SEC/532 - Secondary - Creating an Effective Learning Environment

Course Description

This course examines the strategies used in managing a positive and respectful classroom environment within the framework of today's varied student population. Topics include models of discipline, establishing expectations and procedures, motivating and engaging students, parent and community engagement, and effective communication strategies. This course provides direction to teacher candidates on how and where to seek support and guides them in developing an individual classroom management plan appropriate for their targeted grade levels and needs.

This course is not available for enrollment to residents of Arkansas, Connecticut, Iowa, Kentucky, Montana, Nebraska, New York, Pennsylvania, Utah, Wisconsin, Wyoming and individuals who reside outside the United States.

If you reside in California please click here to enroll in the California version of this course.

This graduate course is 6 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

Additionally, this course has an assigned clinical experience assignment which requires students to observe and interview a classroom teacher about classroom management.

Course Objectives

Week 1

• Analyze the multiple perspectives of a classroom management plan, including legal and ethical factors, diverse cultural backgrounds, developmental levels, family, and community.
• Examine how collaboration with the home, community, and school can impact classroom expectations and discipline issues.
• Evaluate the influence of one’s beliefs, background, community, and experiences on their development of a personal classroom management plan.

Week 2

• Compare models of classroom management and discipline.
• Examine the impacts that diverse cultural backgrounds, student experiences, and developmental/learning levels can have on classroom management.
• Analyze reasons and methods for establishing classroom expectations and procedures, including legal and ethical responsibilities.

Week 3

• Generate problem-solving strategies related to building a positive learning environment in the secondary classroom.
• Analyze the influences of mutual respect, diverse backgrounds, cultural norms, valuing differences, and ability levels on the interactions between teachers and students.
• Determine strategies that promote open communication and positive dialogue to value all learners.

Week 4

• Analyze strategies for involving students in the learning process and supporting students in accountability for their learning.
• Explain how effective instruction, along with teacher and student relationships, can enhance student engagement and productivity.
• Evaluate technology resources that can assist in classroom management and student engagement.

Week 5

• Justify the use of a collaborative approach for handling behavior challenges.
• Examine practices for effective communication between the secondary classroom teacher, parents/caregivers, and colleagues.
• Determine proactive strategies and effective responses to off-task and disruptive behaviors.

Week 6

• Examine the use of self-reflection for improving classroom management.
• Identify resources and professional development opportunities specific to classroom management.
• Survey components of the physical environment and how they promote student learning, engagement, and management.

Notes

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.