chapter reviews, research or DVD Review, lesson or activity, write a two-page final application essay linking key concepts from the book, Beyond Positive Thinking: Getting the Results You Want 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. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.
Required Assignments:
1. Book chapter readings
2. Chapter reviews and reflections.
3. Research review
4. Project or activity
5. Final Application essay (APA or MA writing style format)
Email Assignments: teacherslearningcenter@gmail.com Instructor: Joseph C'de Baca 727-258-7233
Mail registration:
Teachers
Learning
Grading |
|
Grade Distribution |
Chapter Reviews & Reflections |
30% |
90 - 100 = A |
Research Article 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
|
Positive Thinking and Behavior for Today’s Schools
Course Assignments and Rubrics:
Chapter Reviews/Reflections
Chapter Reviews/Questions |
Basic (50 pts.) |
Proficient (60 pts.) |
Advanced (70 pts.) |
Read the book and write chapter reviews and reflections for each chapter. Write several paragraphs about 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.
|
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.
Research Article Review Rubric Assignment:
Article Review |
Basic (10 pts) |
Proficient (15 pts) |
Advanced (20 pts) |
Research course topic and locate a relevant article that relates to the course content. Such as child obesity in schools and society as a national issue. *Include a copy of the article utilized in this assignment. |
Writes review of article with basic citation information and briefly shows connection between course and article content.
|
Writes review of article with a few references of information. Some critical analysis and solutions. Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.
|
Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content. Reflection incorporates abstract and critical analysis and alternatives or solutions. Personal experiences and perspectives are included. Review applies information learned to potential classroom situations.
|
Required Lesson/Unit Plan or Activity Rubric
Activity Lesson/Unit Plans |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write a lesson or Unit plan, or develop a project or activity that demonstrates the course concepts in a school classroom or instructional environment. Other activities or projects 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 linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development. Pull all the content and courses work together in this final application essay.
|
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. |
Joseph C'de Baca with any questions.
info@graduatecoursesonline.com
1-727-258-7233
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772
