Classroom Climate and Organisation (9860.3)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online self-paced On-campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| School Of Teacher Education | Level 2 - Undergraduate Intermediate Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Explore contextual issues impacting on student behaviours in educational settings, including neurodivergence and sociocultural factors;
2. Analyse behaviour management strategies from a range of evidence and perspectives to inform school procedure;
3. Apply a strength-based approach to establishing relationships and planning for behaviour management; and
4. Model inclusive practice to foster community, equity, and safe and supportive learning environments.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
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 - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
None.Corequisites
None.Incompatible units
6732 Promoting Positive Learning Environments.Equivalent units
6732 Promoting Positive Learning Environments.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Winter Term | 08 June 2026 | Online self-paced | Mr Benjamin Mudie |
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | Online self-paced | Mr Benjamin Mudie |
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | On-campus | Mr Benjamin Mudie |
| 2027 | Bruce, Canberra | Winter Term | 07 June 2027 | Online self-paced | Mr Benjamin Mudie |
| 2027 | Bruce, Canberra | Semester 2 | 09 August 2027 | Online self-paced | Mr Benjamin Mudie |
| 2027 | Bruce, Canberra | Semester 2 | 09 August 2027 | On-campus | Mr Benjamin Mudie |
Required texts
The core textbook for the unit is
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4th ed.). SAGE Publications Ltd.
https://www.booktopia.com.au/classroom-behaviour-bill-rogers/book/9781446295335.html
If you use the discount code of SAGE10 The book costs approximately $53.75 with free shipping and is available from Booktopia. You will need this book to pass the unit.
Other readings will be available on Canvas and may include:
Alter P and Haydon T (2017) Characteristics of Effective Classroom Rules: A Review of the Literature, Teacher Education and Special Education, 40(2):114–127.
Charney, R. (n.d.). Modeling your class expectations. Education World. https://www.educationworld.com/a_curr/columnists/charney/charney003b.shtml
Conscious Discipline. (2024). Dr. Becky Bailey shows how to demonstrate the Brain Hand [Video]. https://consciousdiscipline.com
Department of Education, Training and Employment, Queensland. (2007). Essential skills for classroom management. Queensland Government. https://kawanawaterssc.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Teacher%20and%20Learning/essential-skills-for-croom-management-micro_skills_.pdf
The Education Hub. (2018). How to develop high expectations. https://theeducationhub.org.nz/how-to-develop-high-expectations
The IRIS Center. (2018). Functional Behavioural Assessment: Conducting an ABC analysis [Video]. Vanderbilt University. https://iris.peabody.vanderbilt.edu
Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college (3rd ed.). Jossey-Bass.
Rubie-Davies, C. M. (2014). Classroom interactions: The impact of teacher expectations on student learning. Routledge. https://www.routledge.com/Classroom-Interactions-The-Impact-of-Teacher-Expectations-on-Student-Learning/Rubie-Davies/p/book/978041564850
Rubie-Davies, C. (2018). How to develop high expectations teaching. The Education Hub. https://theeducationhub.org.nz/wp-content/uploads/2018/06/How-to-develop-high-expectations-teaching.pdf
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.
Special Education Resource. (2020). The 4 functions of behavior [Video]. https://www.specialeducationresource.com
Teachings in Education. (2017). Functional Behavioral Assessment: The FBA [Video]. https://www.teachingsineducation.com
Vukovic, R. (2019, January 24). Behaviour management episode 5: Planning for positive behaviour. Teacher Magazine. https://www.teachermagazine.com/au_en/articles/behaviour-management-episode-5-planning-for-positive-behaviour
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
All assessment items must be submitted and an aggregate mark of 50% is required to pass the unit.
Supplementary assessment
Refer to the Assessment Policy and Assessment Procedures
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Turnitin will be used in this unit to help you improve your academic work and to detect plagiarism. Turnitin is software that matches submitted text in your assignment submissions against material from various sources: the internet, published books and journals, and previously submitted student texts. Turnitin helps you improve your academic writing skills by helping you to identify accidental plagiarism.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
In order to get the most out of your studies, it is strongly recommended that you plan your time commitments, actively engage in class discussions (online or face-to-face) and work with your peers as part of your study. The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3 credit point unit the total notional workload over the semester or term is assumed to be 150 hours. The total workload for units of different credit point value should vary proportionally. For example, for a 6 credit point unit the total notional workload over a semester or term is assumed to be 300 hours.
The workload (150 hours) breakdown for this unit is as follows:
- 40 hours online teaching delivery
- 70 hours assessment tasks
- 40 hours reading and private study
Participation requirements
Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.
Required IT skills
This unit requires students to prepare and present Audio-visual content (see assessment instructions).
In-unit costs
Prescribed textbook has e-book availability via UC Library, subject to accessibility.
Work placement, internships or practicums
None
Additional information
This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
