1 x 1-hour lecture weekly 1 x 2-hour workshop weekly
1 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 1a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 1b Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary) 1c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 1d Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) Must Satisfy: ((1 or 1a or 1b or 1c or 1d))
Enrolment not permitted
EDUC3620 has been successfully completed
Basic word-processing skills (to type assignment submissions); and an ability to independently locate and select literature for assignments
Study of this topic enables pre-service teachers to learn research informed knowledge and skills which, when applied in practice, will particularly benefit children and young people who have complex needs, disabilities and challenging or concerning behaviours. Pre-service teachers will gain a deeper, holistic understanding of behaviour in settings and will be able to confidently apply insights to their own professional practice. Critical, research-informed, engagement with key issues in this field is facilitated by this topic including how behaviour by learners can be more deeply understood through attention to: effective differentiation; teacher/student wellbeing; facilitating student engagement and motivation; educational exclusion; responding to poor mental health; the impact of disabilities, giftedness, bullying or trauma; and strategies to enable positive relationships with parents/carers and with allied professionals.
This topic aims to enable:
research-informed, critical, understanding of key principles for enabling an inclusive, positive and productive classroom environment
confidence in use of a range of research-based, equitable, ethical, strategies in relation to: effective behaviour management; ensuring teacher and student wellbeing; gaining and maintaining student engagement
the ability of pre-service teachers to develop professional competencies in themselves and students in order to create and sustain positive, responsive learning environments
critical, research-informed, understanding of ways of acting effectively and ethically in challenging situations and through adopting a systematic and analytical understanding of behaviour
an understanding of principles to enable positive professional relationships including those between educator-parent; educator-colleagues in school; and educator-allied professionals
research-informed knowledge of good practice to support the social and emotional development of students to develop self-awareness, personal resources, resilience and coping strategies for personal and relational wellbeing
a critical , research-based, understanding of ways to connect across boundaries to build positive relationships with all members of a school community
Expected learning outcomes
On completion of this topic students will be able to:
demonstrate professional competence and knowledge in relation to developing inclusive, positive and productive classroom environments
articulate, critique and critically apply a range of different theories and approaches to behaviour and classroom management in specific contexts
demonstrate critical, research-informed, appreciation of connections between: differentiation of the curriculum; pedagogy which engages and motivates learners; when considering behaviour in setting.
use their research-based knowledge of proactive, preventative and responsive teaching strategies to show how they can facilitate a positive, safe, and productive educational experience for learners
identify key points of personal learning in this topic and also insights which are pertinent to future personal professional learning"
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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