Availabilities:

2021 unit offering information will be available in September 2020

Unit description

Introduces a holistic, data-driven model of behavioural management designed to guide teachers in promoting a positive and constructive learning climate in schools and other educational settings. Students analyse, evaluate, and apply the concepts, processes, academic skills, and functional skills required to teach appropriate social behaviours and promote positive group and individual behaviour in students.

Unit content

  1. Introduction: Classroom management as discipline; as a system; as instruction
  2. Concepts and issues in behaviour management at the early childhood and primary levels
  3. Understanding the concept and implications of behavioural function - Building rapport with your students and children
  4. Intervention designs and data collection issues - Data-driven decision making
  5. Behaviour change programs: Developing specific support strategies for schools, classrooms and individual students/children
  6. Learning hierarchies, generalisation and student/child self-management - Promoting positive behaviour in students and children
  7. Creating a proactive, positive learning environment - Designing support from a functional perspective
  8. More on proactive management - Student self-management & token economy systems
  9. Curriculum-based assessment and cog-behavioural interventions - Connecting with children and students
  10. Summary and synthesis - PBS as a generalising model of management

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1demonstrate a knowledge of existing institutional policies relating to the management of individual and group social behaviour, and the effect these policies have, or are likely to have, on the practice of behaviour managementIntellectual rigour
2analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregiversKnowledge of a discipline
3identify and categorise appropriate data collection strategies and methodsIntellectual rigourKnowledge of a discipline
4demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational frameworkKnowledge of a discipline
5identify and apply proactive processes that lead to student engagement and support positive student behaviour, such as social skills training, conflict resolution, and cooperationIntellectual rigourCultural competence
6analyse a range of approaches to behaviour management, and synthesise the different approaches in developing an individualised and contextually driven management model.Intellectual rigourCultural competence

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

  1. demonstrate a knowledge of existing institutional policies relating to the management of individual and group social behaviour, and the effect these policies have, or are likely to have, on the practice of behaviour management
    • GA1: Intellectual rigour
  2. analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregivers
    • GA4: Knowledge of a discipline
  3. identify and categorise appropriate data collection strategies and methods
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  4. demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational framework
    • GA4: Knowledge of a discipline
  5. identify and apply proactive processes that lead to student engagement and support positive student behaviour, such as social skills training, conflict resolution, and cooperation
    • GA1: Intellectual rigour
    • GA7: Cultural competence
  6. analyse a range of approaches to behaviour management, and synthesise the different approaches in developing an individualised and contextually driven management model.
    • GA1: Intellectual rigour
    • GA7: Cultural competence

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2021 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

+