What We Say to Students Matters! Making Every Moment Meaningful! Instructors: Laura Augustine and Amy Keefer
Email: laura.augustine4@gmail.com and keeferaj297@gmail.com
Phone contacts: Laura Augustine 440-382-2132 Amy Keefer 419-343-7143

Course Description: In this course participants will examine the role of teacher language in the classroom as it relates to relationships with students, student achievement, student motivation and positive classroom culture development. The techniques can be used in person in a synchronous online learning community.

Required Text: Denton, Paula, EdD (2015) The Power of Our Words Teacher Language That Helps Children Learn

Supplemental Text: Bailey, Becky PhD (2015) Conscious Discipline Objectives:

1. Gain knowledge of social-emotional learning techniques and strategies that can be used in the classroom setting.

2. Apply knowledge of social-emotional learning techniques and strategies that can be used in the classroom setting.

3. Locate and utilize the Social and Emotional Learning Standards from the ODE website 4. Update existing plans/ units to include SEL techniques and strategies

Instructional Methods:

1. Readings
2. Videos
3. Presentations 4. PowerPoints 5. Analysis
6. Reflection

Course Assignments:

1. SEL Zoom In: 20 points Students will analyze and summarize the SEL standards for the grade band they currently teach.

2. Lesson Reboot: 20 points Students will take a lesson they have in their lesson bank and examine the lesson through the SEL lens and make updates to the plan that demonstrate incorporation of SEL techniques/strategies into the plan.

3. SEL Presentation: 30 points Students will create an informative slideshow including 3 techniques/strategies to use in the classroom to improve classroom culture, communication, and responsiveness.

4. Reflection Paper: 20 points Students will complete a short reflection demonstrating knowledge gain and plan for implementation of new knowledge.

5. Module Reflections: (10 points each) 30 points total Students will complete a short summary of their learning from each module.

There are 120 points total for this course. 108-120 points A
96-107 points B
84-96 points C

Below 84 points would require resubmission of assignments that did not meet criteria.

Class Schedule:

All assignments are completed asynchronously. If you have any questions or need clarification, please text or email one of the instructors. Their contact information is listed at the beginning of the syllabus.

Module One: ODE

In this module the participant will explore the standards for Social -Emotional Learning presented in the Ohio Department of Education’s website. The participant will focus or zoom in on the standards for the grade band he or she teaches. In this exploration the student will examine the following competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Assignment SEL Zoom In: Participant will create a slideshow that incorporates knowledge gained from a thorough examination of one of the five competency areas for his or her grade band. This slide show should be informative, concise, and demonstrate a thorough understanding of the chosen competency. The slide show could then be shared with a PLC or TBT.

Assignment Module Reflection: Participants will complete a one-page summary in reflection of new knowledge gained from completing this module. Choose two of the following to include in your reflection: how your thinking has changed, new insights, how you will change your
practice based on this learning, reflections on your current practice.

Module Two: Why is teacher language important?

In this module the participant will explore the purpose of intentional teacher language and its role in the classroom. The participant will consider general guidelines for teacher language and the effective use of questioning in the classroom. Open ended questioning strategies will be

explored for both academic and community building purposes. Video: What is Teacher Language?
Video: Teacher Language Independent Work Time
Video: Open Ended Questions

Assignment: Module Reflection: Participant will complete a one-page summary in reflection of new knowledge gained from completing this module. Choose two of the following to include in your reflection: how your thinking has changed, new insights, how will you change your practice based on this learning, reflections on your current practice.

Module Three: Listening and Reinforcing Language

In this module the participant will consider the uses of listening and reinforcing language. Why is listening important? The power in a pause for both teachers and students will be explored. What do we learn about children from listening and what do they learn about themselves? Reinforcing Language helps the teacher focus on positives. Description is emphasized over personal approval. This key element to reinforcing language may be transformational to the overall culture in the classroom.

Video: Teacher Language “Reinforcing Language Excerpts”
Article: Strengthening Students Listening and Speaking Skills
Article: Reinforcing Language: Giving Middle Schoolers Supportive Feedback Article: How’s Your Reinforcing Language?
Article: Noticing Positives

Assignment: SEL Presentation: Students will create an informative slideshow including 3 techniques/strategies to use in the classroom to improve classroom culture, communication, and responsiveness. This presentation should be professional in nature and ready to share with peers during a TBT or PLC meeting.

Assignment: Module Reflection: Participant will complete a one-page summary in reflection of new knowledge gained from completing this module. Choose two of the following to include in your reflection: how your thinking has changed, new insights, how you will change your practice based on this learning, reflections on your current practice.

Module Four: Reminding and Redirecting Language, Putting it All Together.

In this module the participant will explore the use of reminding and redirecting language in the classroom. Its use helps the class continue to remember expectations in a way that respects all members of the classroom community. Giving clear instructions when children need to get back

on track will be examined. How to redirect so that students make the positive choices to enable them to succeed in class will be a focus of this module.

Article: Reinforcing, Reminding, and Redirecting Video: Sitting in a Circle “Interactive Modeling” Video: Getting Behavior Back on Track

Respectful Redirection: An Evidence-Based Behavior Strategy (Video and Article)

Article: Strategies for Getting Students Back on Track

Assignment: Reflection Paper: Students will complete a short reflection demonstrating knowledge gain and plan for implementation of new knowledge.

Assignment: Lesson Reboot: Participant will take an existing lesson from his or her lesson bank and modify it to embed SEL principles and techniques in the lesson. Things to consider modifying: use of open-ended questioning, use of redirecting, incorporating relationship skills, etc.

References:

Denton, Paula, EdD (2015) The Power of Our Words Teacher Language That Helps Children Learn

Bailey, Becky PhD (2015) Conscious Discipline responsiveclassroom.org ConsciousDiscipline.com
Understood.org

Ohio Department of Education Social and Emotional Learning Standards