EEA406 and EEA501 Assessment Three Lecture Presentation(1).pptx

Handy presentation for subject takers of this course.

1. EEA406 & EEA501 Managing the Classroom Environment Assessment 3 Lecture Presentation Subject Coordinator - Elena Hey

2. Assessment 3 Outcomes This assessment task will assess the following learning outcome/s: be able to identify and describe educational theories and models of classroom management and appraise how they are applied through pedagogical practice. be able to describe effective strategies which facilitate positive learning environments and promote positive student behaviour and positive relationships within the classroom. be able to design plans that apply appropriate theories, principles and models of classroom management to create positive learning environments that support diverse learners and inclusive student participation and engagement in learning activities within the classroom and wider school settings. be able to identify and select strategies and practical approaches to manage challenging student behaviour , including identifying, intervening and responding to disruptive student behaviour , bullying and cyber-bullying in different contexts and cohorts. be able to describe whole-school approach systems of behaviour support and explain their relationship to effective classroom management and behaviour support for individual students. be able to discuss the professional and legal responsibilities of teachers regarding the protection, safety and wellbeing of students in providing equitable learning opportunities.

3. Final Assessment Report - Understanding Theoretical Approaches Value: 45% Due Date: see the subject outline Return Date: see the subject outline Length: 2500 (EEA406) / 3000 (EEA501) words Submission method options: EASTS (online)

4. Part A: Reflection Post (EEA501 only) Personal Philosophy of Education and Classroom Management Theory (500 words). Students will write a 500-word personal reflection ( padlet ) post, demonstrating a critically reflective description of their own philosophical approach to education, and aligning this with ONE of the classroom management approaches studied in the subject (5 marks). The reflection post must address the following key elements: 1. A concise description of the student’s philosophical approach to education, including a description of the teacher's role, how students best learn, core aim/s in the classroom, and preferred level of teacher control. 2. The student’s personal philosophy is then aligned with ONE of the classroom management approaches studied in this subject, describing relevant links between the key characteristics of the selected theory and the student’s personal philosophy. The reflection ( padlet ) post should reference the subject readings and other texts where appropriate, to support key ideas.

5. Task- Report: 2500 words You are currently employed at a school that has as its educational philosophy a commitment to evidence-based pedagogical practice and a recognition of students’ human rights and a school-wide anti-bullying policy. Your school’s welfare team is reviewing the current whole school approach to classroom management. You have been asked to contribute to this review by preparing a 2500-word report that appraises a theoretical approach to classroom management in relation to the school’s educational philosophy and anti-bullying policy. Your report will evaluate their appropriateness in the context of contemporary research regarding positive learning environments (PLEs).

6. Instructions The report must include the following core aspects: 1. Describe the key characteristics of your chosen theoretical approach to classroom management via reference to the subject readings and wider reading/research (Approx. 500 words) 2. Identify and discuss which aspects of your chosen theoretical approach can contribute to a positive learning environment, using current research-based evidence (Approx. 600 words). 3. Evaluate the theoretical approach with regard to the school’s educational philosophy, antibullying policy, AITSL’s Graduate Teaching Standards and relevant Department policy (Approx. 800 words). 4. Citing current research-based evidence, justify your choice of theoretical approach to the school welfare committee, explaining why your chosen approach to classroom management would best fit the school’s educational philosophy (Approx. 400 words).

7. Criteria 1 Describe the characteristics of a chosen theoretical approaches to classroom management, with reference to the subject readings and other relevant research literature. HD Descriptor The discussion demonstrates that the pre-service teacher has a highly sophisticated understanding of the characteristics of one theoretical approach to classroom management via reference to the subject readings and wider reading/ research.

8. WHAT IS Classroom management? Classroom management is the management of relationships, organisation, teaching and related resources. It is used to develop and maintain a PLE through preventative and intervention strategies. It is underpinned by a philosophy that is informed by theory as well as knowledge of the students involved. The aim is for students to be learning as well as they can and for their well-being to be a priority.

9. Classroom management and theory Theory explains and makes sense of what happens in classrooms; for example, in relation to: how students learn why students (and you) behave the way they do what you can do to influence this in a constructive way. In choosing a theory that is a “good fit” (Criteria 4), you should consider those that have principles which match or synchronise with the goals and philosophy of the school.

10. Which theories best support student behaviour? This subject has examined three models of classroom management: Authoritarian, Mixed, and Psychoeducational/Humanist. Within these three varied approaches we have covered the following theories : Assertive Discipline Positive Behaviour Support Cognitive Behaviour Theory Social Justice Approaches Goal Theory Choice Theory.

