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Managing the Post-Pandemic Classroom

This course is designed to provide teachers and administrators with an understanding of the negative impact of the pandemic on classroom management. Academic, social, and behavioral support to ensure students are successful in the school environment is differing from endeavors previous to the pandemic. It has brought to light the inequities for certain groups of students. Flexible learning experiences, instructional strategies, and establishing a strong understanding of assessing and managing behavioral issues are at the heart of establishing a classroom where all students are successful. The techniques and strategies examined in this course will allow teachers to build a new skill set to thrive in the post-pandemic classroom.

Carlow University EDU 603 • Madonna University EDU 5830.60 • Mercy University EDUT 530

The required text for this course is Reconnect: Building School Culture for Meaning, Purpose, and Belonging by Doug Lemov, Hilary Lewis, Darryl Williams, Denarius Frazier.

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 2/13/24 - 5/14/24
  • 4/9/24 - 7/9/24
  • 6/11/24 - 9/10/24
  • 8/13/24 - 11/12/24
  • 10/8/24 - 1/14/25
  • 12/10/24 - 3/11/25

Course Schedule

Summer 2024

  • Aug 12-16
  • Ingrid Melhus

Session One: Introductions and Overview


  1. Member introductions
  2. Course sessions, requirements, and resources
  3. An overview of the impact of the pandemic
  4. Assignment: Student will review the textbook and syllabus.

Session Two: The Impact of the Pandemic on Teachers


  1. The Pandemic has made the teacher shortage worse.
  2. Teacher Stress and Trauma
  3. Help for Stress and Trauma
  4. Mindfulness can be a strategy teachers can use to decrease stress.

Session Three: The Impact of the Pandemic on Students


  1. The pandemic has affected students in several ways.
  2. Student behavior has deteriorated due to the pandemic.
  3. How to address student misbehavior.
  4. The screen time problem.
  5. The sense of belonging.

Session Four: Classroom Management Strategies Whole Class (A New Look)


  1. Comparing and contrasting a variety of behavior management strategies.
  2. Analyzing classroom management strategies.
  3. Selecting appropriate strategies

Session Five: Multi-Tiered System of Support


  1. Understanding the Multi-Tiered System of Support.
  2. Analyzing the 3 Tiers of Support.
  3. Applying the 3 Tiers of Support to the classroom.

Session Six: Addressing Challenging Behaviors-MTSS Management Strategies


  1. Identifying common challenging behaviors.
  2. Developing strategies to address challenging behaviors.

Session Seven: Addressing Disruptive Behaviors-MTSS Management Strategies


  1. Identifying disruptive behaviors.
  2. Strategies to address disruptive behaviors.

Session Eight: Developing a System of Support (Parents, Staff and Administration)


  1. Promoting positive relationships with students.
  2. Promoting a positive relationship with parents.
  3. Promoting positive relationships with teachers.
  4. Promoting positive relationships with administrators.

Session Nine: Engaging Students During instruction


  1. identifying instructional strategies.
  2. Selecting appropriate instructional strategies.
  3. Implementing instructional strategies.
  4. Engaging students during instruction.

Session Ten: An Effective Classroom Management System


  1. Putting it all together.
  2. Developing an effective post-pandemic classroom management system.
  • Students will be able to understand current conditions in schools due to an in-depth exploration of the impact of the pandemic on students and teachers.
  • Students will identify, analyze, and evaluate post pandemic trauma on their students.
  • Students will analyze their current classroom and identify issues within their classroom that have arisen since the pandemic.
  • Students will investigate current classroom management strategies and systems that will support the needs of their class.
  • Students will understand the MTSS (Multi-Tiered System of Supports).
  • Students will analyze the 3 Tiers of Support and how they apply to their classroom.
  • Students will be able to identify common challenging behaviors in their classrooms and develop strategies to address challenging behaviors.
  • Students will be able to identify disruptive behaviors in their classrooms and develop strategies to address disruptive behaviors.
  • Students will examine appropriate systems of support within the educational setting to promote a positive relationship with students, parents, teachers, and administrators.
  • Students will develop strategies within the 3 Tiers of Support to apply to situations for whole class issues, challenging, and disruptive behaviors in their classrooms.
  • Students will compare and contrast a variety of behavior management strategies for the post-pandemic classroom.
  • Students will identify and select instructional classroom strategies that engage students during instruction to effectively maintain a well-managed classroom.
  • Students will develop an effective classroom management system to address the needs of their students and the impact of the pandemic.
Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.