NDSU Distance & Continuing Education (DCE)

Bringing Education to You

K-12 Professionals

Teaching Foundations

EDUC 600




Instructor: Beverly Fisher

Grading: Letter or S/U

Spring, Summer & Fall (Ongoing)

Instruction Mode: Internet-Asynchronous (Online Class)

Academic Level: K-12 Professional Development

NDSU Credit Fee: $150 + Course Fee: $65

Class Offered Through EdTrainingCenter

Course Description:

This is a multi-course educational “program”. It includes 7 courses and associated exams as well as homework assignments. Educators who will serve as leaders and who are accountable to their students, schools, and communities, need a solid foundation in instructional strategies, classroom management, preparation, and ethics/professionalism. Only through the use of research-based best practices can an educator create the positive, engaging classroom climate and differentiated approach to the needs of his/her students that is needed to help them reach their full potential. Learning and achievement are directly tied to focused, personalized, and positive classroom Leaders. This program provides a very thorough and solid foundation to key areas of management, instruction, and differentiation to meet the needs of diverse populations.

 Courses include:

• Teaching Fundamentals – 8 hrs
• Classroom Management – 8 hrs
• Instructional Strategies and Differentiated Instruction – 8 hrs
• Exceptional Student Education – 3 hrs
• Working with At-Risk Youth – 3 hrs
• Ethics for School Employees – 3 hrs
• Preparing for Absences – 3 hrs
• Exams & Research – 9 hrs


Following completion of this entire online program the learner will be able to:

COURSE ONE – Classroom Teaching 101

  • Describe and list characteristics of different age groups in order to better differentiate instruction and management practices;
  • List and explain basic/standard school policies and procedures including handling bloodborne pathogens safety and child abuse reporting (This item is essential for overall student safety.);
  • Apply specific Leadership Skills and techniques to foster student-teacher rapport and increased focus during on-task lesson time;
  • Apply specific Communication Skills and techniques to improve student understanding of teacher requests and instructions;
  • List basic tools for maintaining discipline in a positive manner to increase students’ on-task lesson time;
  • Utilize stress management tools to lower both teacher and student stress, creating an overall classroom climate that is facilitative of learning and new information/skills acquisition;
  • List different forms of student diversity and the terminology and actions associated with honoring a diverse learning environment, increasing teacher preparation or ALL forms of instruction differentiation;
  • Define characteristics of bullies and bullying victims, list and describe forms of bullying, apply behavioral management techniques to stop and prevent bullying (This item is essential for overall student safety.); and
  • Define the legal and professional boundaries (including HIPAA/Confidentiality) required when working with children as well as recall possible negative consequences of educator misconduct or inappropriate behavior.  This item is essential for overall student safety.

COURSE TWO – Advanced Classroom Management

  • Describe methods for calming student anxiety and building trust and mutual respect;
  • Define the Stress Response and list the consequences of stress for learners, improving the classroom climate for students (and teacher) and making it facilitative of learning;
  • Describe best practices in creating classroom expectations of behavior including the benefits of, and methods for, including student discussion and input in setting expectations; 
  • Apply specific techniques for watching over a large group of students at once;
  • Describe and implement techniques for getting and keeping student attention;
  • Describe and implement techniques for keeping lessons on-task, retaining critical instructional time; 
  • Define bribery and coercion as applied in discipline and apply alternatives to bribery and coercion-based behavior management techniques; 
  • List situations triggered by physical needs which can lead to misbehavior and describe prevention techniques or remedies for anticipating and handling them; 
  • Apply strategies for diffusing argument or conflict positively and respectfully; 
  • Define and list unacceptable management techniques including humiliation, belittling, and sarcasm and give examples; and 
  • Create a positive learning environment which is emotionally safe.

COURSE THREE – Instructional Strategies

  • Define “the unique learner” as it applies to Instructional Pedagogy; 
  • Define and list the primary Learning Styles, apply knowledge of the Learning Styles to lesson plan activities to differentiate instruction and engage all learners; 
  • Define and list the Multiple Intelligences, apply knowledge of the Learning Styles to lesson plan activities to differentiate instruction and engage all learners; 
  • Apply instructional and assessment techniques which align with the varying Learning Styles and Intelligences; 
  • Define and list brain-based learning techniques including Concept-Mapping, use of Music, and use of Cooperative Learning structures; 
  •  Apply instructional and assessment techniques which use brain-based learning in lessons, including use of specific types of music for specific instructional or assessment activities;
  •  Describe effective and ineffective techniques for grading and critique and apply strategies for incorporating learning styles and intelligences into assessment.  This is an essential foundation to student achievement as assessment must drive the continual learning plan for each student, and 
  • List the qualities of an effective lesson plan and write plans which include a focus on learning styles, intelligences, and incorporation of brain-based learning techniques. 

