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  2. Creating Positive Learning Environments [EDU2231]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Creating Positive Learning Environments

  • Unit Code

    EDU2231

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Creating a positive learning environment takes effort, knowledge and time. Working positively to engage students in learning is more than quick fix strategies or about rewards and punishments. It is a purposeful, philosophical, ethical and theoretical code of conduct. This unit aims to engage students in reflecting on the assumptions they hold about students, the role of the teacher, why students behave the way they do and the level of control given to students. This reflection is supported through an assessment of contemporary theoretical models in dealing with classroom behaviour which will enable the students to develop a personal management plan. The unit is practical and will include skill development in effective teaching strategies, connecting with youth, dealing with common classroom misbehaviours, restorative processes as well as learning how to de-escalate conflict. The unit is built on the belief that all students have positive potential and no student is disposable.

Non Standard Timetable Requirements

On-campus based with unit materials available on Blackboard.

Equivalent Rule

Unit was previously coded EDS2102, EDU2230

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate a vision for working with students in a learning environment, identify the essential components for effective instruction and the maintaining of a safe and accountable learning environment and generate ideas for creating a positive learning environment.
  2. Critically review and assess the major paradigms and research used to support approaches to student behaviour.
  3. Demonstrate an understanding of the skills necessary for connecting with challenging youth.
  4. Demonstrate an understanding that all students have positive potential.
  5. Discuss local, national, global and cross-cultural contexts and perspectives on managing behaviour.
  6. Reflect on current practice in working with student indiscipline and identify the guiding assumptions about the nature of young people and development of student responsibility these approaches have.

Unit Content

  1. An understanding of core assumptions and sources to different approaches to classroom management.
  2. An understanding of instructional intelligence through the use of thinking and collaborative skills.
  3. Creating a positive learning environment is a reflective, meaningful and caring way of supporting children and youth.
  4. Developing skills in working with young people and supporting them on pathways to responsibility.
  5. Development of a personal management plan using own beliefs, various theoretical perspectives and well informed practice.
  6. Historical and contemporary status of local, national, global and cross-cultural perspectives on system and school policies of behaviour management.
  7. Research and evidence of strength-based programs for changing behaviour and enhancing student learning.
  8. What are disconnected youth and the strategies involved to connect with them?

Additional Learning Experience Information

A variety of suitable teaching and learning processes will be used during the unit: Lecture Workshop/seminar Case studies Collaborative group work discussions On-line collaboration Skill based workshops The activities will be designed with a commitment to sensitivity to gender, cultural and social diversity. Students will be expected to use information technology as a research tool and aid to reflecting on classroom practice. Students will support and help contribute to a professional and collegiate group culture in line with accepted classroom management theory.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPersonal management plan - philosophy and theory60%
AssignmentPersonal management plan - practice40%

Text References

  • ^ McDonald, T. (2013). Classroom management: Engaging students in learning. 2nd Ed. Melbourne: Oxford University Press.
  • Green, R. W. (2010). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. USA: Harper Collins Publishers.
  • Ellis, S., & Tod, J. (2009), Behaviour for learning: Proactive approaches to behaviour management. USA; Routledge.
  • Curwin, R., & Mendler, A. (1999). Discipline with dignity with challenging youth. Bloomington, IN: National Educational Service.
  • Cowley, G. (2010). Getting the buggers to behave. UK: Continuum International Publishing Group.
  • Lewis, R. (2009). Understanding pupil behaviour: Classroom management techniques for teachers. USA: Taylor & Francis Group.
  • Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behaviour. UK: Taylor & Francis Group.
  • Brendtro, L., & Shyahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. Illinois: Research Press.
  • Bronfenbrenner, U. (2005). Making human beings human. Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications.
  • Charles, C.M. (2010). Building classroom discipline. UK: Pearson Education Limited.
  • Colvin, G., Sprick, R., & Colvin, G.T. (2009). Managing noncompliance and defiance on the classroom: A road map for teachers, specialists, and behaviour support teams. USA: Corwin Press.

