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  3. Positive Learning Environments

Positive Learning Environments (EDUC90976)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90976
Campus
Parkville
Availability
July
FeesSubject EFTSL, Level, Discipline & Census Date

This subject provides participants with theory and interventions for developing positive learning environments. It supports participants to understand the critical theoretical perspectives that underpin working effectively with behaviours of concern. This subject also supports participants to explore evidence-based interventions for creating high quality learning environments that support positive approaches to working with behaviours of concern. It assists participants to understand how to use multi-tiered systems of support to design and implement interventions for students who exhibit behaviours of concern.

Intended learning outcomes

By the end of this subject, students should be able to:

  • Establish productive pedagogical relationships, building trust and rapport with students, creating a culture of achievement and student engagement
  • Develop intervention classroom management strategies, with a focus on promotion of positive behaviour and purposeful engagement in learning
  • Demonstrate knowledge of practical approaches to managing behaviours of concern and theoretical understandings of causes and triggers of behaviours of concern
  • Develop knowledge of multi-tiered systems of support to create positive learning environments
  • Use effective classroom communication by demonstrating a range of verbal and non-verbal strategies to support student engagement

Generic skills

  • Understand the significance of developing their practice on the basis of research evidence
  • Be self-aware, resourceful and resilient
  • Be flexible and able to adapt to change through knowing how to be solution focussed
  • Work in teams with skills in cooperation, communication and negotiation
  • Be skilled communicators who can effectively articulate and justify their practices

Last updated: 21 September 2019