Promoting Positive Learning Environments (6732.5)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education, Science, Technology & Maths |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 2 - Undergraduate Intermediate Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
Students will examine a range of traditional theories and techniques for promoting positive learning environments in their classroom, and investigate new trends, issues and techniques, including cross-age tutoring, patterning positive classroom interactions, playground peer mediators (conflict resolution), working with parents, and managing attention- deficit hyperactivity disorder and school refusal.Students will also examine special programs for managing more severe classroom problems, and the case management of classroom behaviour problems.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
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Required texts
The Exam will be based on weekly readings and lecture content. Hence, you do not need to buy a specific textbook. The set readings are available on E-reserve.
Submission of assessment items
Extensions & Late submissions
Late assignments without approved extension will not be marked and automatically receive a zero mark.
Special assessment requirements
A passing mark of 50% must be achieved on each of the assignments in order to pass this unit.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Participation requirements
Attendance in tutorials is required to pass this unit.
Required IT skills
Basic IT skills assumed.
Work placement, internships or practicums
None.
Additional information
Foundation of Unit: In the past, classroom management theory and learning have been heavily focussed on what to do when faced with student misbehaviour. In this unit we will still cover what we know works from the research with regards to corrective behaviour strategies, but we will also study how to prevent misbehaviour occurring in the first place. Preventative behaviour management is massively effective in not only preventing unrest and non-task behaviour, but also improving general student engagement and wellbeing. The foundation of this unit rest on this evidence base.