11. Assertive Discipline Beliefs about children: That they want and need clear limits; They will respond to your praise; They will respect the fair treatment they receive. Beliefs about teaching : You will establish and maintain order; You will give supportive feedback and incentives; You will have warm, but firm, relationships with your students; You need to know your students; You expect students to follow rules, which are very explicit and immediate, not long-term;

12. Assertive Discipline - Criticisms Not research based – not linked with psychological theory. Takes for granted teacher's right to impose curriculum and rules on others. No discretion for the teacher. No autonomy for the child.

13. Mixed Method: Cognitive Behavioural Theory Fosters PLE’s by supporting students to rethink the way they perceive and interpret their experiences. Have the potential to address a number of challenges educators face in classrooms by providing strategies that work in the field. Include Rational Emotive Behavioural Therapy (REBT), Talk sense to yourself and Stop Think Do (these are examples of CBT program and initiatives. You can use CBT as your choice of approach without detailing these particular examples of CBT in practice. Influences preventative practices ( Interventionist): ‘locus of problem’, ‘locus of control’ and ‘locus of change’ in regard to interventions.

14. Philosophy

15. Explaining Behaviour: The ABC Model (De Nobile et al.,) In the ABC model: A is the experience or activating event B is the individual’s belief about the event or situation C is the emotional reaction or consequence emanating from B

16. Psychoeducational Approach: CHOICE THEORY Choice Theory (derived from control theory and reality therapy). It is characterised by the use of time-out, discipline levels, the linking of rights and responsibilities for defining rules, and clear procedures for dealing with individual misbehaviours . It emphasises a PLE as the basis for management. It places the teacher ’ s behaviour at the centre of the management. It involves the concept of the ‘ quality world’ and proposes three pathways to enact this concept: those of the ‘lead teacher’ , the quality classroom and the quality school.

17. Five Basic Needs Choice Theory posits that people have five basic needs:

18. Criteria 2 Identify and describe which aspects of the chosen classroom management approach can contribute to a positive learning environment, using current research-based evidence. HD Descriptor The discussion demonstrates a highly sophisticated understanding of the way in which the chosen classroom management approach contributes to a positive learning environment, using current research-based evidence.

19. What are PLE’s? They are educational settings where: students are engaged and learning Where appropriate or good behaviours are recognised and encouraged Over time, teachers develop their own professional philosophy, theoretical beliefs and preferred approaches to developing PLE’s You should develop an ecological perspective on developing a PLE by recognising the rich interaction of influences that make up the modern classroom A teacher’s classroom management plan and approach is dynamic and should be informed by ongoing professional reflection.

20. Criteria 3 Describe (evaluate) the theoretical approach with regard to the school’s educational philosophy and anti-bullying policy, AITSL’s Graduate Teaching Standards and relevant Department policy HD Descriptor The discussion provides a comprehensive and sophisticated evaluation, discussing the key characteristics of the chosen theoretical approach with regard to the school’s educational philosophy and anti-bullying policy, AITSL’s Graduate Teaching Standards and relevant Department policy.

21. AITSL professional standards 4.1 An effective teacher’s role is to support student participation by establishing and implementing inclusive and positive interactions. 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. Can you identify other teaching standards that relate closely to aspects of your chosen classroom management model and/or aligned with the issue of minimising bullying behaviour within a school?

22. Key Reading Egeberg ., McConney ., & Price (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1–18. This reading explains why and how psychology can help teachers deal with behaviour management. Chapter 1 describes the relevance and importance of the Australian Professional Standards for Teachers- it can support this aspect of the discussion in your paper.

23. Criteria 4 Using research-based evidence, justify your recommendation to the school welfare committee regarding which theoretical approach to classroom management would best fit the school’s educational philosophy HD Descriptor The discussion is highly sophisticated, citing an outstanding range of research-based sources to justify the recommendation to the school welfare committee regarding which theoretical approach to classroom management would best fit the school’s educational philosophy.

24. Teaching and Learning Implications for Reducing Bullying and Aggression Be thoughtful about what behaviour you reinforce Build academic skills Establish warm teacher-student relationships Promote positive school and classroom climate Avoid power-assertive discipline Involve all learners in lessons Do not accept bullying Teach witnesses to stand up for victims Provide supervision, especially in places where bullying is most common Screen for behaviour problems early

25. Learning and Teaching Implications for Conflict Resolution Skills

26. School Interventions Whole school intervention School-wide discipline / anti-bullying policy: whole-school approach involves the members of the school community – students, school staff, parents/ carers , the broader community – fostering and refining a thriving positive culture where everyone feels a sense of belonging. This means the school is committed to addressing the needs of the school as a community: School Awareness (multi-modal; discussion and reflective based) Preventative curriculum – ongoing .

