Understanding Behaviour for Classroom Practice
Duration
- One Semester or equivalent
Contact hours
- 12 Hours face to face + Blended
On-campus unit delivery combines face-to-face and digital learning.
Aims and objectives
This unit prepares secondary school pre-service teachers to understand why children and young people display different behaviours within a learning environment and how to approach and negotiate these behaviours. They are introduced to the major perspectives of understanding and supporting behaviour and explore contemporary theories and how these relate to principles, policies and practices. The role and practice of external agencies and professionals in supporting young people, teachers and families will be explored. Pre-service teachers will be challenged to reflect upon their own belief system and how this relates to different contemporary approaches and models of behaviour management.
1. Differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using behavioural and educational theories
2. Analyse and apply appropriate theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment.
3. Analyse different principles, policies and practices used for establishing and maintaining a productive learning environment.
4. Plan learning environments that adhere to positive models of behaviour management.
5. Create strategies for working inclusively and ethically with families, community and support agencies
6. Describe the role of external agencies and professionals in supporting teachers, children and families.
Unit Learning Outcomes: Students who successfully complete this unit will be able to:
2. Analyse and apply appropriate theoretical frameworks and models for responding to a range of behaviours displayed in the learning environment.
3. Analyse different principles, policies and practices used for establishing and maintaining a productive learning environment.
4. Plan learning environments that adhere to positive models of behaviour management.
5. Create strategies for working inclusively and ethically with families, community and support agencies
6. Describe the role of external agencies and professionals in supporting teachers, children and families.
Unit information in detail
- Teaching methods, assessment and content.
Teaching methods
Hawthorn
| Type (On-campus) | Hours per week | Number of Weeks | Total |
| Face to Face Contact Seminar |
2 |
6 |
12 |
| Online Contact Seminar | 1 | 12 | 12 |
| Specified Learning Activities Prescribed readings Online activities |
6 |
8 |
48 |
| Unspecified Learning Activities Independent study, assignment preparation, readings | 6.5 | 12 | 78 |
| TOTAL | 150 hours |
Assessment
| Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
| Essay | Individual | 30% | 1, 2 |
| Case Analysis | Individual | 30% | 3, 6 |
| Folio | Individual | 40% | 4, 5, 6 |
Content
• Behaviour intervention versus preventative behaviour techniques.
• Behaviour management techniques.
• Consideration of rights and ethics.
• External organisations and agencies working with children to adolescents and their families.
• Factors that influence behaviour in the learning environment.
• Frameworks and models for understanding and responding to a range of challenging behaviours with children to adolescents, including students with a disability, that support participation and learning.
• Positive behaviour support principles and practice.
• Principles, policies and practices for establishing a productive learning environment.
• Restorative practice (an introduction).
• The climate of the learning environment.
• Theories of learning and development and their relationship to behaviour.
• Behaviour management techniques.
• Consideration of rights and ethics.
• External organisations and agencies working with children to adolescents and their families.
• Factors that influence behaviour in the learning environment.
• Frameworks and models for understanding and responding to a range of challenging behaviours with children to adolescents, including students with a disability, that support participation and learning.
• Positive behaviour support principles and practice.
• Principles, policies and practices for establishing a productive learning environment.
• Restorative practice (an introduction).
• The climate of the learning environment.
• Theories of learning and development and their relationship to behaviour.
Study resources
- Reading materials.
Reading materials
A list of reading materials will be made available in the Unit Outline.