Summer 2023 - EDUC 326 D100

Creating Positive Learning Communities (3)

Class Number: 4436

Delivery Method: In Person


  • Course Times + Location:

    May 8 – Aug 4, 2023: Thu, 11:30 a.m.–2:20 p.m.

  • 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 several paradigms. The concepts of relationship-building, expert-teacher characteristics, critical media literacy, ecological theories, diversity, and psycho-educational theories will be explored in the course.


The main goal of EDUC 326: Creating Positive Learning Communities is to enable you to design positive classroom experiences where you and your students can engage in meaningful work together. To assure that you meet this goal:

By the end of this course, the students will be able to:

  • Explain the importance of building a positive, meaningful learning environment in K-12 classes.
  • Demonstrate the importance of doing worthy work together: work that is worthy of the people doing it and that can be accomplished successfully in the time frame available.
  • Illustrate specific ways teachers can create a safe and comfortable classroom where students and teachers with common goals can work successfully together.
  • Apply the four models of classroom management, with an emphasis on the constructivist model, in order to help students create positive communities through effective management.
  • Design methods of evaluation that are fair and promote learning


  • Case Study 30%
  • Educational Analysis 20%
  • Group Presentation on selected readings 15%
  • Canvas Discussion 20%
  • Seven Bi-weekly Self-Reflection 15%


Engagement in class means that you are required to attend the class. There will be no final exam or midterm exam for this course. In some weeks, classes are designed to be the support sessions for your assignments. You should always have access to class materials during class time (i.e. laptop, iPad, printouts). 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 considerations, or without deeper & proper communication or disclousre with the instructor). In a case that a student is being suspected with violating academic integrity principles using an AI tool, I will still proceed with the formal procedure as set out by SFU's Academic Inteigrity Office. 
I would like to formally acknowledge that part of this course design is informed by Dr. Carolyn Mamchur and Jacky Barreiro's EDUC 326 design.



Reading and materials will be made available on 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:

Registrar Notes:


SFU’s Academic Integrity website 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.


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.