EEI715 - Effective Classroom Management: Positive Learning Environments
Unit details
Year | 2025 unit information |
---|---|
Enrolment modes: | Trimester 2: Online, Community Based Delivery (CBD)* |
Credit point(s): | 1 |
EFTSL value: | 0.125 |
Unit Chair: | Trimester 2: Mollie Dollinger |
Prerequisite: | Nil |
Corequisite: | Nil |
Incompatible with: | Nil |
Educator-facilitated (scheduled) learning activities - online unit enrolment: | 1 x 2-hour online seminar per week Approximately 4-hours of online learning tasks per week
NIKERI (CBD): 3 x 6-hour on-campus intensive (workshops/seminars) per trimester 8 x 1-hour online seminars per week for 8-weeks |
Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
Note:*Community Based Delivery (CBD): only for students of the National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute (located at the Waurn Ponds campus) |
Content
This unit investigates contemporary issues relating to effective classroom management and develops advanced knowledge and skills to understand the variables that influence learning, including school based barriers to social inclusion. It encourages students to conduct a full ecological analysis of all factors that influence effective behaviour management. It concentrates on building teacher skill rather than focusing on student deficits. Drawing on theoretical and practical understandings that underpin the notions of social behaviour within classrooms, participants will examine and compare a variety of models and consider pedagogy, principles and teacher strategies that promote effective behaviour management. Critical to the examination of teacher strategies are a number of topics that include an understanding of the purpose of behaviour, the impact of teacher responses, the problem of ownership and the ability to identify the social needs of students. The assignments encourage participants to reflect on their own practice to formulate an effective discipline plan.
Learning Outcomes
ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
---|---|---|
ULO1 | Critically analyse a variety of school and classroom management models to develop advanced knowledge and skills associated with effective behaviour management | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork |
ULO2 | Formulate classroom management strategies to establish and implement positive, pro-social learning environments within an inclusive whole-school and classroom culture | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork |
ULO3 | Examine and discuss the concept that behaviour can be purposeful, goal directed and the product of discouragement | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO7: Teamwork |
ULO4 | Acknowledge and be cognisant of teacher responses that will promote positive behaviour | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management |
ULO5 | Determine the social needs of individual students and develop effective strategies (preventative and interventionist) engendering pro-social behaviour while evaluate the issue of problem ownership and social variables (constructed) that influence learning | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management |
ULO6 | Monitor and contribute to research identifying and solving school-based barriers to social inclusion (incorporating positive learning environments) for diversely different students | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management |
Assessment
Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
---|---|---|---|
Assessment 1 - Group work providing an analysis of a chosen model | 2000 words | 40% | Week 5 |
Assessment 2 - Case Study | 3000 words | 60% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning resource
The texts and reading list for EEI715 can be found via the University Library.
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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