Handbook : Unit informationEdith Cowan University

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

  Changing Practice in Classroom Management

• Unit Code

  EDU5000

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

Effective classroom management is more than quick fix strategies or a bag of tricks learnt at professional development. It is a purposeful philosophical, ethical and theoretical code of conduct. This unit aims to engage participants in reflecting on their practice as well as challenging the assumptions they, other professionals, and systems hold about students and their behaviour. The unit incorporates a practical orientation that draws from participants current practice. The unit is predicated on the belief that all students have positive potential and no student is disposable.

Learning Outcomes

On completion of this unit students should be able to:

1. Articulate a vision for working with youth within a learning environment.
2. Critically assess the major paradigms used to support approaches to the management of student behaviour.
3. Demonstrate an understanding of the skills necessary for connecting with challenging youth.
4. 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. Development of a personal management plan.
3. Effective classroom management is a reflective, meaningful and caring way of supporting children andyouth.
4. Research and evidence of strength based programs for managing behaviour and enhancing studentlearning.
5. System and school policies of behaviour management.

Additional Learning Experience Information

A variety of suitable teaching and learning processes will be used during the unit: workshops/ seminars, case Studies, group Discussions, student Presentations and skills-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 behaviour 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.

Text References

• ^ Freiberg, J.H. (1999). . Beyond behaviourism: Changing the classroom management paradigm. USA: Allyn & Bacon.
• Dreikurs, R., Grunwald, B., & Pepper, F. (1971). Maintaining sanity in the classroom. New York: Harper and Row.
• Curwin, R., & Mendler, A. (1999). Discipline with dignity for challenging youth (Ch. 4., pp 39-52). Indiana: National Education Service.
• Curwin, R., & Mendler, A. (1998). Discipline with dignity (Ch. 8., pp 135-158). New Jersey: Prentice Hall.
• Charles, C.M. (2002). Building classroom discipline. (7th ed.). Boston: Allyn and Bacon.
• Butterfield, N. (2003). Classroom mangement: Creating positive learning environments. Australia: Thompson.
• Brendtro, L., & Shahbazian, M. (2004). Troubled children and youth: Turning problems into opportunities. USA: Research Press.
• Brendtro, L., Brokenleg, M., & Van Brokern, S. (1990). Reclaiming youth at risk. USA: National Education Service.
• Bennett, B., & Smilanich, P. (1994). Classroom management: A thinking and caring. Bookation Inc: Ontario.
• Emmer, E.T., Evertson, C.M., & Worsham, M. (2003). Classroom management for secondary teachers. (6th ed.). Boston: Pearson Education.
• Canter, L., & Canter, M. (1992). Assertive discipline. Santa Monica, CA: Lee Canter and Associates.

^ Mandatory reference

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