Hi. I'm half way through my assignment 1 but not sure how to finish the rest. It's a teaching subject.
1 FACULTY OF EDUCATION AND ARTS SCHOOL OF EDUCATION ST PATRICK’S CAMPUS MELBOURNE SEMESTER 2 2019 EDFD604: FOSTERING POSITIVE BEHAVIOUR CREDIT POINTS: 10 PREREQUISITES / INCOMPATIBLES: Nil. UNIT TYPE: Core. RELATIONSHIP TO OTHER UNITS This is a core unit in the Master of Teaching (Primary) and Master of Teaching (Secondary). This unit has been written to contribute to meeting learning outcomes at AQF level 9. LECTURER IN CHARGE: Name: Jane Boyle Email:
[email protected] Phone: 0439 324 657 TUTORIAL TEAM Name: Felicity Fox Email:
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[email protected] UNIT DESCRIPTION This unit is designed to critically evaluate the theory and practice of behaviour management in educational settings (primary or secondary). Schools and teachers need to be proactive in establishing a safe whole school context, supported by parent/carers and community stakeholders, to foster positive behaviour and manage challenging behaviour. As such, the major focus of this unit is the role of the classroom teacher, school administration and parents/carers in developing and implementing appropriate curriculum and management principles related to behavioural management across the whole school. mailto:
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[email protected] 2 MODE/ATTENDANCE PATTERN: Attendance at all tutorials is expected. All class discussions, information and activities contribute directly to your capacity to achieve the Learning Outcomes and Graduate Attributes central to this unit. They are also necessary for your professional development as teachers. A medical certificate or other appropriate documentation such as a statutory declaration should cover any absences. Attendance will be taken at every tutorial and it is your responsibility to ensure that your presence has been recorded accurately. If you miss a class due to ill health, you need to provide an original medical certificate. You may be required to provide other documentary evidence if your absence is not caused by ill health. It is not possible to provide ‘make up’ work for missed classes (unless in very exceptional circumstances). If you believe your circumstances are exceptional or you are unwell or experiencing difficulties that may affect your academic performance you should inform your Lecturer as soon as possible. Unexplained absences may jeopardise your eligibility to pass the unit as per the ACU Assessment Policy, see https://handbook.acu.edu.au/handbooks/handbook_2019/general_information/assessment_policy To achieve the learning outcomes and pass this unit, you are expected to complete all the assessment tasks and obtain a combined score for the assessment tasks of at least 50 marks. There is an implicit understanding that you will be undertaking the required reading for this unit. Engaging in scenarios and group activities will be part of each tutorial and coming prepared to tutorials will ensure that you are better prepared to complete these activities. Readings will not be checked each week but there is an understanding that you will either purchase the required text or download from the library to ensure you are able to engage and participate in each weekly tutorial. DURATION: You should anticipate undertaking 150 hours of study for this unit. LEARNING OUTCOMES On successful completion of this unit, pre-service teachers should be able to: 1. demonstrate in-depth knowledge and understanding of principles, codes of ethics and conduct and legislative requirements regarding student well-being and safety impacting on classroom management in school settings, through a variety of stakeholder perspectives, including parents/carers (GA1, GA5, GA8; APST: 3.7, 4.4, 7.1, 7.2) 2. critically analyse and evaluate a range of theories, policies and practices of classroom and behaviour management to support inclusive student engagement and improved student learning outcomes (GA4, GA8; APST 3.6, 4.1, 4.3, 4.4, 7.2) 3. synthesise and develop principles and policies relevant to promoting positive behaviour in classes and schools, in partnership with students and parents/carers (GA1, GA3, GA5, GA8; APST: 3.7, 4.1, 4.3, 4.4, 7.1, 7.2, 7.3) 4. critique and synthesise behavioural management principles and approaches for the purpose of identifying and implementing practical, ethical strategies for managing challenging behaviours in collaboration with students, parents/carers, external professionals and community representatives (GA1, GA4, GA8; APST: 7.1, 7.2, 7.3, 7.4). AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7 Describe a broad range of strategies for involving parents/carers in the educative process. 