Creating Connected Classrooms
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Full course description
What you'll learn:
Creating Connected Classrooms provides you with a solid foundation to support children's developing social and emotional skills, as well as tangible strategies to aid in creating a Connected Classroom environment.
As curricular demands on instructional time increase, teachers are finding it more challenging than ever to address the critical need for developing their student's social skills. Creating Connected Classrooms (C3) is here to bridge that gap. Using cutting-edge media technologies and a "know, see, do" approach, C3 incorporates interactive activities from real classroom videos to provide teachers with a solid foundation about children's developing social and emotional skills, as well as tangible strategies they can take right into their own classrooms.
Through five interactive learning modules, Creating Connected Classrooms presents an exciting opportunity for teachers of early elementary students to develop useful tools for promoting connectedness and inclusivity so that all students can learn and thrive in the classroom.
What you'll do:
- Explain the benefits of creating a Connected Classroom
- Identify behaviors consistent with a Connected Classroom by watching real classroom videos
- Describe useful pedagogical strategies to promote positive peer interactions, effective communication, and caring among your students
- Recognize the significance of providing feedback on the interactions in your classroom
- Plan and execute strategies for implementing a Connected Classroom
Who is this course designed for:
Any early elementary educator interested in learning how to foster a classroom environment where all children feel connected while balancing the academic and social development needs of each child in their classroom.
What you'll receive:
Certificate of 9 professional development clock hours.
About the instructors
Manuela Jimenez Herrera, Ph. D.
Manuela Jiménez is an Assistant Research Professor the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. She received her Ph.D in Educational Psychology - Applied Developmental Sciences from the University of Virginia. Dr. Jiménez is interested in understanding how to better support teachers to engage in effective practices, by focusing on identifying teacher characteristics associated with their engagement in effective practice, as well as features of teacher education and professional development that are directly related to improvements in practice. Dr. Jiménez uses the knowledge from this research to develop and evaluate professional development programs for early childhood and early elementary teachers.
Michelle Taylor, Ph. D.
Michelle Taylor is an Assistant Research Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. She received her Ph.D. in Educational Psychology from the University of California, Los Angeles. Dr. Taylor's primary research interests include examining contextual and relational influences on young children's learning and development. A primary focus of her work includes developing and evaluating parent education and teacher professional development programming, with a particular interest in the mechanisms that lead to positive changes in caregiver behavior including engagement, reflection, and coaching support.
Leigh McLean, Ph.D.
Leigh McLean is a Post-Doctoral Research Associate in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. She completed her Ph.D. in Developmental Psychology in 2015 at Arizona State University and her M.S. in Developmental Psychology in 2012 at Florida State University. Dr. McLean's body of work focuses on utilizing in-depth classroom observation methods to investigate the contributions of teacher characteristics, particularly mental health symptoms, to young students' academic experiences and outcomes. She also explores teachers' well-being and professional outcomes across various career stages.
Brittany Alexander is a doctoral student in the Family and Human Development Ph.D. program in the Sanford School of Family and Human Dynamics. She earned a Bachelor's degree in Psychology with honors in Educational Studies from Rhodes College in Memphis, TN. Before beginning her doctoral work, Brittany served as a teaching assistant in second grade classrooms, conducted research on classroom- and school-based programs focused on empathy and compassion, and implemented teacher trainings for these programs. Her research interests include: educational contexts, social and emotional learning, compassion, and hope. She is currently conducting research on the role that hope plays in educational contexts, and how it relates to academic and health outcomes. She is also exploring prosocial behavior in preschool children.