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Restricted to mineola ta non-degree cohort
25 hours of fieldwork is required.in-person: monday's and wednesday's 3:45pm to
5:15pmasynchronous work: tuesday's, thursday's, and friday's

Students will explore the structural, behavioral, and ecological management of inclusive classrooms giving students with special needs access to the curriculum and creating educative and conducive learning environments for all students.

Students will be able to describe the components of effective classroom management. Students will be able to describe the types and causes of student misbehavior. Students will be able to describe the role of classroom management in creating a learning community and in the areas of responsibility for management and discipline.Students will be able to describe and create a structural and ecologically effective learning environment conducive to all learners. Students will be able to distinguish between off-task behaviors and misbehaviors.Students will be able to Identify the features of low, medium, and high-control approaches to classroom management and discipline. Students will be able to describe steps to clarify their own classroom management philosophy and management plan. Students will be able to reinforce students effectively and use supportive language in the classroom.Students will be able to create a supportive, inclusive classroom where students with special needs will maintain access to the curriculum.

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.