Managing the Learning Environment

Abstract

This subject develops teacher education students' knowledge and understandings of key factors in effective classroom management including quality teaching, engagement, participation, relationships and inclusion. Students will draw on their understandings of young peoples' physical, social, emotional and intellectual development to apply theories and models of classroom management to facilitate learning. Students will develop and apply knowledge of proactive and reactive management of behaviour needed to create effective, positive and safe classroom environments. The importance of differentiated and culturally responsive planning, and processes to deal with challenging behaviours, including bullying and cyberbullying, will be explored. Strategies for effective communication within the education setting and beyond will also be explored. Students will also analyse legislative requirements and school based student welfare/discipline policies and/or approaches which support positive classroom management and learner welfare.

Syllabus

Key factors in effective classroom management including effective teaching, curriculum rigour, engagement, participation and inclusion.Major theories of classroom management, including Authoritarian, Mixed Method and Egalitarian models.Physical, social, emotional and intellectual development of children and adolescents, and how these can affect behavioural responses, learner engagement, and social interactions in the school … For more content click the Read More button below. promoting positive student behaviour and positive relationships within the classroom;creating an inclusive environment, including evidence-based planning for engagement and motivation, differentiation and collaborative learning;catering for the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; andcommunication in the classroom and beyond: active listening, verbal and non-verbal communication with relevant stakeholders. Identifying and managing classroom conflict: Practical strategies to prevent, respond to and de-escalate conflict and disruptive student behaviour; andCauses and types of bullying, including cyberbullying, and strategies for addressing, intervening and preventing it in different contexts and cohorts, including the victims and perpetrators. Working as part of a team; communicating with principals, parents and caregivers, colleagues and the community.Professional and legal responsibilities of the teacher.Resources, personnel and referral agencies that can assist teachers.Whole-school approaches to student welfare/discipline policies and to managing students with challenging behaviours.

Key factors in effective classroom management including effective teaching, curriculum rigour, engagement, participation and inclusion.
Major theories of classroom management, including Authoritarian, Mixed Method and Egalitarian models.
Physical, social, emotional and intellectual development of children and adolescents, and how these can affect behavioural responses, learner engagement, and social interactions in the school environment .
Developing a positive learning environment: Plans and strategies for:
- promoting positive student behaviour and positive relationships within the classroom;
- creating an inclusive environment, including evidence-based planning for engagement and motivation, differentiation and collaborative learning;
- catering for the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; and
- communication in the classroom and beyond: active listening, verbal and non-verbal communication with relevant stakeholders.
Identifying and managing classroom conflict:
- Practical strategies to prevent, respond to and de-escalate conflict and disruptive student behaviour; and
- Causes and types of bullying, including cyberbullying, and strategies for addressing, intervening and preventing it in different contexts and cohorts, including the victims and perpetrators.
Working as part of a team; communicating with principals, parents and caregivers, colleagues and the community.
Professional and legal responsibilities of the teacher.
Resources, personnel and referral agencies that can assist teachers.
Whole-school approaches to student welfare/discipline policies and to managing students with challenging behaviours.

Assessment items

1. Online Quiz A and B

2. Case Study Analysis (PLE's)

3. Report - Understanding Theoretical Approaches

Assumed knowledge

EPT125 or EED308 or EED422 or EED413 or EED215

Enrolment restrictions

This subject is only available to students enrolled in the:
Bachelor of Educational Studies
Bachelor of Teaching (Secondary)
Bachelor of Education (K-12)
Bachelor of Education (Health and Physical Education)
Bachelor of Outdoor Education
Bachelor of Education (Technology and Applied Studies)
Bachelor of Education (Secondary) Industry Entry
Master of Teaching (Secondary)
This subject is not available to students who have completed EEA202 or EEA501.

