EDF5873 · Fostering positive classrooms

Overview

This unit focuses on developing and maintaining learning environments that scaffold positive practices and manage learner behaviours. There will be opportunities to draw on your placement experience as you engage critically with the theoretical and practical content of this unit. You will explore and critique a range of teaching strategies, models and theories that will enable you to create structured, safe and positive classrooms, that respond to diverse whole school behaviour frameworks using consistent, rules and routines. You will examine practical examples and scenarios that frame how to build positive relationships in both physical and virtual learning environments. In the unit you will investigate, design and evaluate teaching spaces that enhance learning through personalised goal setting. Additionally, you will interrogate and analyse diverse approaches to responding to student behaviours in ways that prioritise learning and developing strong teacher-student relationships. Throughout the unit, you will be supported in reflecting on your role in influencing student behaviour and in developing the skills necessary to foster and maintain a positive, engaging learning environment.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate advanced professional knowledge, to create and maintain structured, safe, and positive, learning and teaching practices that ensure effective rules and routines in online and face to face learning environments
2. apply established theories and expertise to responses that consistently manage behaviour within a positive learning environment
3. demonstrate responsibility for developing and maintaining a deep understanding of relevant theory-informed learning through appropriate application to support proactive practices and set achievable goals for learners
4. embed and justify proactive practices that build positive relationships in lessons, units and term planners, that support ongoing, inclusive and safe learning environments within whole school behaviour frameworks.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. * Subject to variation due to professional experience requirements.

Student experience, not official rules. Nothing here changes what the Handbook says.