EDU534+Independent+Study

** If you have not yet registered for this course please send an email to **** Buffalo State SUNY Email ** ** Ask for an Individual course Registration for EDU 534 as an Independent Study. ** ** You must send a registration to SUNY to get Credit for the Course. **
 * HOLISTIC EDUCATION: TEACHING TO BOTH SIDES OF THE BRAIN **** NURTURING EMOTIONAL INTELLIGENCE – ** ** Independent Study ** ** Independent Studies may only be done by approved students: **** The assumption is that you will work on your own at your own pace with minimal supervision and oversight by the instructor. **** You should contact the instructor if you have questions or as directed during the course. **** Be sure that you have permission BEFORE starting this course or you may not get credit for the course. **

 **Since this is an independent study you are responsible for sending payment for this course as directed in the attached invoice!**   **If you have any questions: Contact your instructor:**  **EDU534 Independent Instructor**

= COURSE GOAL = The goal of this course is to present strategies for promoting emotional literacy in schools. Research in brain-based learning suggests that emotional health is fundamental to effective learning. The course will provide knowledge and skills about creating a curriculum that teaches emotional competency. Daniel Goleman, author of Emotional Intelligence describes such competencies and includes the five characteristics and abilities: self awareness, mood management, self-motivation, empathy and managing relationships. You should plan 40 to 60 hours to complete the assignments and readings, depending on the speed that you work it is designed to be completed in about 10 sessions. You may work as fast or take as long as you wish but must complete the course in the semester in which you start it or get permission to carry it over to the next semester.

** COURSE OBJECTIVES ** ** Teachers enrolled in this course will develop the following competencies **
 * Will learn to create a classroom environment where students become aware of their emotions and feelings.


 * Will become aware of and understand social and emotional development of students and key into their emotional needs at varying stages of development.


 * Will be able to organize classroom experiences that help students manage their moods so they are relevant to the current situation and react appropriately.

.
 * Will be able to apply to arrange classroom experiences that help students focus on goals and intrinsic motivators.
 * Will be able to develop and use focus groups to help students understand emotional issues and develop strategies for coping with them..


 * Will develop skills to teach students conflict resolution and peer mediation strategies


 * Use and teach effective problem solving and communication skills

= OUTLINE OF INSTRUCTION =

** Required readings: ** 1. Nicols, H. & Baum, S. (2003) Staying in STEPP: A Guide for helping adolescents manage stress. Available here

2. Goleman, D. (1995). //Emotional Intelligence//. New York: Bantam Books - You should plan on borrowing this book from a Library. or buying a copy of it. Here is a link to Amazon. [|Emotional Intelligence by Goleman]

Everyone knows that high IQ is no guarantee of success, happiness, or virtue, but until **Emotional Intelligence**, we could only guess why. Daniel Goleman's brilliant report from the frontiers of psychology and neuroscience offers startling new insight into our "two minds"—the rational and the emotional—and how they together shape our destiny. Through vivid examples, Goleman delineates the five crucial skills of emotional intelligence, and shows how they determine our success in relationships, work, and even our physical well-being. What emerges is an entirely new way to talk about being smart. The best news is that "emotional literacy" is not fixed early in life. Every parent, every teacher, every business leader, and everyone interested in a more civil society, has a stake in this compelling vision of human possibility.

3. Films:// You will have to buy, rent or borrow these films. //  //Dead Poets Society//, [|Dead Poets Society - Amazon link] //Breakfast Club,//[| Breakfast Club - Amazon Link]  //October Sky, [|October Sky - Amazon Link] //
 * Selected readings from the internet and identified articles may be used to supplement.

Course Activities
This online Independent course will use internet contact and discussion, role playing, case study scenarios and field observations to convey information and provide practice in understanding and applying concepts. Students will be expected to design, implement, and reflect upon six focus group sessions using at least four different strategies described in the course. In addition, students will be required to keep a ME Book that traces the development of their understandings of course content. ** Evaluation ** : Students in this course will be evaluated based on their performance on the following assignments: The purpose of this assignment is to put into practice the elements of the course. You are to conduct 4 class meetings or group focus sessions with your students helping them to develop their emotional intelligence. Use the format in the text. You can alter the sessions in the text to fit your classes. Ideas from resources in the course can also be adapted. We expect at least one film study; one multi-voting; and one role play among the strategies you will use with your students. Describe what happened after each session. Include students’ responses and your reaction to their responses. Also include insights you have about your class from these sessions. The films, lectures, class discussions and readings from the class should teach us something about ourselves as well as our students. This assignment is designed to help you identify these insights by having your complete the projects listed below and collect them in a reflective journal, the ME Book. For each task, you are to reflect upon and analyze in terms of the course content how a particular topic relates to you, personally. Include what you discovered about yourself from the activity and how this understanding can be beneficial to you in your personal life and how it might impact your work with your students. This is similar to a double entry journal where the first part of the assignment is cognitive and the second (followed by the / in the assignment) is an analysis of your response and your insight. Me Book entries follow the schedule of assignments. ** Grading ** : Grades for this course will be based upon straight percentages of the total points for the course (i.e. 90% of total = 'A'; 80% of total = 'B', etc.). ** Schedule of Topics: - TBD - To be determined by the Independent Study Student. **
 * ** Field experience: Focus group session design, implementation, and evaluation (50%) **
 * ** ME Book (50%) **
 * ** Session ** || ** Date ** || ** Topics & Activities ** || ** Assignments ** ||
 * 1 || TBD || ** Goals: ** Overview:
 * course objectives and requirements;
 * schedule and class format;
 * Individual goal setting;

