Redesigning a University Class in Classroom Behavior Support: Social Emotional Learning and Positive Behavior Support Strategies Taught Through Service-Learning

Abstract

Service-learning provides an opportunity for students to gain hands-on experience while simultaneously benefiting their local communities, thus gaining insight into their context in society.  This paper details the process of redesigning an existing didactic university-level course in classroom behavior support designed for teacher candidates to instead be taught in a primarily service-learning based manner.  In this process, teacher candidates interacted directly with public school students and teachers, collaborating to design a system of positive behavior support.  Outcomes for the public-school teachers and students, as well as the university teacher candidates, are explored.