Courses & Units

Planning for Positive Behaviour EDU202

Introduction

The unit will explore the theoretical and practical issues concerned with establishing and maintaining positive learning environments that allow all students to participate fully in educational opportunities. The unit will explore preventive strategies to establish a positive classroom climate in all education settings; corrective strategies to respond to disruptive behaviours in order to maintain a focus on learning; and supportive strategies to address the higher level needs of individual students including discipline/crisis/emergency response for disruptive student behaviour. 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 Classroom Management Plan to be evaluated, refined and further developed through their later practicum experiences.

Summary

Unit name	Planning for Positive Behaviour
Unit code	EDU202
Credit points	12.5
College/School	College of Arts, Law and Education Faculty of Education
Discipline	Education
Coordinator	Doctor Frances Fan
Available as an elective?	No
Delivered By	University of Tasmania

Availability

Location	Study period	Attendance options		Available to
Launceston	Semester 1	On-Campus		International	Domestic
Cradle Coast	Semester 1	On-Campus		International	Domestic
Online	Semester 1		Off-Campus	International	Domestic
Online	Summer school		Off-Campus	International	Domestic

Key

: On-campus
: Off-Campus
: International students
: Domestic students

Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period	Start date	Census date	WW date	End date
Summer school	2/1/2024	15/1/2024	30/1/2024	25/2/2024
Semester 1	26/2/2024	22/3/2024	15/4/2024	2/6/2024

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

Evaluate and examine key theories and philosophical approaches that relate to establishing and maintaining positive learning environments in various education settings (early childhood, primary or secondary).
identify and extract practical and ethical issues and principles related to managing educational environments.
Examine and develop preventative and intervention strategies that could be used to establish a positive classroom climate within various education settings.
analyse teachers roles in enhancing positive pro-social behaviour and resilience in students, and apply in the context of own professional practice.
incorporate a range of perspectives, synthesise information, and reference according to the APA style within written assignments.

Fee Information

Field of Education	Commencing Student Contribution ^1,3	Grandfathered Student Contribution ^1,3	Approved Pathway Course Student Contribution ^2,3	Domestic Full Fee ⁴
070103	$555.00	$555.00	not applicable	$2,324.00

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

EDU102 or ESH102 or EAL102

Teaching

Teaching Pattern	Off Campus: Weekly online lecture (1 hour), weekly online tutorial (2 hours), independent learning (7 hours) On Campus: Weekly online lecture (1 hour), weekly face-to-face tutorial (2 hours), independent learning (7 hours) All students will have access to weekly lectures online. For on-campus students, you will be expected to attend weekly tutorials on campus, at either the Inveresk campus or the Cradle Coast campus. For online students, you will be expected to participate in online discussions and any online Zoom sessions organised for you.
Assessment	Online Engagement Quiz (10%)\|Essay (40%)\|Teaching Philosophy, Classroom Management Plan and Rationale (50%)
Timetable	View the lecture timetable \| View the full unit timetable

Teaching Pattern

Off Campus:
Weekly online lecture (1 hour), weekly online tutorial (2 hours), independent learning (7 hours)

On Campus:
Weekly online lecture (1 hour), weekly face-to-face tutorial (2 hours), independent learning (7 hours)

All students will have access to weekly lectures online.

For on-campus students, you will be expected to attend weekly tutorials on campus, at either the Inveresk campus or the Cradle Coast campus.

For online students, you will be expected to participate in online discussions and any online Zoom sessions organised for you.

Assessment

Online Engagement Quiz (10%)|Essay (40%)|Teaching Philosophy, Classroom Management Plan and Rationale (50%)

