Summer 2019 - EDUC 326 D200
Creating Positive Learning Communities (3)
Class Number: 5630
Delivery Method: In Person
Prepares student teachers to design positive learning environments in K-12 classrooms. The focus will be on practical approaches to creating a space in which students and teachers can work successfully together toward common goals.
Location of Course: Northern Lights College, Fort St. John
The main purpose of this course is to enable you to design a positive learning environment in your future K – 12 classrooms. This course focuses on a variety of classroom management strategies and strategies to develop a positive learning community within the K-12 classroom. There will be emphasis on Positive Discipline, Restorative Practices, and the influence of poverty on a classroom community. Students will be required to apply various classroom management theories to develop a Classroom Management Plan for submission to their sponsor school for their 405 Practicum.
- Attendance and Class Participation 20%
- Weekly Reflections (5 x 4% each) 20%
- Individual Case Study 25%
- Classroom Management & Discipline Plan 35%
As there will be analysis of case studies and collaborative work done throughout this course, attendance is mandatory. You must physically attend this course as well as contribute authentically to all class discussions and activities.
Nelsen, J. and Gfrowrer, K. (2017). Positive discipline: Tools for teachers. New York, NY: Harmony.
Supplementary articles and reading materials will be provided electronically via CANVAS.
Costello, B., Wachtel, J. and Wachtel, T. (2009). The restorative practices handbook: For teachers, disciplinarians and administrators. Bethlehem, Pennsylvania: International Institute for Restorative Practices.
Costello, B., Wachtel, J. and Wachtel, T. (2010). Restorative circles: Building community and enhancing learning. Bethlehem, Pennsylvania: International Institute for Restorative Practices.
Also available as an eBook: 9781934355169
Payne, R. (2019). A framework for understanding poverty: A cognitive approach, 6th Revised Edition. Highlands, TX: aha! Process, Inc.
Also available as an eBook: 9781948244206
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS