Understanding and Supporting Behaviour
Duration
- One Semester or equivalent
Contact hours
- On-campus: 24 hours Face to face Swinburne online - Nil
2021 teaching periods
Hawthorn
Higher Ed. Semester 2 | ||
---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Swinburne Online
Teaching Period 2 | ||
---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
NilCorequisites
NilAims and objectives
Students who successfully complete this unit will be able to:
1. Differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using behavioural and educational theories
2. 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 effectively and ethically with families.
6. Clarify the role of external agencies and professionals in supporting teachers, children and families.
Courses with unit
BA-EDUEC2 Bachelor of Education (Early Childhood)
BA-EDUPRI Bachelor of Education (Primary)
DP-EDU Diploma of Education Studies
BA-EDU Bachelor of Education
BA-EDUPRI1 Bachelor of Education (Primary)
AB-EDU Associate Degree of Education
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
On-campus
This unit will involve up to 120 hours of work including:
Type | Hours per week | Number of Weeks | Total |
Face to Face Contact Workshop | 3 | 8 | 24 |
Online Contact | N/A |
|
|
Specified Learning Activities Prescribed readings Online activities | 6 | 8 | 48 |
Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
TOTAL |
|
| 150 hours/ 12.5 cp |
Swinburne Online
Type | Hours per week | Number of Weeks | Total |
Face to Face Contact Workshop | N/A |
|
|
Online Contact | N/A |
|
|
Specified Learning Activities Prescribed readings Online activities | 6 | 12 | 72 |
Unspecified Learning Activities Independent study Readings Assignment preparation
| 6.5 | 12 | 78 |
TOTAL |
|
| 150 hours/12.5 cp |
Assessment
Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
Case Study | Individual | 30% | 2, 5, 6 |
Essay | Individual | 30% | 1, 3 |
Folio | Individual | 40% | 3, 4 |
General skills outcomes
• Analysis Skills
• Problem Solving Skills
• Communication Skills
• Ability to work independently
Content
• Principles, policies and practices for establishing a productive learning environment
• Frameworks and models for supporting and engaging diverse learners with diverse needs.
• Explore how teaching models and practices affect learners sense of being, belonging and becoming.
• Positive behaviour support principles and practice
• Classroom climate
• Restorative practice
• Behaviour management techniques
• Behaviour intervention versus preventative behaviour techniques
• External organisations and agencies working with families
• Considerations for rights of young people and ethic of care when working with diverse learners with diverse needs.
Study resources
- Reading materials.