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Classroom management is a priority of initial teacher education in Australia. In this course, pre-service teachers are required to develop an understanding of the key ideas in relation to creating and maintaining supportive and safe learning environments that facilitate learners’ self-regulation in the secondary school context. Positioned in the second year of the program, the learning in this course takes advantage of pre-service teachers' developing knowledge about classroom management in practice accruing from prior and current Professional Experience placements. Pre-service teachers will engage in a range of learning experiences that build competencies in classroom management to enhance the continuity of teaching and learning.

The aim of this pre-service course is to enhance teacher efficacy in the contemporary secondary classroom. This course defines the classroom as a site for facilitating learning and teaching and, in the process, provides opportunities for learners to take personal responsibility for their learning and behaviour. The course begins by focusing on relevant classroom management theories that inform teaching practice. It investigates teachers' effective relational skills and explores the significance of interrelationships with adolescences and young adults within the school community. The course also establishes the need for positive learning environments and proactive teaching in order to promote learners' self- regulation and wellbeing. Attention is directed to the key elements of behaviour management: clear expectations, timely acknowledgement and appropriate correction. The course provides practical approaches for coping with challenging behaviours and fostering adapted behaviours that are socially acceptable within the learning and teaching context. Pre-service teachers will gain a clear understanding of the significance of the function of school behaviour plans for informing effective classroom practice.

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 teachers should be able to:

1. investigate relevant classroom management theories and how they integrate to inform inclusive practices that supports student participation and engagement for student wellbeing and safety (APST 4.1, 4.4);
2. identify the dispositions of relational teachers to reflect on personal strengths and weaknesses especially inclusive of verbal and non-verbal communication that support student engagement (APST 3.5, 4.1);
3. design supportive learning environments with expectations to promote positive behaviour through effective teaching and learning that provides opportunities for learners to take responsibility for their behaviours (APST 3.5, 4.1, 4.2);
4. acquire and apply a repertoire of practices, including providing clear directions , for the acknowledgement and correction of learner behaviour including low level and challenging behaviour (APST 4.1, 4.2, 4.4, 4.5);
5. recognise the components and functions of whole school well-being framework and describe how to align in practice to manage and organise the classroom (APST 4.2, 4.3, 4.4).