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour https://handbook.acu.edu.au/handbooks/handbook_2019/general_information/assessment_policy 3 4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements 7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. ACU GRADUATE ATTRIBUTES On successful completion of this unit, pre-service teachers should have developed their ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession GA8 locate, organise, analyse, synthesise and evaluate information CONTENT Topics will include: • Theories and models of classroom management in schools. • Approaches and strategies to develop and review whole school and classroom positive learning environments. • Codes of ethics and conduct, and legislative requirements, with regards to managing behaviour • Student engagement, effective teaching and learning, prosocial behaviour. • Student wellbeing, mental health and safety: risks and protective factors. • Strategies that support students’ well-being and safety, working within school and/or system requirements, and family and community contexts. • Self-care and managing personal safety. • Issues in behaviour management, attribution for misbehaviour, including socio-cultural and socio- historical factors, family and community, and school, class and teacher factors. • Interaction between curriculum and behaviour management. • Aspects of positive classroom management including: o establishing and maintaining supportive and safe learning environments o motivating students and maintaining positive behaviour o preventing and minimising behaviour problems o resolving behaviour problems and building pathways to support positive behaviour o defusing aggressive students/situations o working collaboratively with parents/carers, external professionals and community representatives • Networks of support and collaboration to manage challenging behaviour. • Bullying identification, prevention and response strategies in school and social media contexts. QUALITY ASSURANCE AND STUDENT FEEDBACK Student Evaluation of Learning and Teaching (SELT) surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please 4 ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. ASSESSMENT PROCEDURES A variety of assessment procedures will be used to ascertain the extent to which pre-service teachers achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,500 words. OVERVIEW OF ASSESSMENTS Brief Description of Assessment Tasks Weighting Learning Outcome/s Assessed Graduate Attributes APST - Graduate Assessment Task 1 Critical analysis of incident of challenging behaviour, demonstrating critical understanding of different theories and approaches used in the management and promotion of positive behaviours. The analysis must include: • identification of potential motivation/ contributing factors for student behaviours such as bullying, cyber-bullying and discrimination; • critique of the teacher’s / school’s response; and • suggestions for other more appropriate processes, adjustments to teaching programs that demonstrate knowledge and understanding of principles, codes of ethics and conduct and legislative requirements regarding student well-being and safety, including strategies for involving students, parents and carers. 50% 1, 2, 3, 4 GA1, GA3, GA4, GA5, GA8, 3.6, 3.7 4.1, 4.3, 4.4, 7.1, 7.2, 7.3, 7.4 Assessment Task 2: Choice- This assessment task will involve: • Investigation into two different school approaches to behaviour management – including policies and practices to support inclusive student participation and engagement in class and school activities, as observed in pre-service teacher’s current or recent context. OR • Development of Behaviour Management Plan, synthesising three key approaches to classroom management and linking to specific strategies for managing challenging behaviour. 50% 1, 2, 3, 4 GA1, GA3, GA4, GA5, GA8, 3.6, 3.7 4.1, 4.3, 4.4, 7.1, 7.2, 7.3, 7.4 5 STUDY SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. In the initial stages of the unit, please explore the LEO site and refer to LEO for weekly readings/viewings, activities and discussions. Carefully read the Unit Outline. WEEK DATE WEEK BEGINNING PROPOSED SCHEDULE RESOURCES, RECOMMENDED READINGS AND ASSESSMENT DEADLINES 1 29th July What is challenging behaviour McDonald Ch. 1 and 3 De Nobile, Lyons and Arthur-Kelly Ch. 6, 7, 8 and 10 2 5th August Theories and models of classroom management McDonald Ch. 3 3 12th August Codes of ethics and conduct, and legislative requirements, with regards