Journal References

  • Emotional Behaviour Difficulties.
  • Vulnerable Children and Youth Studies.
  • Reclaiming Children and Youth.
  • American Education Research Journal.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU2231|2|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Creating Positive Learning Environments

  • Unit Code

    EDU2231

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Creating a positive learning environment takes effort, knowledge and time. Working positively to engage students in learning is more than quick fix strategies or about rewards and punishments. It is a purposeful, philosophical, ethical and theoretical code of conduct. This unit aims to engage students in reflecting on the assumptions they hold about students, the role of the teacher, why students behave the way they do and the level of control given to students. This reflection is supported through an assessment of contemporary theoretical models in dealing with classroom behaviour which will enable the students to develop a personal management plan. The unit is practical and will include skill development in effective teaching strategies, connecting with youth, dealing with common classroom misbehaviours, restorative processes as well as learning how to de-escalate conflict. The unit is built on the belief that all students have positive potential and no student is disposable.

Non Standard Timetable Requirements

On-campus based with unit materials available on Blackboard.

Equivalent Rule

Unit was previously coded EDS2102, EDU2230

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate a vision for working with students in a learning environment, identify the essential components for effective instruction and the maintaining of a safe and accountable learning environment and generate ideas for creating a positive learning environment.
  2. Critically review and assess the major paradigms and research used to support approaches to student behaviour.
  3. Demonstrate an understanding of the skills necessary for connecting with challenging youth.
  4. Demonstrate an understanding that all students have positive potential.
  5. Discuss local, national, global and cross-cultural contexts and perspectives on managing behaviour.
  6. Reflect on current practice in working with student indiscipline and identify the guiding assumptions about the nature of young people and development of student responsibility these approaches have.

Unit Content

  1. An understanding of core assumptions and sources to different approaches to classroom management.
  2. An understanding of instructional intelligence through the use of thinking and collaborative skills.
  3. Creating a positive learning environment is a reflective, meaningful and caring way of supporting children and youth.
  4. Developing skills in working with young people and supporting them on pathways to responsibility.
  5. Development of a personal management plan using own beliefs, various theoretical perspectives and well informed practice.
  6. Historical and contemporary status of local, national, global and cross-cultural perspectives on system and school policies of behaviour management.
  7. Research and evidence of strength-based programs for changing behaviour and enhancing student learning.
  8. What are disconnected youth and the strategies involved to connect with them?

Additional Learning Experience Information

A variety of suitable teaching and learning processes will be used during the unit: Lecture Workshop/seminar Case studies Collaborative group work discussions On-line collaboration Skill based workshops The activities will be designed with a commitment to sensitivity to gender, cultural and social diversity. Students will be expected to use information technology as a research tool and aid to reflecting on classroom practice. Students will support and help contribute to a professional and collegiate group culture in line with accepted classroom management theory.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPersonal management plan - philosophy and theory60%
AssignmentPersonal management plan - practice40%

Text References

  • ^ McDonald, T. (2013). Classroom management: Engaging students in learning. 2nd Ed. Melbourne: Oxford University Press.
  • Green, R. W. (2010). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. USA: Harper Collins Publishers.
  • Ellis, S., & Tod, J. (2009), Behaviour for learning: Proactive approaches to behaviour management. USA; Routledge.
  • Curwin, R., & Mendler, A. (1999). Discipline with dignity with challenging youth. Bloomington, IN: National Educational Service.
  • Cowley, G. (2010). Getting the buggers to behave. UK: Continuum International Publishing Group.
  • Lewis, R. (2009). Understanding pupil behaviour: Classroom management techniques for teachers. USA: Taylor & Francis Group.
  • Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behaviour. UK: Taylor & Francis Group.
  • Brendtro, L., & Shyahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. Illinois: Research Press.
  • Bronfenbrenner, U. (2005). Making human beings human. Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications.
  • Charles, C.M. (2010). Building classroom discipline. UK: Pearson Education Limited.
  • Colvin, G., Sprick, R., & Colvin, G.T. (2009). Managing noncompliance and defiance on the classroom: A road map for teachers, specialists, and behaviour support teams. USA: Corwin Press.

Journal References

  • Emotional Behaviour Difficulties.
  • Vulnerable Children and Youth Studies.
  • Reclaiming Children and Youth.
  • American Education Research Journal.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU2231|2|2