EDLL601 - Promoting Positive Behaviour

Year

Credit points

Campus offering

Prerequisites

Nil

Incompatible

EDFD604 Fostering Positive Behaviour

Unit rationale, description and aim

There are few aspects of teaching more critical than the ability to create safe, productive and positive learning environments. Classroom organisation and routines, classroom management, and positive relationships are some of the many key influencers of positive behaviour, but effective teachers are able to demonstrate an understanding of the complex factors that underpin classroom environments and apply relevant, appropriate, and effective approaches to promote well-being and optimal learning for students. 

Pre-service teachers will develop a critical approach, informed by multiple theoretical perspectives, to planning, implementing and evaluating these practices by investigating, analysing and synthesising approaches to building a positive environment for all students. The unit emphasises the development of pedagogical judgment and practical skill in relevant high leverage practices, including the implementation of organisational routines, specifying and reinforcing productive behaviour, building respectful relationships with and between students, and engaging effectively with parents/carers to foster positive behaviour and manage challenging behaviour. 

The major focus of this unit is the role of the classroom teacher in planning, leading and evaluating positive and safe learning environments that support equitable and ethical outcomes for students, and ultimately lead to demonstrable learning and development of students, both academic and social/emotional. Pre-service teachers in the unit will create and apply theorised pedagogical approaches to their professional experience and engage in critical reflection of their developing understanding of the complex factors that underpin student behaviour and optimal approaches to foster positive behaviour in the classroom.  

The aim of this unit is to provide pre-service teachers with a comprehensive understanding of the theories and practices that underpin positive learning environments.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - demonstrate in-depth knowledge and understanding of principles, codes of ethics and conduct and legislative requirements regarding student well-being and safety impacting on classroom management in school settings, through a variety of stakeholder perspectives, including parents/carers (GA1, GA5, GA8; APST: 3.7, 4.4, 6.2, 7.1, 7.2)

LO2 - critically analyse and evaluate a range of theories, policies and practices of classroom and behaviour management (including motivational theories and trauma-informed pedagogy) to support inclusive student engagement and improved student learning outcomes (GA4, GA8; APST 1.1, 1.2, 3.6, 4.1, 4.2, 4.3, 4.4, 7.2)

LO3 - synthesise and develop principles and policies relevant to promoting positive behaviour in classes and schools, in partnership with students and parents/carers (GA1, GA3, GA5, GA8; APST: 3.7, 4.1, 4.3, 4.4, 7.1, 7.2, 7.3)

LO4 - analyse, critique and synthesise behavioural management principles and approaches for the purpose of identifying and implementing practical, ethical strategies for managing challenging behaviours in collaboration with students, parents/carers, external professionals and community representatives (GA1, GA4, GA8; GA9; APST: 7.1, 7.2, 7.3).

LO5 - critically reflect on the application of behavioural management approaches and principles for the purposes of reflecting on personal development, building personal resiliency, and identifying and planning for learning needs, applying learning, and engaging with colleagues (GA4, GA5, GA7, GA9; APST: 4.2, 4.3, 4.4, 6.1, 6.2, 6.3, 6.4).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

Content

Topics will include:

• Theories and models of classroom management in schools.
• Trauma-informed pedagogical theories and practices that promote engagement, achievement and wellbeing in the classroom.
• Approaches and strategies to develop and review whole school and classroom positive learning environments.
• Codes of ethics and conduct, and legislative requirements, with regard to managing behaviour
• Student engagement, effective teaching and learning, prosocial behaviour.
• Student wellbeing, mental health and safety: risks and protective factors.
• Strategies that support students’ well-being and safety, working within school and/or system requirements, and family and community contexts.
• Self-care, resiliency and managing personal safety.
• Issues in behaviour management, attribution for misbehaviour, including motivational, socio-cultural and socio-historical factors, family and community, and school, class and teacher factors.
• Interaction between curriculum and behaviour management.
• Aspects of positive classroom management including:
• establishing routines and communicating directions
• establishing and maintaining supportive and safe learning environments
• motivating students and maintaining positive behaviour
• preventing and minimising behaviour problems
• resolving behaviour problems and building pathways to support positive behaviour
• defusing aggressive students/situations
• working collaboratively with parents/carers, external professionals and community representatives
• Networks of support and collaboration to manage challenging behaviour.
• Bullying identification, prevention and response strategies in school and social media contexts.

Learning and teaching strategy and rationale

Delivery may be on-campus (intensives) and online. The primary rationale for multiple modes lies in the fundamental structure of the course as part of an employment-based pathway. As participants in this unit will be working as employed first-year teachers in their placement school, multiple modes of delivery enable participants to learn concurrent with their professional responsibilities. This approach supports the employment-based pathway to create a continuous spiral of teaching, practice, and assessment within the authentic context of their teaching role. As a unit nested within the employment-based model of this course, praxis is the central organising principle for teaching and learning within the unit, such that participants are provided with regular and consistent opportunities to apply the content within this unit to the context of their professional responsibility as a working teacher. This approach aims to develop pedagogical judgment alongside the essential skills, or core practices, that are critical in an employment-based pathway.   

The unit specifies a number of core practices that are particularly relevant to the focus of the unit, utilising an approach that combines critical analysis of multiple representations of practice, deconstruction of the characteristics of particular practices, rehearsal and actual application of practice in authentic contexts, and critical evaluation and reflection. 