Timetable

View the lecture timetable | View the full unit timetable

Textbooks

Required	You will need the following text: De Nobile, J., Lyons, G., & Arther-Kelly, M. (2020 or 2017). Positive learning environments: Creating and maintaining productive classrooms. South Melbourne: Cengage Learning Australia.
Recommended	Armstrong, D., Hallett, F., Elliott, J., & Hallett, G. (2016). Understanding child and adolescent behaviour in the classroom. Melbourne, Vic: Cambridge University Press. Bloom, L. A. (2009). Classroom management: Creating positive outcomes for all students. Upper Saddle River, NJ: Pearson Merrill. Charles, C. M. (2014). Building classroom discipline (11th ed.). New Jersey: Pearson. Edwards, C. H., & Watts, V. (2008). Classroom discipline and management (2nd ed.). Milton, Qld: John Wiley. Cope, B. (2007). How to make a classroom management plan (2nd ed.). Frenchs Forest, NSW: Pearson. Ellis, S., & Tod, J. (2015). Promoting behaviour for learning in the classroom: Effective strategies, personal style and professionalism. New York: Routledge. Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching: Challenges and dilemmas (4th ed.). South Melbourne, Vic: Cengage. Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Bloomington, IN: Marzano Research Laboratory. Porter, L. (2007). Student behaviour: Theory and practice for teachers. (3rd ed.). Crows Nest, NSW: Allen & Unwin. Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (2nd ed.). London, UK: Sage. University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805 In addition to these readings EC students are required to access further required and recommended readings as listed below. Bower, L. & Jones, W. (2009). Everyday learning about getting along with others. Canberra, NSW: ECA. Cooper, J. (2006). Getting on with others: How to teach your child essential social skills. Sydney, NSW: Finch Pub. Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being & Becoming: The Early Years Learning Framework. Canberra, ACT. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Dukes, C. & Smith, M. (2009). Building better behaviour in the early years. London, UK: Sage. Essa, E. (2008). What to do when: Practical guidance strategies for challenging behaviours (6th ed.). Clifton Park, NY: Delmar. Harris, B. (2009). Everyday learning about getting your buttons pushed. Canberra, NSW: ECA. Kostelnik, M., Phipps Whiren, A., Soderman, A., & Gregory, K. (2006). Guiding children's social development theory to practice (5th ed.). Clifton Park, NY: Delmar. Lindon, J., & Rouse, Liz. (2014). Supporting children’s social development. Blairgowrie, NSW: Teaching Solutions. Linke, P. (2010). Everyday learning about managing change. Canberra, NSW: ECA.
Links	Booktopia textbook finder

Required

You will need the following text:

De Nobile, J., Lyons, G., & Arther-Kelly, M. (2020 or 2017). Positive learning environments: Creating and maintaining productive classrooms. South Melbourne: Cengage Learning Australia.

Recommended

Armstrong, D., Hallett, F., Elliott, J., & Hallett, G. (2016). Understanding child and adolescent behaviour in the classroom. Melbourne, Vic: Cambridge University Press.
Bloom, L. A. (2009). Classroom management: Creating positive outcomes for all students. Upper Saddle River, NJ: Pearson Merrill.
Charles, C. M. (2014). Building classroom discipline (11th ed.). New Jersey: Pearson.
Edwards, C. H., & Watts, V. (2008). Classroom discipline and management (2nd ed.). Milton, Qld: John Wiley.
Cope, B. (2007). How to make a classroom management plan (2nd ed.). Frenchs Forest, NSW: Pearson.
Ellis, S., & Tod, J. (2015). Promoting behaviour for learning in the classroom: Effective strategies, personal style and professionalism. New York: Routledge.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching: Challenges and dilemmas (4th ed.). South Melbourne, Vic: Cengage.
Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Bloomington, IN: Marzano Research Laboratory.
Porter, L. (2007). Student behaviour: Theory and practice for teachers. (3rd ed.). Crows Nest, NSW: Allen & Unwin.
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (2nd ed.). London, UK: Sage.
University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

In addition to these readings EC students are required to access further required and recommended readings as listed below.
Bower, L. & Jones, W. (2009). Everyday learning about getting along with others. Canberra, NSW: ECA.
Cooper, J. (2006). Getting on with others: How to teach your child essential social skills. Sydney, NSW: Finch Pub.
Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being & Becoming: The Early Years Learning Framework. Canberra, ACT. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Dukes, C. & Smith, M. (2009). Building better behaviour in the early years. London, UK: Sage.
Essa, E. (2008). What to do when: Practical guidance strategies for challenging behaviours (6th ed.). Clifton Park, NY: Delmar.
Harris, B. (2009). Everyday learning about getting your buttons pushed. Canberra, NSW: ECA.
Kostelnik, M., Phipps Whiren, A., Soderman, A., & Gregory, K. (2006). Guiding children's social development theory to practice (5th ed.). Clifton Park, NY: Delmar.
Lindon, J., & Rouse, Liz. (2014). Supporting children’s social development. Blairgowrie, NSW: Teaching Solutions.
Linke, P. (2010). Everyday learning about managing change. Canberra, NSW: ECA.

Links

Booktopia textbook finder

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