University of Technology Sydney

028231 Professional Experience 2: Introduction to Classroom Management

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Pass fail, no marks

Requisite(s): 028230 Professional Experience 1: Preparation for Teaching AND ( 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education )
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012232 Professional Experience 2: Developing Classroom Management AND C10209 Bachelor of Educational Studies

Description

During an extended professional experience, students develop capabilities in the three domains of teaching: professional knowledge; professional practice; and professional engagement. This subject targets classroom management specifically by exploring what effective teachers do to proactively organise inclusive learning environments to maximise student engagement in learning and minimise disruption. The subject draws upon evidence-based classroom management practices to provide students with the skills and understanding required to begin to manage learning environments.

Subject learning objectives (SLOs)

a. Know students and how they learn – GTS 1.1
b. Plan for and implement effective teaching and learning – GTS 3.1, 3.3, 3.4, 3.5
c. Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.3, 4.4
d. Engage in professional learning – GTS 6.3
e. Engage professionally with colleague, parents/carers and the community – GTS 7.1, 7.2

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
  • Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)

Contribution to the development of graduate attributes

This subject addresses the following course intended learning outcomes:

1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)

Teaching and learning strategies

Professional experience provides an opportunity to apply learning during an extended 15 day work place experience. Using classroom management research as a knowledge base, students will critically examine classroom environments, rules and procedures, and intervention strategies that maximise pupil engagement in learning, meet the needs of students from diverse backgrounds and meet instructional objectives. The process will be supported by workshops activities and supplemental materials in Canvas. Students will receive feedback on their classroom management skills and progress regarding attainment of teaching domain standards during professional experience placement from their Tertiary Supervisor and their Supervising teacher.

Content (topics)

  1. Organising the classroom: (PA 2.5);
  2. Evaluating, analysing, and adjusting room arrangements; (PA 2.1)
  3. Visibility, Accessibility, and Distractibility (VAD); (PA 2.1)
  4. Planning and teaching rules and procedures: (PA 2.5);
  5. Constructing, improving and writing rules; (PA 2.5)
  6. Teaching and reinforcing rules and procedures; (PA 2.7)
  7. Maintaining good pupil behaviour; (PA 2.6)
  8. Preventive and corrective consequences: (PA 2.5);
  9. Guidelines and considerations for using consequences; (PA 2.10)
  10. Child Protection, Student Welfare, and Safe Schools policies: (PA 2.9);
  11. Exploring classroom management research and best practice ideas: (PA 2.10);
  12. Implementing classroom management strategies during professional experience placement: (PA 2.6).

Assessment

Assessment task 1: Oral report on a classroom management technique

Objective(s):

a, b, c, d and e

Weight: 40%
Length:

10 minutes maximum for presentation

200 word written synopsis
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Specificity of management context and focus 25 a 1.1
Clarity of description and justification of management principle (s) applied, with reference to relevant theory. 25 b, e 1.4
Depth of explanation of application of management principle(s) in practice, with reference to relevant theory 25 b, c, d, e 1.2
Validity of evaluation of efficacy of practice involving reasoned judgements of success and/or failure of application of management principle(s), with reference to relevant theory. 25 d 1.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Professional Experience

Objective(s):

a, b, c, d and e

Weight: 60%
Criteria:

See Professional Experience 2 Handbook
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Effectiveness of classroom management and delivery of a lesson 100 a, b, c, d, e 1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass all assessment tasks to pass this subject. It is a further condition that to receive overall Passing Grades students must receive a Satisfactory Professional Experience Report from their Supervising Teacher. This is essential because it contributes to the BOSTES Professional Experience requirements for Initial Teacher Education. Assessment of the Professional Experience is made by the Supervising Teacher after the Tertiary Supervisor’s visit and in terms of each descriptor of the Graduate Teacher Standards i.e. Professional knowledge, Professional practice, and Professional engagement. For further details, and the 15-day in School attendance requirements, see the Professional Experience 2 Handbook.

Attendance at workshops is essential in this subject because important information is only available through the essential workshopping and interchange of ideas with other students and the tutor.

Required texts

Selected references will be posted online for students to refer to in class and in their first assessment task.

References

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. (2009). Behavioral interventions in schools. Evidence-based positive strategies. Washington DC: American Psychological Association.

Baird, B. (2008). The internship, practicum, and field placement handbook: a guide for the helping professions. Upper Saddle River, NJ: Pearson/Prentice Hall.

Beaman, R., & Wheldall, K. (2000). Use of approval and disapproval in the classroom. Educational Psychology, 20,431-446.

Cipani, E. (2008). Classroom management for all teachers. Plans for evidence-based practice (3rd Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Colvin, G. (2009). Managing non-compliance and defiance in the classroom. A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.

Emmer, E. T, & Evertson, C. M. (2008). Classroom Management for Middle and High School Teachers (8th ed.).Upper Saddle River, NJ: Allyn & Bacon.

Evertson, C. M., & Weinstein, C. S. (2006.). Handbook of classroom management. Research, Practice, andcontemporary issues . Marwah, NJ: Lawrence Erlbaum.

Ewing, R., Lowrie, T. and Higgs, J.(Eds). (2010). Teaching and Communicating: Rethinking Professional Experiences. Melbourne: Oxford University Press.

Jackson, L., & Panyan, M. V. (2002). Positive behavior support in the classroom. Principles and practices. Baltimore, MA: Paul H. Brookes.

Kauffman, J. M., Pullen, P. L., Mostert, M. P. & Trent, S. C. (2011). Managing classroom behavior. A reflectivecase-based approach (5th Ed.). Upper Saddle River, NJ: Pearson.

Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom. (5th ed.). UpperSaddle River, NJ: Pearson Prentice Hall.

Kounin, J.S. (1970). Discipline and group management in classrooms. New York: Holt: Reinhart & Winston.

Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools. Research-based strategies that work. New York: Guilford Press.

McBurney-Fry, Geraldine. 2002 / McBurney-Fry, G. (2002). Improving your practicum: A guide to better teaching practice. Katoomba: Social Science Press.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Development.

Otten, K., & Tuttle, J. L. (2011). How to reach and teach children with challenging behavior. Practical, ready to use interventions that work. San Francisco, CA: Jossey Bass.

Rorrison, D. (2008). Jumping through spinning hoops: stories of the middle school and secondary practicum. South Melbourne, Vic: Cengage Learning.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351-380.

Yell, M. L., Meadows, N. B., Drasgow, E. & Shriner J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Pearson.