Teacher candidates will examine the ecology of the learning environment focusing on the interactions and relationships between the key elements of the classroom – the teacher, students and the physical environment – and how factors related to these elements contribute to, and impact on the learning environment. They will critically engage with theory and research on best practice, and apply these and Christian perspectives in order to examine the role and responsibilities of teachers in creating an effective and inclusive learning environment that supports students’ learning, and their physical, social and academic safety and well-being, and incorporate and synthesise these into a personal philosophy of teaching.
Through this unit teacher candidates will develop their understanding of students at the class and individual level. They will examine variance among students and teaching strategies that respond to the learning strengths and needs of diverse learners, including students from diverse linguistic, cultural, religious and socioeconomic backgrounds, in order to support inclusive student participation and engagement, and create a safe, vibrant, challenging learning environment, that promotes learning and well-being for all students. The unit covers strategies for differentiating teaching to meet the learning and behavioural needs of students with diverse abilities and readiness levels, including a range of verbal and non-verbal communication strategies in order to support student engagement.
The unit also focuses on understanding student behaviours, including behavioural theory and practices that promote desirable behaviours, as well as examining the influences on and triggers for challenging behaviours and practical approaches to manage and respond to them. Teacher candidates will develop a classroom management plan appropriate to the expected developmental stages and diverse needs of a group of students.
Through this unit students will engage with the work of experts in diverse learners, teaching, differentiation and classroom management including Carol Tomlinson, Colin Marsh and Peter Senge, and Christian perspectives including the work of Harro van Brummelen and Donavan Graham.
* Classroom Ecology – Analysing the Key Elements
* Understanding Student Diversities and the Need for Inclusive Practices to Support Student Engagement and Participation
* Understanding Differentiation
* Knowing the Students and Responding to Student Variance through Differentiated Practices, Communication Strategies and Learning Experiences
* Creating and Managing Safe and Effective Learning Environments that Support Student Well-being
* Classroom Values, Rights, Responsibilities and Rules
* Classroom Routines and Procedures
* Promoting Positive Behaviours and Managing Challenging Behaviours
* Classroom Management with ICT Integration
* Designing Safe and Effective Physical Spaces
* Redefining Understandings about our Students
* Forming a Philosophy of Teaching and Developing Reflective Practices