Fall 2023 - EDUC 326 OL01

Creating Positive Learning Communities (3)

Class Number: 7042

Delivery Method: Online


  • Course Times + Location:

    Location: TBA

  • Prerequisites:

    One of EDUC 100, 220, 230, or 240; or EDUC 401/402, or corequisite EDUC 403.



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.


In this course, students are introduced to learning environments from a relational paradigm. The concept of relationality is threaded through the three modules that guide the course: the relational child, the material environment, and the pedagogical leader. This is a fully asynchronous course. You might be expected to reach out to your other fellow classmates in order to complete your assignments. 


Upon completion of the course, students are expected to:

  • Achieve a relational perspective of the classroom as a learning environment in contrast to a management perspective of a classroom.
  • Define learning environment as a continuous ongoing process rather than an achieved state.
  • Understand that children are relational beings: a ‘whole child’ is never separate from their environment, the influences of their family of origin, their cultures and the cultures they navigate, nor from the systems of oppression that exert force on how they experience life.
  • Understand that, for teachers, as pedagogical leaders, creating and sustaining affirmative learning environments is an ethical responsibility.


  • Class Podcast: small group episode – (two parts: 15% + 20%) 35%
  • Case study – (three parts: 5% + 15% + 10%) 30%
  • Classroom analysis (from video) 15%
  • Quizzes (4 x 5%) 20%


There is no final exam for this course.
As an instructor, I am fully aware of the rise of AI intelligence and its implication for your learning and my teaching. I am not fully against the use of AI for learning if the context of its use facilitates your intellectual growth. However, I am opposed to students using it as an unethical learning tool (i.e. students submitting an assignment that is solely AI-generated without giving full and careful consideration, or without deeper & proper communication or disclosure with the instructor). In the case that a student is suspected of violating academic integrity principles using an AI tool, I will still proceed with the formal procedure as set out by SFU's Academic Integrity Office.



Articles and other reading/listening materials will be provided electronically via CANVAS. 


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website 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


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.