EEA501 Managing the Classroom Environment (8)

This subject develops teacher education students' knowledge and understandings of key factors in effective classroom management including quality teaching, engagement, participation and inclusion. Students will draw on their understandings of young peoples' physical, social, emotional and intellectual development and learn about theories and models of classroom management to facilitate learning and the management of behaviour. Students will design evidence-based plans and strategies to create effective, positive and safe classroom environments. The importance of differentiated and culturally responsive planning, processes to deal with inappropriate behaviour, including bullying and cyber-bullying, and strategies for effective communication within the education setting and beyond will be explored. Students will also critically analyse legislative requirements and school based student welfare/discipline policies and/or approaches that support positive classroom management and learner welfare.

Availability

Session 1 (30)
Online
Wagga Wagga Campus
Session 2 (60)
Online
Wagga Wagga Campus
Session 3 (90)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EEA501. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

Not avaliable to students who have completed EEA406.

Assumed Knowledge

EED413 or EED422

Subject Relationships

EEA406 Paired Subject

Incompatible Subjects

EEA406

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to apply theories of physical, social, emotional and intellectual development to and characteristics of students and how these may affect learning and behaviour;
  • be able to identify and describe key factors in effective classroom management, including quality teaching, engagement, participation and inclusion, and appraise how they are applied through pedagogical practice;
  • be able to describe and justify educational theories and models of classroom management, and appraise how they are applied through pedagogical practice;
  • be able to describe effective strategies which facilitate positive learning environments and promote positive student behaviour and positive relationships within the classroom;
  • be able to design evidence based plans that apply appropriate theories, principles and models of classroom management to create positive learning environments that support diverse learners and inclusive student participation and engagement in learning activities within the classroom and wider school settings;
  • be able to justify selected strategies and practical approaches to manage challenging student behaviour, including identifying, intervening and responding to disruptive student behaviour, bullying and cyber-bullying in different contexts and cohorts;
  • be able to explain the importance of effective communication at the classroom and whole school level to support student engagement within the education setting and beyond;
  • be able to evaluate whole-school approaches to behaviour support and explain their relationship to effective classroom management and behaviour support for individual students; and
  • be able to discuss the professional and legal responsibilities of teachers regarding the protection, safety and wellbeing of students in providing equitable learning opportunities.

Syllabus

This subject will cover the following topics:
  • Key factors in effective classroom management including effective teaching, curriculum rigor, engagement, participation and inclusion
  • Major theories of classroom management, including Authoritarian, Mixed Method and Egalitarian models
  • Physical, social, emotional and intellectual development of children and adolescents, and how these can affect behavioural responses, learner engagement, and social interactions in the school environment
  • Developing a positive learning environment: plans and strategies to promote positive student behaviour and positive relationships within the classroom
  • Developing a positive learning environment: plans and strategies for creating an inclusive environment, including evidence-based planning for engagement and motivation, differentiation and collaborative learning
  • Developing a positive learning environment: plans and strategies for catering for the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
  • Developing a positive learning environment: plans and strategies for communication in the classroom and beyond: active listening, verbal and non-verbal communication with relevant stakeholders
  • Identifying and managing classroom conflict: practical strategies to prevent, respond to and de-escalate conflict and disruptive student behaviour
  • Identifying and managing classroom conflict: the causes and types of bullying, including cyberbullying, and strategies for addressing, intervening and preventing it in different contexts and cohorts, including the victims and perpetrators
  • Working as part of a team; communicating with principals, parents and caregivers, colleagues and the community
  • Professional and legal responsibilities of the teacher
  • Resources, personnel and referral agencies that can assist teachers
  • Whole-school approaches to student welfare/discipline policies and to managing students with challenging behaviours

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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