EDU5322 Behaviour Management and Support
|Semester 1, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||17 April 2014|
Examiner: Susan Carter
Moderator: Barry Fields
Teachers today are faced with an increasingly diverse student enrolment. Of particular concern are those students who have difficulty learning or otherwise adjusting to the demands of the school and its curriculum. A particular concern of teachers is the behavioural problems posed by many of these students. It is becoming increasingly recognised that teachers need specific knowledge and skills in behaviour management to respond effectively to the problems posed by such students.
In this course students are introduced to a wide range of methods and strategies for meeting the needs of students with behavioural and adjustment problems in regular preschool, primary and secondary classrooms. The course has as its major focus the essential knowledge and skills necessary for beginning educators to: 1. design and implement well organised and managed learning environments, 2. recognise and be responsive to learner backgrounds, characteristics and experiences which might impact upon engagement in learning and behaviour, 3. develop positive relations with learners, 4. facilitate the acquisition of social competencies appropriate to the learning context, and 5. re-direct and correct where necessary, behaviour which impedes or disrupts the teaching-learning process. The course also explores various widely used models or approaches to behaviour management and support. Students have the opportunity to critically evaluate these approaches.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:
- identify and explain the factors, both internal and external to the learning context, that influence learner behaviour (Assignment 1 and 2).
- identify and explain the reciprocal relationship between curriculum, pedagogy and behaviour in learning contexts (Assignment 1)
- identify factors which might enhance or impede the development of positive educator-learner relations (Assignment 1)
- understand the role played by preventative and supportive strategies and procedures in maximizing learner cooperation and engagement in learning tasks and activities in case studies of behaviour problems (Assignment 1 and 2)
- acquire and employ a repertoire of strategies for the re-direction and correction of inappropriate or disruptive behaviour in the learning environment in case studies of behaviour problems (Assignment 2)
- show an understanding and application of the nature and causes of challenging and more serious forms of learner behaviour and how educators can act to minimize its negative impact within the learning environment (Assignment 2)
- critically examine a range of models and approaches to behaviour management and support employed at the education system and school level (Assignment 1 and 2)
- critically evaluate current models utelised in school contexts, established to promote and manage positive student behaviours (Assignment 1 and 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Behaviour and behaviour management in context||10.00|
|2.||Organising and managing the learning environment||10.00|
|3.||Establishing positive relations||20.00|
|4.||Preventative and corrective behaviour management||20.00|
|5.||Understanding and managing challenging behaviour||20.00|
|6.||Models and exemplars of contemporary practice||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=EDU5322)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Edwards, C., & Watts, V 2008, Classroom discipline and managments: An Australasian Perspective, 2nd edn, John Wiley, Milton, Qld.
Burden, P 2006, Classroom Management Creating a Successful K-12 Learning Community, 3rd edn, Wiley & Sons, MA, USA.
McDonald, T 2009, Classroom management: Engaging students in learning, Oxford, Melbourne.
Zirpoli, T 2008, Behaviour Management Applications for Teachers, 5th edn, Pearson, Australia.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||17 Apr 2013|
|ASSIGNMENT 2||50||50||05 Jun 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item, a student must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and Internet access to UConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.