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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms

Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 20 May 2022

Requisites

Students must be enrolled in: BEDU (EarlyChild) or BEDU (Primary) or BEDU (Primary+Special Ed) or BEDU (Special Ed) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or MOLT (Primary) or BEED or BPED
Co-requisite: BEDU (Primary) or BPED Only - EDP2111

Overview

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.

Course offers

Semester Mode Campus
Semester 1, 2022 On-campus Springfield
Semester 1, 2022 On-campus Toowoomba
Semester 1, 2022 Online
Semester 2, 2022 Online
Date printed 20 May 2022