EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms
|Semester 1, 2019 On-campus Springfield|
|Short Description:||Supportive Learn Environments|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070100 - Teacher Education|
|Grading basis :||Graded|
|Version produced :||22 March 2019|
Examiner: Karen Peel
Students must be enrolled in: BEDU (Early Childhood) or BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or MOLT (Primary)
Co-requisite: BEDU (Primary) Only - EDP2111
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
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.
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:
- 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)
- 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)
- design supportive learning environments for primary school learners to establish expectations through effective teaching and learning (APST 3.5, 4.1, 4.2)
- 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)
- 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).
|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|
|7.||Whole school approach to behaviour, wellbeing, safety and legislative requirements.||10.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EDC2100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|QUIZ 1||10||10||18 Mar 2019|
|QUIZ 2||15||15||08 Apr 2019|
|QUIZ 3||15||15||06 May 2019|
|ASSIGNMENT 1||60||60||27 May 2019|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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 achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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 aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University's aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.
E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.