This unit is designed to provide you with a range of practical strategies to enable your classroom to have a positive learning environment. Situating student behaviour within a strong theoretical framework of engagement, you will evaluate a range of approaches to recognising and responding to diversity, establishing classroom expectations and routines, responding to disengaged behaviours, and supporting students with very challenging conduct. We will also explore common school-wide approaches as well as the structural, legal and ethical contexts of maintaining a safe and highly engaged classroom and situate the learning within the Australian Curriculum, and Early Years Learning Framework. The unit will culminate with you demonstrating your approach to planning for positive behaviour in your specific teaching context.

The content will be studied through an interactive learning process including case studies, role play and rehearsal of appropriate language and non-verbal responses, to link theory and practice in class and individual management situations. Students will develop a range of approaches and strategies to be evaluated, refined and further developed through their practicum experiences.

The unit will be capable of differentiation to meet the specific needs of different contexts from early childhood education, to primary classrooms and secondary schools. Overarching principles will focus on student engagement, the enhancement of student learning and building positive interpersonal relationships.

Please note - EMT507 Planning for Positive Behaviour is the co-requisite theory unit for EMT501 Professional Experience 2. Co-requisite units must be either enrolled concurrently or the theory component (EMT507) successfully completed in a prior semester of study. If you have not met the theory requirements, you will be ineligible for Professional Experience 2.