The unit content will be presented in a variety of teaching-learning modes and active participation in the learning process will be encouraged where possible through self-directed and problem-based learning experiences, as well as guided reflection. Through the adoption of a reflective approach to the teaching-learning process, participants will be encouraged to critically analyse their own learning approaches and preferences in relation to the content of the unit.

Teaching and learning strategies may include:

• Lectures – face-to-face and/or online – which include interactive learning situations
• Seminars – which include analysis of critical incidents, student-led discussions, microteaching, role play
• Reading materials – includes both directed reading for the unit as well as self-directed study materials
• Online activities and discussions
• Collaborative and co-operative learning opportunities.

Assessment strategy and rationale

A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.(https://policies.acu.edu.au/student_policies/assessment_policy_and_assessment_procedures)

The assessment strategy for this unit is underpinned by the practical nature of this particular course, which provides a professional experiential context within which participants can produce evidence that they have successfully met unit learning outcomes (and by extension, that they have addressed the corresponding APST). Thus, each task is based on the development of authentic artefacts of teaching that highlight the progressive development of knowledge and skills within the unit and their application within professional experience. The progression of assessment tasks within this unit mirror the progression of essential activities undertaken by early-career teachers related to promoting positive behaviour, which begins with behavioural management planning, then moves into application of practice, and culminates in critical evaluation and consideration of implications for professional learning.  A variety of assessment procedures will be used to ascertain the extent to which pre-service teachers achieve stated outcomes.

Overview of assessments

Assessment Task 1

Behavioural Management Plan

Develop your own Behaviour Management Plan for your classes. You may use or reference your current school’s behaviour management plan in formulating your own plan.

In forming the basis of this plan, include two key theories classroom management which support your intended approach to challenging behaviour and classroom management.

Your response must include:

• understanding and analysis of appropriate codes of conduct as a teacher (relevant policies, standards and frameworks)
• approaches to and practices for establishing positive learning environments to support inclusive learner participation
• approaches and practical strategies for managing challenging behaviour
• promoting positive classroom environments
• linking specific practical strategies for managing challenging behaviour
• strategies for working effectively with colleagues and parents/carers to support positive behaviour for learners. 

Assessment Task 2

Reflective Analysis of Behavioural Management Practice

Critically reflect on a series (at least three) lessons you have taught, based on implementing a variety of behavioural management approaches and strategies. 

Reflection should:

• Draw connections to research and theory that have informed the approaches and strategies you’ve prioritised.

Address at least two of the following core practices:

• implementing routines and providing directions
• specifying and reinforcing productive behaviour
• building respectful relationships with and between learners
• communicating and collaborating with parents in support of learner engagement and positive behaviour.

The reflection must make reference to feedback and shared reflection undertaken with a colleague who has observed teaching.

The reflection must provide:

• critical evaluation of the effectiveness of particular strategies
• development of expertise
• implications for future professional learning goals and planning.

Assessment Task 3

Critical Reflection, Analysis and Response to Challenging Behaviour (CTITE 3)

This approach must address an important behavioural issue (one that has occurred in the school or your classroom or a generalised behavioural issue observed).

Drawing on:

• relevant literature and personal experience
• provide analysis to account for both successes and challenges related to creating and sustaining a positive, safe, and inclusive learning environment.

Develop, implement, and evaluate an approach with specific evidence-informed strategies in response to this critical reflection. Discuss how these strategies:

• support students’ well-being and safety, as well as inclusive student participation and engagement
• demonstrate the capacity to organise the classroom and providing effective directions
• work within your school/system, curriculum, and legislative requirements
• address challenging behaviour in the classroom

This approach must consider future implications for practice and demonstrate principles for promoting positive behaviour.

 Critically reflect on and evaluate the implementation of the behavioural management plan created for the first assessment of this unit. Discuss whether modifications or amendments would be needed. 

Representative texts and references

Required Texts

McDonald, T. (2019). Classroom management: Engaging students in learning (3rd ed.). South Melbourne, Vic: Oxford University Press.

Slee, P (2017). School bullying: Helping students cope. Oxon: Routledge.

Quinlan, D., & Hone, L (2020). The educators’ guide to whole-school wellbeing: A practical guide to getting started, best-practice process and effective implementation, London; New York, NY: Routledge.

Recommended Texts

Whitson. S. (2014). 8 keys to end bullying: Strategies for parents and schools. New York, NY: Norton.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: Creating and maintaining productive classrooms. South Melbourne, Vic: Cengage Learning. 

Further References

Ashman, A., & Elkin, J. (Eds). (2019). Education for inclusion and diversity (6th ed.). Frenchs Forest, NSW: Pearson Education Australia.

Berns, R. (2013). Child, family, school, community (9th ed.). Belmont, CA: Wadsworth Cengage Learning. 

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63-83.

Charles, C.M. (2018) Building classroom discipline (11th ed.; International edition). Boston: Pearson Education.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching: Challenges and dilemmas (5th ed.). South Melbourne. Vic: Cengage Learning Australia.

Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Vic: Cengage Learning.

Marzano, R.J., Marzano, J.S. and Pickering, D., 2003. Classroom management that works: Research-based strategies for every teacher. ASCD.

Roffey, S. (2011). Changing behaviours in schools: Promoting positive relationships and wellbeing. London: Sage publications.

Rogers, W. (2011). You know the fair rule: Strategies for positive and effective behavior management and discipline in schools (3rd ed.). Camberwell, Vic: Australian Council for Educational Research (ACER).