27. Lessons from the research for reflection (Farrington & Ttofi , 2010; Wurf , 2012) Adopt a formal, whole-school anti-bullying policy. By ignoring the problem, it won’t go away – it gets worse. School-based interventions make a difference! Encourage student participation in cooperative, group work exercises Use school conferences/assemblies to raise awareness of bullying Systematically address bullying across all years/classes through anti-bullying curriculum activities. Use anti-bullying videos and collaborative activities. Provide teacher training/support and actively include parents (training/meetings) Improve out of class supervision/ Improve classroom management/rules Use disciplinary methods/sanctions for bullying. Mediation sessions and sanctions do not address unreported bullying - most bullying is not reported to teachers

28. How “Whole-School” intervention approaches work…

29. More lessons from the research Improve out of class supervision Use disciplinary methods/sanctions for bullying. Mediation sessions and sanctions do not address unreported bullying - most bullying is not reported to teachers Improve classroom management/rules Encourage student participation in cooperative, group work exercises Systematically address bullying across all years/classes through anti-bullying curriculum activities. Use anti-bullying videos and collaborative activities, etc. Provide teacher training/support

30. Criteria 5 The discussion references the set texts and other texts where appropriate HD Descriptor Citations are chosen from an outstanding range of peer-reviewed texts. Citations are used in a sophisticated way to illuminate key points.

31. To do well

32. Criteria 6 Academic writing Academic referencing complies with APA 7th ed. Complies with word limit (+/- 10%).   HD Descriptor Language features and structures are used to convey meaning coherently, concisely, and in a tone appropriate to the audience and purpose with few spelling, grammatical, or punctuation errors. The way that references are used in text consistently conveys sophistication in the writing.  Referencing fully complies with APA 7 th edition style conventions for in-text and reference list entries. Work complies with word limit (+/- 10%).

33. Presentation The assessment task is to be typed, font size 12, with 1.5 spacing. Blank space of 2cm on either side of the page should be included. A School of Education coversheet with your details, including student name and number, is to be attached to the work. All work must be put through spell-check prior to submission. The task is to be submitted as a word document . Please put your student name and number and the subject code as a footer in the word document. An assignment cover page is available in the subject Resources folder Please note: Do not submit as a pdf, or with any borders, images or formatting (such as in the reference section) that will make electronic marking difficult. If you do so, the item will be returned to you and requested as a resubmission in the accepted format.

34. Which areas need improving from A2? Please take the time to look closely at the Assessment Two Feedback powerpoint before undertaking your Assessment Three submission!!

35. References (Anti-Bullying) Bergin et al. (2018). Child and Adolescent Development for Educators . Chapter 10. Social Behaviour, pp. 403-430. Cherlin, A.J. (2008). Multiple Partnerships and Children’s Wellbeing. Australian Institute of Family Studies , 80, 33-36. Child Health Promotion Centre. (2009). Australian Covert Bullying Prevalence Study. Western Australia: Edith Cowan University. Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian Covert Bullying Prevalence Study (ACBPS). Perth, WA: Child Health Promotion Research Centre, Edith Cowan University. Ericson, N . (2001). Addressing the problem of juvenile bullying. OJJDP Fact Sheet. Washington, DC : Department of Justice, Office of Juvenile Justice and Delinquency Prevention . Farrington, D. P., & Ttofi, M. M. (2010). School-based programs to reduce bullying and victimization: A systematic review for The Campbell Collaboration Crime and Justice Group. Retrieved from The National Criminal Justice Reference Service website: http://www.ncjrs.gov/pdffiles1/nij/grants/229377.pdf Hyndman, B.(2021).Bullying in the school playground: Design and supervision. In P. Smith, J. O'Higgins Norman, & B. Sciacca (Eds.),The Wiley Blackwell handbook of bullying(Vol. 2, pp. 299-313). Wiley-Blackwell. URL:https://www.wiley.com/en-gb/The+Wiley+Blackwell+Handbook+of+Bullying-p-9781118482728 Santrock, J. W. (2018).  Adolescence  (17th ed.). Ch 12, pp. 410-430, Ch 13, pp. 439-458. Wurf, G. C. (2010, November). High school anti-bullying interventions: Lessons from three decades of evidence-based research. Paper presented to the 2010 CEDP Annual Conference, University of Melbourne, Melbourne. Wurf, G.C. (2012). High school anti-bullying interventions: An evaluation of curriculum approaches and the method of Shared Concern in four Hong Kong international schools. Australian Journal of Guidance and Counselling, 22 (1), 139-149.

36. Please post your questions to the Assessment 3 Discussion thread. All the best in putting your final paper together!