** What is emotional intelligence? **

Read Chapter 1
 * Emotional components of success
 * “The Emotional Brain discussion”
 * Identification of issues
 * Stress and kids
 * How to conduct group focus sessions and class meetings || Introduction

** Develop a class meeting or focus group session to introduce students to Emotional Intelligence. ** ** (1 of 5) ** || Watch Film: The Dead Poets Society (Stress and Expectations). Me Book: Write a letter to Mr. Keating as a follow up to film and complete activity #1 in Me Book.
 * 2 & 3 || TBD || ** Stress Management **
 * What are my stressors?
 * How is stress manifested?
 * How **can we manage stress?**
 * ** Identifying Stress in Youngsters ** || Chapter 2

** Develop a class meeting or focus group session to introduce students to Elements of Stress that you have just read about. ** ** (2 of 5) ** || Me Book Activities: Complete 2 & 3 This includes the expectations matrix and a discussion of the poem Captain of my soul ||
 * 4 || TBD || == Stress cont. /Expectations ==
 * Understanding Strengths, Talents, Ethics, Personality, Passions
 * Staying in alignment
 * Burnout Cycle
 * Creative Outlet/Walden experience || Chapter 3

This is the half way point of the course. Please contact the instructor to schedule a skype conference call to discuss your progress to date. Send an email requesting a date and time for the skype conference call to: EDu 534 Instructor Email Since your instructor is an International Educator and may be any where in the world, it may be a few days before he gets back to you, and your requested date and time will have to be flexible.


 * ** Session ** || ** Date ** || ** Topics & Activities ** || ** Assignments ** ||
 * 5 & 6 || TBD || Time Management & Goal setting
 * Setting priorities
 * Time Quadrant

. || Chapter 4 Me Book Activities .4.5,6 What’s on my plate? Personal quadrant A dream turned into a goal ** Develop a class meeting or focus group session to introduce students to the Tim Quadrant. ** ** (3 if 5) ** ||
 * 7 & 8 || TBD || ** Communication Skills ** :
 * Styles
 * I statements

** Relationships ** image management (Film study) Watch at least the first 20 minutes of Breakfast Club (Until confrontation w/ Dick & Criminal ends w/ door slamming) You may want to watch the entire film. || Chapter 5
 * Social and emotional development recognizing emotions, empathy, style, relationships,

ME Book: Activity #67,8,9,10

** Develop a class meeting or focus group session to introduce students to “I” Messages. ** ** (4 of 5) ** || Me Book: Activity 12
 * 9 || TBD || Creating a Peaceable School Climate
 * Conflict resolution
 * Anger Management
 * Preventing Bullying Behavior || .Chapter 6

** Develop a class meeting or focus group session to introduce students Conflict Resolution, Anger management or ** ** Preventing Bullying ** ** (5 of 5) ** || ** Creative strategies for healthy development ** ** Pulling it altogether ** || Chapter 7 Watch October Sky Me book activities #13 || ** Assignments to be turned in to Instructor by email: ** Open this template word document:and then save it on your hard drive with a name using this format:  EDU534YourlastnameFirst.doc <span style="color: #000000; display: block; font-family: 'Times New Roman'; font-size: 130%; text-align: left;">so Hank's document would be <span style="color: red; display: block; font-family: 'Times New Roman'; font-size: 130%; text-align: left;">EDU534NicolsHenry.doc **<span style="color: #ff0000; display: block; font-family: 'Times New Roman'; font-size: 130%; text-align: left;">When you send it cut and paste your work into the body of a __single__ email. ****<span style="color: #ff0000; display: block; font-family: 'Times New Roman'; font-size: 130%; text-align: left;">DO NOT SEND attachments with your email. ****<span style="color: #ff0000; display: block; font-family: 'Times New Roman'; font-size: 130%; text-align: left;">Please do not include photos in your document. ** If you have any questions…..I am as close as your email!hjnicols@yahoo.com hank
 * 10 || TBD || ** Coping with Change **