University of Technology Sydney

028233 Professional Experience 4: Building 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 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Pass fail, no marks

Requisite(s): (028230 Professional Experience 1: Preparation for Teaching AND 028231 Professional Experience 2: Introduction to Classroom Management AND 028232 Professional Experience 3: Effective Teaching and Learning AND (72 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 72 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 72 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): C10209 Bachelor of Educational Studies

Description

This subject builds on learning from Professional Experience 1, 2 and 3 during an extended professional experience. In this subject students enhance and demonstrate their achievement of graduate teacher standards regarding: professional knowledge; professional practice; and professional engagement. This subject builds classroom management capabilities introducing the concepts of careful instructional planning and delivery, and relationship development as effective classroom management practices. The subject draws upon evidence-based classroom management practices to provide students with additional skills and understanding required to manage learning environments. Students undertaking Inclusive Education specialisation complete an additional module which develops an understanding of the theoretical approaches to programming for students who have challenging behaviour. It also explores the ways in which these approaches have been researched. It examines the criteria for selecting different preventive and management approaches and the development of appropriate behaviour plans.

Subject learning objectives (SLOs)

a). Analyse and respond to learners’ needs – GTS 1.1, 1.3, 1.6
b). Evaluate, select and apply teaching strategies appropriate to the subject and learners’ needs – GTS 2.2
c). Plan for and implement effective teaching and learning – GTS 3.1, 3.2, 3.3, 3.4, 3.5
d). Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.3, 4.4
e). Conduct themselves professionally in the school context – GTS 6.3
f). Conduct themselves in a manner consistent with legislative, ethical, professional and community context requirements – GTS 7.1, 7.2
g). Demonstrate competence in a range of professional teaching standards in the classroom where opportunity to do so exists – GTS 1-7

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)

Contribution to the development of graduate attributes

This subject addressed the following Course Intended Learning Outcomes:

1. Professional Readiness

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)

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 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 advisor and cooperating teacher.

Attendance at workshops is important for the students’ learning in this subject because important information is only available through the essential workshopping, interchange of ideas with other students and the tutor and early formative feedback through class activities.

Assessment of the Professional Experience is made by the Supervising teacher and the UTS Tertiary Supervisor in the school placement in terms of each element of the Graduate Teacher Standards. For further details, and the 15-day in School attendance requirements, see the Professional Experience 4 Handbook. Students completing a Primary specialization or a specialist sub-major will undertake their Professional Experience in a setting relevant to their specialization or sub-major.

Content (topics)

  1. Planning and Organising Instruction; (PA 2.1)
  2. Major considerations: time and space, attention spans, educational perspective, and lesson objectives; (PA 2.2)
  3. Formats for instruction: what, why, and management considerations; (PA 2.1)
  4. Improving lesson sequence; (PA 2.1)
  5. Adjusting whole-group instruction for all learner needs; (PA 2.4)
  6. Planning and managing small, cooperative, and collaborative group-work, and independent work; (PA 2.5)
  7. Conducting and Facilitating Instruction to Maintain Lesson Momentum; (PA 2.1)
  8. Major considerations: Clarity, checking for understanding, monitoring, and transitions; (PA 2.1)
  9. Teacher-student interactions, active and passive monitoring, proximity; (PA 2.5)
  10. Transition problems and solutions; (PA 2.1)
  11. Teaching students from non-English speaking backgrounds; (PA 2.5)
  12. Incorporating different cultural practices to enhance classroom community and making adjustments to aid; (PA 2.4)
  13. Inclusion; (PA 2.4)
  14. Special Education; (PA 2.5)
  15. Adjusting classroom variables to meet exceptional learner academic and social needs (PA 2.4)

Assessment

Assessment task 1: Classroom Management skills

Objective(s):

a), b), c), d), e) and f)

Weight: 40%
Length:

Poster/ infographic and commentary (equivalent to 500 words) and a written response of 1500 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Comprehensiveness of description of Management Context/Professional Experience Setting 25 a) 1.1
Clarity of description and justification of management principle (s) applied, with reference to relevant theory 25 b), e), f) 1.2
Strength of justification for the application of selected management principle(s) in practice. 25 b), c), d) 1.2
Consistency in the evaluation of the 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):

g)

Weight: 60%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrate competence in a range of professional teaching standards in the classroom where opportunity to do so exists 100 g) 1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

In order to gain a Pass grade for this subject, students must 1) pass their assessment task, 2) pass their Professional Experience placement, and 3) meet the requisite standards in the LANTITE (both Literacy and Numeracy) and upload evidence of this on MyPlacement.

Students will receive a Fail grade if they do not achieve a Pass in (1) the assessment task AND (2) their Professional Experience placement. Students will receive a Q grade if they have passed both assessment tasks but have not achieved the requisite standards in the LANTITE, and will be prevented from undertaking the final Professional Experience placement in their course until the Q grade can be resolved to a Pass grade.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and UTS Online.

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, N.J.: 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, and contemporary issues . Marwah, NJ: Lawrence Erlbaum.

Ewing, R., Lowrie, T. and Higgs, J.(Eds). (2010). Teaching and Communicating: RethinkingProfessional 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 reflective case-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.). Upper Saddle 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.