UWA Handbook 2027

Unit Overview

Description

In this unit, pre-service teachers learn about contemporary, evidence-based classroom management. Pre-service teachers will focus on how and when to establish appropriate expectations (rules) and effective routines within their teaching contexts. They will examine the importance of establishing structured, safe and productive learning environments for all learners. Pre-service teachers will develop knowledge of high-efficacy proactive practices for encouraging expected behaviours for learning, socialisation and development as well as evidence-based practices for reducing and preventing unproductive behaviours, disengagement, and misbehaviour. These understandings will reinforce the need for high-quality instructional practice as a proactive and preventative factor and the need to set high expectations for all students. These explorations will be underpinned by the requirement for all teachers to build positive relationships with their students. The use of calm, consistent and proportional responses, behavioural modelling and reinforcement of expected behaviours provide critical feedback to learners and reflect the expectations communicated through whole-school and system-level behaviour frameworks and policy.

Credit

6 points

Offering
(see Timetable)

Availability	Location	Mode
Non-standard teaching period	UWA (Perth)	On-campus

The timetable for this teaching period is not currently available. Please see the Important Dates page for the timetable release date and other key date information.

Outcomes

Students are able to (1) explain how knowledge of students' physical, social and intellectual development and characteristics inform the ways teachers create and maintain safe, well-structured learning environments.; (2) evaluate evidence-based, proactive and high-quality instructional practices to promote productive behaviours for participation, engagement and learning.; (3) synthesise and apply knowledge of proactive practices and techniques (including setting ambitious and personalised learning goals, building positive relationships, providing structure and routine) for all students across a range of learning environments.; and (4) identify and incorporate relevant professional and organisational policies and school-wide behaviour frameworks and procedures into plans for managing learning environments..

Assessment

Indicative assessments in this unit are as follows: (1) critical reflection; (2) multimodal report; and (3) policy synthesis. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the critical reflection, multimodal report, and policy synthesis components.

Student may be offered supplementary assessment in this unit if they meet the eligibility criteria.

Unit Coordinator(s)

Associate Professor Chad Morrison and Chris De Haer

Unit rules

Prerequisites

Successful completion of

EDUC5537 Child and adolescent development and pedagogy

Contact hours

30 contact hours. Further information is available in the unit outline.