COURSE FOUR – Exceptional Student Education

  • Define the terms Special Needs, Exceptional Student Education, and/or Special Education;
  • List examples of special needs that students may have;
  • Define and apply the use of People-First Language, establishing student respect and compassion;
  • Define and List common Special Education Plans including IEPs, BIPs, and 504 Plans and demonstrate the ability to utilize these documents to drive the learning plan and subsequent achievement of these students;
  • Define and describe the role of paraprofessionals in ESE, including their responsibilities;
  • List common disorders including ADHD, ODD, and Autism Spectrum disorders and escribe the characteristics of these disorders and the impact they may have on learning and communication;
  • Utilize strategies which will assist all students with special needs including taking a balanced approach to discipline, using pictures to aid in communication, utilizing routines to smooth behavioral concerns, and demonstrating flexibility;  and
  • List non-instructional aspects of working with students with special needs including handling of medications, handling of bullying (as these students are frequently targets), and working effectively with parents.

COURSE FIVE – Working with At-Risk Youth

  •  Define the term “at-risk” and the factors that lead to this definition;
  •  Define “what” type of behaviors and outcomes they are “at-risk” for and possible consequences (ex – truancy) as well as specific impacts on learning and the classroom; 
  •   List examples of a youth “at-risk” who may or may not fit an “obvious” profile by describing warning signs; 
  •   Define and list fundamental human needs and the impact of these needs not being met on learning and behavior;
  •  Define and list fundamental “building blocks” or positive supports which help reduce “risk” for youth;  - List the “building blocks” which they believe they (the classroom teacher) can best provide;
  •   Define best practices in their approach to at-risk youth including compassion, consistency, and commitment;
  •  Define the difference between compassionate responses and pitying responses and the impact on students; 
  •  Describe the best practices in supporting at-risk youth academically including recognition of the impact of home-life, putting learning into context, and using mentoring in order to build student achievement;
  •  Describe the impact of undiagnosed or untreated medical conditions or learning disabilities on student achievement and confidence;
  •  Describe the importance of setting high, achievable expectations in working with at-risk youth and the perils of setting the bar “too low”;
  •  Define “structure” and list ways that structure may be incorporated into the classroom to support at-risk youth;
  •  Define compassion fatigue and it’s causes and consequences to helping professionals; and
  •   Identify warning signs of compassion fatigue in helping professionals and describe appropriate handling and/or prevention techniques.

COURSE SIX – Ethics for School Employees

  •  Define ethics generally and in an educational context;
  •  List the facets of an educator’s obligation to the Students, the Profession, and the Public;
  • Define unacceptable/unethical behavior in dealing with colleagues
  • List examples of unacceptable/unethical behavior in dealing with colleagues including violations of confidentiality, slander, etc.;
  •  Define unacceptable/unethical behavior toward students,
  •  List examples of unacceptable/unethical behavior with students with regards to personal safety and health, mentally and emotionally, as well as with regards to academic opportunity and openness;
  •  Define unacceptable/unethical behavior in regards to the use of school equipment and privileges,
  •  List examples of unethical behavior in regards to the use of school equipment and privileges including the obligation as a public employee to separate public from private opinions/statements;
  •  Describe methods to recognize when an employee, student, or colleague is violating the code of ethics
  •  Define the obligation(s) to report an violation of the code of ethics (including those they commit themselves),  and
  •  List the steps/methods for reporting ethics violations.

COURSE SEVEN – Preparing for Absences

  •  Describe the purpose of preparing for a substitute teacher including steps teachers can take to prepare for unplanned absences;
  •  List the essential information and documents needed by a substitute teacher including: Expectations of Behavior, Discipline Model and Tips for Application, Emergency Instructions and Student Rolls, Emergency Contact(s) at School, Student Notes / IEP Documents and Instructions, Introduction to Paraprofessionals, and Lesson Plan(s) for the days of absence;
  • Create a Substitute Teacher Preparation Folder;
  •  List practices regarding classroom set-up which will facilitate the success of the substitute teacher;
  •  Describe the best practices in preparing substitute teachers regarding emergency procedures and materials;
  •  Determine how best to use a Curriculum Book (or map) to help inform substitute teachers, particularly those who will be taking long-term assignments;
  •  Describe ways in which they (the educator) may use a Curriculum Book for their own organizational purposes;
  •  Describe the necessity of and the best practices for providing student notes including notes regarding student special needs or other concerns;
  • List best practices for preparing students for the arrival of a substitute teacher and the associated expectations of behavior; and
  •  Create Sub-“Friendly” lesson plans including the need for pacing/timing instructions, materials locations, and a legend for any educator-specific short-hand.

About The Instructor

Beverly Fisher
Beverly Fisher earned an M.S. in Educational Administration and Supervision from the University of North Florida. Beverly has over 35 years of experience in education, program development and management. She has a strong background in motivational speaking, training, writing, teambuilding, diversity training, abuse and violence prevention, and leadership. Beverly has also published her professional work in numerous publications including Working Woman Magazine and The RAVE System.

Special Instructions:

This course will no longer be available after Fall, 2014.

**Registration Instructions:

Pre-registration with EdTrainingCenter is required, please register at http://www.edtrainingcenter.com before registering for NDSU Credit.

A minimum $20 processing fee will be assessed per person for cancellations received after the start of the course. Refunds are not issued after the start of the course or after access to the course has been provided.

**Register Now