For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
Pleaserefer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
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This subject provides participants with an introduction to student wellbeing and engagement. It supports participants to understand the critical theoretical perspectives and the relevant state and school based legislative and policy contexts, including provision for students with disabilities.
This subject also supports participants to explore evidence-based strategies for creating high quality learning environments including managing classrooms and student behaviour. It assists participants to recognise and support students with additional learning needs by designing and implementing whole classroom approaches to an inclusive classroom and quality learning environment, including targeted support for students with diverse needs.
Intended learning outcomes
On completion of this subject participants should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.)
- build productive pedagogical relationships, building trust and rapport with students, creating a culture of achievement and student engagement (Graduate Standards 1.1, 2.1, 4.4, 5.5)
- develop intervention classroom management strategies, with a focus on promotion of positive behaviour and purposeful engagement in learning (Graduate Standards 4.3)
- demonstrate knowledge of practical approaches to managing challenging behaviour and theoretical understandings of causes and triggers of challenging behaviours (Graduate Standards 4.3)
- demonstrate the capacity to organise classroom activities and provide clear directions and maintain safe, orderly and inclusive environments to maximise student learning. (Graduate Standards 4.2)
- demonstrate an understanding of how to meet the learning needs of diverse learners through evidence based classroom planning (Graduate Standards 2.3, 2.5, 3.1)
- use effective classroom communication by demonstrating a range of verbal and non-verbal strategies to support student engagement (Graduate Standards 3.5)
- develop pedagogical approaches that cater for student diversity, including differentiation of learning (Graduate Standards 1.3, 1.5, 1.6, 2.5, 3.3)
On completion of the subject, participants will have the knowledge, skills and understanding to enable them to:
- 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: 18 September 2020