|Semester 1, 2020 On-campus Springfield|
|Short Description:||Positive Behaviour for Learng|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Karen Peel
Pre-requisite: Students must be enrolled in the following: BEDU or BSED or MOLT (Secondary)
Pre-requisite: BEDU and BSED Only - ESP1200 or EDC1400
Enrolment is not permitted in ESB2100 if EDC2100 has been previously completed
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 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:
- 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);
- 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);
- 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);
- 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);
- recognise the common components and functions of whole school behaviour plans and describe how to align in 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.||Promotion of positive behaviour within supportive environments for learning||20.00|
|4.||Motivation of learners to take responsibility for their learning||10.00|
|5.||Practices to meet the multiple demands of secondary school and VET contexts||20.00|
|6.||Adolescence challenging behaviours||20.00|
|7.||Whole school approach to behaviour||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=2020&sem=01&subject1=ESB2100)
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||09 Mar 2020|
|QUIZ 2||15||15||28 Apr 2020|
|QUIZ 3||15||15||18 May 2020|
|ASSIGNMENT||60||60||25 May 2020|
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.