ESB2100 Positive Behaviour for Learning: Taking Responsibility
|Short Description:||Positive Behaviour for Learng|
|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 :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
|Version produced :||19 April 2019|
Pre-requisite: Students must be enrolled in the following: BEDU or MOLT (Secondary) or GDTL (Secondary) or GDTO (Secondary)
Pre-requisite: BEDU 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.
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.