Handbook : Unit informationEdith Cowan University

Faculty of Education and Arts

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

  Classroom Management and Instruction

• Unit Code

  EDU4230

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

Effective classroom management is more than quick fix strategies or a bag of tricks. 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 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 predicated on the belief that all students have positive potential and no student is disposable.

Non Standard Timetable Requirements

Both on-campus and residency modes available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode of delivery.

Learning Outcomes

On completion of this unit students should be able to:

1. Apply the skills necessary for connecting with challenging youth.
2. Apply the skills used to connect with children and youth, clarify the challenges young people face and enable young people to restore harmony to their lives.
3. Articulate a vision for working with youth within a learning environment, identify the essential components for effective instruction and the maintaining of a safe and accountable learning environment.
4. Critically assess the major paradigms used to support approaches to the management of student behaviour.
5. Discuss the premise that all children and youth have positive potential.
6. Reflect on current practice in working with young people and identify guiding assumptions about the nature of young people and development of student responsibility.

Unit Content

1. An understanding of core assumptions and sources to different approaches to classroom management.
2. Developing skills in working with young people and supporting them on pathways to responsibility.
3. Development of a personal management plan.
4. Effective classroom management is a reflective, meaningful and caring way of supporting children and youth.
5. Research and evidence of strength based programs for managing behaviour and enhancing student learning.
6. System and school policies of behaviour management.
7. 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: Lectures workshop/seminars, case studies Group discussions, student presentations and skill based workshops.

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.

Text References

• ^ McDonald, T. (2009). Classroom management: Engaging students in learning. Oxford University Press.
• Brendtro, L., Brokenleg, M., & Van Brokern. (1990). Reclaiming youth at risk. USA: National Education Service.
• Brendtro, L., Ness, A., & Mitchell, M. (2001). No disposable kids. Longmont, CO: Sopris West.
• Brendtro, L., & Shahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. USA: Research Press.
• Visser, J. (2000). Managing behaviour in classrooms. London: David Fulton.
• Curwin, R., & Mendler, A. (1999). Discipline with dignity for challenging youth (Ch. 4., pp39-52). Indiana: National Education Service.
• Freiberg, H.J. (Ed.). (1999). Beyond behaviourism: Changing the classroom management paradigm. Boston: Allyn & Bacon.
• Seita, J., & Brendtro, L. (2002). Kids who outwit adults. Longmont, CO: Sorpis West.
• Visser, J., & Rayner, S. (Eds.). (1998). Emotional and behavioural difficulties. Staffordshire: Qed.
• Curwin, R., & Mendler, A. (1998). Discipline with dignity (Ch. 8., pp 135-158). New Jersey: Prentice Hall.
• Brendtro, L., & du Toit, L . (2005). Response ability pathways: Restoring bonds of respect. Cape Town: Pre-Text.

^ Mandatory reference

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