SEC/532-CA-ONLY - 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 diverse 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 version of the course is for California residents only. If you do not reside in California click here.

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.

Course Objectives

Week 1

• Describe the legal aspects and ethical considerations in a classroom management plan.
• Analyze the multiple perspectives of a classroom management plan, including family, personal, community, and cultural norms.
• Identify how collaboration with the home, community, and school can impact classroom expectations and discipline issues.
• Evaluate the impact of one’s beliefs, background, community, and experiences on developing a personal classroom management plan.

Week 2

• Compare models of classroom management and discipline.
• Analyze how instructional planning affects classroom management.
• Describe the roles that diverse cultural backgrounds, experiences, developmental levels, and skills can have in classroom management.
• Compare technology resources that can assist in classroom management.
• Analyze reasons and methods for establishing classroom expectations and procedures according to purpose, age-appropriateness, and ease of implementation.

Week 3

• Describe the importance of creating a positive learning climate to facilitate learning.
• Analyze the influence of mutual respect, diverse backgrounds, cultural norms, valuing differences, and ability levels on the interactions between teachers and students.
• Generate problem-solving strategies related to building a classroom community.
• Investigate characteristics of a classroom community that promotes open communication and positive dialogue that values all learners.

Week 4

• Analyze strategies for involving students in the learning process and supporting students in accountability for their learning.
• Describe how effective instruction, along with teacher and student relationships, can enhance student engagement and productivity.
• Explain how student behavior and motivation is affected by reward and punishment.
• Survey components of the physical environment and how they promote student learning, engagement, and management.
• Examine ways to use a wide variety of resources, including technology, to support and engage learners.

Week 5

• Describe the benefits of a collaborative approach for dealing with behavior challenges.
• Evaluate strategies to promote effective communication between parents and teachers.
• Determine proactive strategies and effective responses to off-task and disruptive behaviors.
• Examine methods of documenting behavior to share with parents and colleagues.

Week 6

• Identify ethical standards guiding teacher conduct.
• Examine the use of self-reflection for improving classroom management.
• Identify resources and professional development opportunities specific to classroom 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.