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EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Requisites

Students must be enrolled in: BEDU (EarlyChild) or BEDU (Primary) or BEDU (Primary+Special Ed) or BEDU (Special Ed) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or MOLT (Primary) or BEED or BPED
Co-requisite: BEDU (Primary) or BPED Only - EDP2111

Overview

Classroom management is a priority of initial teacher education in Australia. In the Bachelor of Education Primary program, pre-service educators are required to develop an understanding of the key ideas in relation to creating and maintaining supportive and safe learning environments in the primary school context. Positioned in the second year of the program, the learning in this course takes advantage of pre-service educators’ prior and current professional experience. The pre-service educator will engage in a range of learning experiences that build competencies in classroom management to enable the continuity of teaching and learning. This course builds on the foundation of previously studied courses in this program to develop informed practical teacher knowledge.

The aim of this pre-service course is to enhance teacher efficacy in the contemporary primary classroom. The course defines the classroom, as the environment that affords teaching and learning. The introduction focuses on the links among relevant classroom management theories to inform practice. Investigation of a teachers' effective relational skills and the significance of interrelationships in a school community are explored. Current practice advocates for the establishment of positive environments and proactive teaching and learning to promote learners' self-regulation and wellbeing. Attention is given to effective teacher practice and specifically to the key elements of behaviour management: clear expectations, timely acknowledgement and appropriate correction. The course provides practical approaches to responding to challenging behaviours by identifying the causes and developing behaviour plans to support learners. A clear understanding of the function of school behaviour plans and how they inform teachers is addressed.

Course learning outcomes

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. investigate relevant classroom management theories and how they integrate to inform practice that supports participation and engagement for student wellbeing and safety (APST 4.1, 4.4);
  2. identify the dispositions of relational teachers (teacher-student, teacher-parent, student-student) to reflect on personal strengths and weaknesses, inclusive of verbal and non-verbal communication that support students (APST 3.5, 3.7, 4.1);
  3. design supportive learning environments for primary school learners to establish expectations through effective teaching and learning (APST 3.5, 4.1, 4.2);
  4. acquire and apply a repertoire of strategies, including providing clear directions, for the acknowledgement and correction of learner behaviour including low level and challenging behaviour (APST 1.1, 4.3, 4.4, 4.5);
  5. recognise the common components of whole school behaviour plans and describe how to align personal practice to manage and organise the classroom (APST 4.2, 4.3, 4.4).

Topics

Description Weighting(%)
1. Classroom management theories 10.00
2. Dispositions of a relational teacher 10.00
3. Establishment of supportive environments for learning 20.00
4. Effective teaching and learning for self-regulation and wellbeing 10.00
5. Practices to maintain calm and productive environments 20.00
6. Challenging behaviours 20.00
7. Whole school approach to behaviour, wellbeing, safety and legislative requirements 10.00

Text and materials required to be purchased or accessed

Pendergast, D & Main, K 2019, Teaching primary years: rethinking curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, New South Wales.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
QUIZ 1 15
ASSIGNMENT 1 25
QUIZ 2 25
ASSIGNMENT 2 35
Date printed 10 February 2023