Incompatible

Learning resources

Additional resources required by students

De Nobile, Lyons, Arthur-Kelly. (2021). Positive learning environments (PLE). Chapter 1: An introduction to positive learning environments. Palmer, P. (2012). The courage to teach. (online in library). De Nobile, Lyons, Arthur-Kelly (2021). Positive learning environments. Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards … For more content click the Read More button below. De Nobile, Lyons, Arthur-Kelly (as above). Chapter 5. Instructional practice. McDonald, T. (2019). Classroom management. Chapter 7: Cultural competency and classroom management. McDonald, T. (2019). Classroom management. Chapter 3: Frameworks to View Student Behaviour. Kauffman, Mostert, Trent & Pullen (2016). Chpt. 3, Kauffman, J.M., Mostert, M., Trent, S.C., & Pullen,P.L. (2006). Managing classroom behaviour: A reflective case-based approach. USA: Pearson Education. Chapter 3: Analyzing behavior problems McDonald, T. (2019). Classroom management. Chapter 6: Re-engaging the Disengaged Learner. Rogers, B. (2015). Classroom Behaviour. Chapter 6: Challenging children and children with emotional and behavioural difficulties. Simonds, C.J. & Cooper, P.J. (2011). Communication for the classroom teacher. Chapter 2: Interpersonal communication. USA: Pearson Education. McDonald, T. (2019). Classroom management. Chapter 7: Cultural competency and classroom management. deBruckere, P. (2018). The ingredients for great teaching. Chapter 10. Have a vision. McDonald, T. (2019). Classroom management. Chapter 8: The Effective Teacher's Learning Journey. De Nobile, Lyons, Arthur-Kelly. Chapter 6: Behavioural (Authoritarian) approaches De Nobile, Lyons, Arthur-Kelly, Chapter 7: Cognitive behavioural approaches. Toland. J. & Boyle, C. (2008). Applying Cognitive Behavioural Methods to Retrain Children’s Attributions for Success and Failure in Learning. School Psychology International, 29 (3), pp. 286–302. De Nobile, Lyons, Arthur-Kelly, Chapter 9: Social Justice approaches. De Nobile, Lyons, Arthur-Kelly, Chapter 8: Psychoeducational approaches Brady, L., & Scully, A. (2005). Classroom management and intervention. In Engagement: inclusive classroom management (pp. 140-179). Frenchs Forest, NSW : Pearson/Prentice Hall, pp. 156-176. Rigby, K. & Barrington, E. (2010). How schools counter bullying. Chapter 4: Anti-bullying policies of schools. Farrington, D. P., & Ttofi, M. M. (2010). School-based programs to reduce bullying and victimization: A systematic review for The Campbell Collaboration Crime and Justice Group. Retrieved from The National Criminal Justice Reference Service website: http://www.ncjrs.gov/pdffiles1/nij/grants/229377.pdf Mackay, J. (2020). Creating a positive learning environment: the savvy teacher. Chapter 4: Enable yourself, enable others: Supportive management. Pirola-Merlo, S. (2003). How teachers can manage their relationships with students. In Relationship management in the primary school classroom : strategies in the legal and social context(pp. 78-100). Frenchs Forest, NSW : Prentice Hall Rogers, B. (2015). Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (4th Edition), Effective teaching: some fundamental considerations.

De Nobile, Lyons, Arthur-Kelly. (2021). Positive learning environments (PLE). Chapter 1: An introduction to positive learning environments.
Palmer, P. (2012). The courage to teach. (online in library).
De Nobile, Lyons, Arthur-Kelly (2021). Positive learning environments.
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: a review of the literature on theory and practice. Australian Journal of Teacher Education, 41 (7), 1-18.
De Nobile, Lyons, Arthur-Kelly (as above). Chapter 5. Instructional practice.
McDonald, T. (2019). Classroom management. Chapter 7: Cultural competency and classroom management.
McDonald, T. (2019). Classroom management. Chapter 3: Frameworks to View Student Behaviour.
Kauffman, Mostert, Trent & Pullen (2016). Chpt. 3, Kauffman, J.M., Mostert, M., Trent, S.C., & Pullen,P.L. (2006). Managing classroom behaviour: A reflective case-based approach. USA: Pearson Education. Chapter 3: Analyzing behavior problems
McDonald, T. (2019). Classroom management. Chapter 6: Re-engaging the Disengaged Learner.
Rogers, B. (2015). Classroom Behaviour. Chapter 6: Challenging children and children with emotional and behavioural difficulties.
Simonds, C.J. & Cooper, P.J. (2011). Communication for the classroom teacher. Chapter 2: Interpersonal communication. USA: Pearson Education.
McDonald, T. (2019). Classroom management. Chapter 7: Cultural competency and classroom management.
deBruckere, P. (2018). The ingredients for great teaching. Chapter 10. Have a vision.
McDonald, T. (2019). Classroom management. Chapter 8: The Effective Teacher's Learning Journey.
De Nobile, Lyons, Arthur-Kelly. Chapter 6: Behavioural (Authoritarian) approaches
De Nobile, Lyons, Arthur-Kelly, Chapter 7: Cognitive behavioural approaches.
Toland. J. & Boyle, C. (2008). Applying Cognitive Behavioural Methods to Retrain Children’s Attributions for Success and Failure in Learning. School Psychology International, 29 (3), pp. 286–302.
De Nobile, Lyons, Arthur-Kelly, Chapter 9: Social Justice approaches.
De Nobile, Lyons, Arthur-Kelly, Chapter 8: Psychoeducational approaches
Brady, L., & Scully, A. (2005). Classroom management and intervention. In Engagement: inclusive classroom management (pp. 140-179). Frenchs Forest, NSW : Pearson/Prentice Hall, pp. 156-176.
Rigby, K. & Barrington, E. (2010). How schools counter bullying. Chapter 4: Anti-bullying policies of schools.
Farrington, D. P., & Ttofi, M. M. (2010). School-based programs to reduce bullying and victimization: A systematic review for The Campbell Collaboration Crime and Justice Group. Retrieved from The National Criminal Justice Reference Service website: http://www.ncjrs.gov/pdffiles1/nij/grants/229377.pdf
Mackay, J. (2020). Creating a positive learning environment: the savvy teacher. Chapter 4: Enable yourself, enable others: Supportive management.
Pirola-Merlo, S. (2003). How teachers can manage their relationships with students. In Relationship management in the primary school classroom : strategies in the legal and social context(pp. 78-100). Frenchs Forest, NSW : Prentice Hall
Rogers, B. (2015). Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (4th Edition), Effective teaching: some fundamental considerations.

Handbook

EEA311 - Managing the Learning Environment