Year
2021
Units
4.5
Contact
1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
Prerequisites
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
Assumed knowledge
Ability to independently locate and select literature for assignments.
Assessment
Assignment(s)
Topic description

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.

Educational aims

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 you will be expected to be able to:

  1. Demonstrate professional competence and knowledge in relation to developing inclusive, positive and productive classroom environments
  2. Articulate, critique and critically apply a range of different theories and approaches to behaviour and classroom management in specific contexts
  3. Demonstrate critical, research-informed, appreciation of connections between: differentiation of the curriculum; pedagogy which engages and motivates learners; when considering behaviour in setting
  4. 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
  5. Identify key points of personal learning in this topic and also insights which are pertinent to future personal professional learning"

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.