This introductory course investigates the English language itself (what we teach), the various ELT (English Language Teaching) methodologies and classroom techniques (how we teach), and the participants in the teaching/ learning process (the who of ELT).

A critical consideration of selected educational thinkers and the establishment and development of public schooling in British Columbia. An evaluation of prominent theoretical approaches to education and how they are rooted in certain worldview perspectives. An examination of important issues in education such as the nature and aims of schooling, views of knowledge and the curriculum, and moral and values education. This course centres on the development of a personal theory of education.

This course covers principles of teaching and learning in a classroom setting. Topics include: the nature and purpose of schooling; models of teaching and learning; pedagogy and learning styles; classroom planning and management; and current issues of education concerning inclusion and diversity. This course is guided by the assumption that one's faith impacts one's actions in meaningful and thoughtful ways. This course requires an experiential learning component, which is typically 12 hours of classroom observation in a K-12 school.

An evaluation of psychological theories and research relating to learning and teaching, with a focus on: developmental stages, learning theories, motivation, classroom management, evaluation, inter- and intra-individual differences, and needs of exceptional children.

An exploration of student diversity in contemporary Canadian K-12 classrooms. The aim of this course is to provide pre-service teachers with an intersectional lens, to explore their social identities, worldviews, and beliefs to better understand the diverse students they will be teaching in the future. Some of the themes will include: disability awareness, children’s rights and welfare, gender, race, religious practices, refugees, English Language Learners, at-risk students, mental health and trauma-informed practice.

This final practicum builds upon the preparation of students for their roles as education assistants in the school system by combining theoretical knowledge with hands-on experience. The focus is on developing specific competencies for education assistants within the classroom setting, with an emphasis on augmentative communication and curriculum modification and adaptation skills. More advanced skills, including data gathering, writing, guiding, and caring, as well as enhancing collaboration abilities will be practiced.

This course provides information on Autism Spectrum Disorder, including its causes, diagnosis, prevalence, and characteristics as well as effective, evidence-based strategies and approaches that education assistants can utilize to maximize support for students with ASD.

This course is an introduction to assistive technology and how it may support diverse learners in the classroom. Different components of various technologies, related to the needs of the users are explored. Ethical and technological issues that emerge when supporting children who use assistive technology, in K-12 classrooms, are also examined.

This course will focus on the physical and mental health needs of students in K-12 classrooms and the role of the Education Assistant in supporting them. The importance of the physical, mental health and well-being of the Education Assistants will also be explored.

This course focuses on the design of positive behaviour supports that enhance and motivate student behaviour in the classroom and various school settings. It emphasizes that behaviour is a form of communication and that the key to behaviour support is understanding what students are trying to say with their behaviour. The goal of this approach is less on managing student’s behaviour but helping them to build strong social and emotional skills which will lead to more prosocial behaviour.