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.
- Introduction: Classroom management as discipline; as a system; as instruction
- Concepts and issues in behaviour management at the EC and primary levels
- Understanding the concept and implications of behavioural function - Building rapport with your students and children
- Intervention designs and data collection issues - Data-driven decision making
- Behaviour change programs: Developing specific support strategies for schools, classrooms and individual students/children
- Learning hierarchies, generalisation and student/child self-management - Promoting positive behaviour in students and children
- Creating a proactive, positive learning environment - Designing support from a functional perspective
- More on proactive management - Student self-management & token economy systems
- Curriculum-based assessment and cog-behavioural interventions - Connecting with children and students
- Summary and synthesis - PBS as a generalising model of management
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.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|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||Intellectual rigour|
|2||analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregivers||Knowledge of a discipline|
|3||identify and categorise appropriate data collection strategies and methods||Intellectual rigour||Knowledge of a discipline|
|4||demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational framework||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||Intellectual rigour||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.||Intellectual rigour||Cultural competence|
- No prescribed texts.
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.