Creating a Positive Teaching and Learning Environment

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 2 study.

1. To develop knowledge and understanding of issues relating to behaviour management in a secondary school context.
2. To demonstrate a variety of strategies that can be utilised within a classroom which will improve a teacher’s ability to deal with children exhibiting challenging behaviours.
3. To develop knowledge of the psychological theory that underpins practical approaches to behaviour management.
4. To offer an overview of current policy on behaviour management at National, L.E.A and school level; highlighting good practice.
5. To gain knowledge about special categories of pupils with specific behaviour problems.
6. To identify particular issues with regard to behaviour management within a physical education setting.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 2 study, by the end of the module students should be able to:

1. Demonstrate detailed knowledge of national policies, guidelines and research relating to behaviour management for secondary schools.
2. Identify key types of behaviour and associated causes; including anti-social/disruptive behaviour and those linked to medical conditions.
3. Analyse and discuss the impact that such behaviour can have on the process of teaching and learning.
4. Identify and evaluate various key strategies relating to         behaviour management, including the appropriate deployment of sanctions and rewards, building positive relationships and the use of appropriate language.

The content of this module consists of key inputs by experienced practitioners which cover: expectations in the classroom, school and national behaviour policies, pupil motivation, special categories of pupils with behaviour problems, theoretical approaches and their practical application to classroom management, planning for behaviour management, accelerated learning theories, the language of behaviour management, creating the physical education classroom, emotional intelligence and building positive relationships.

Contact time: will include tutor-led lectures, seminars and practical role play workshops.

Non-contact time: will consist of directed reading, preparation for group presentations, post-seminar tasks and assignment preparation.

Books:

Canter, L. and Canter, M.  (2001).  Assertive discipline.  3^rd edition.  Los Angeles, CA: Canter & Associates

Cowley, S.  (2003). Getting the buggers to behave.  2^nd edition.  London : Continuum.

DfES (2005). Common Core of Skills and Knowledge for the Children’s Workforce, Annesley, DfES Publications.

Hughes, L.  (2007) Understanding and supporting children with ADHD. London: Routledge

Kinder,K et al (1999) Raising Behaviour 3. A School View. Berks:  National Foundation For Educational Research

Munden, A. (2007) The ADHD Handbook. London: Routledge

Rogers, B. ed.  (2002). Teacher leadership and behaviour management.  London:  Books Education

Journals:

Blandford, S. (1999).  Developing a culture for positive behaviour, Emotional and Behavioural Difficulties, 4 (3)

Merrett, F. (1993).  How do teachers learn to manage classroom behaviour?, Educational Studies, 19 (1), pp 91 – 106.

Electronic sources:

Department for children, schools and families: www.dfes.gov.uk/index.htm  accessed 12.4.08

www.teachernet.gov.uk/   accessed 12.4.08

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