Unit rationale, description and aim
Well-managed learning settings that are engaging, inclusive and safe promote the achievement of learning outcomes. Teachers must be able to apply effective practices to create positive learning environments that meet learners’ needs and foster participation.
This unit develops the professional communication, management and organisational skills that are needed to create positive learning environments. It supports diverse pre-service teachers in thinking about learner diversity and guiding learner behaviour. Pre-service teachers will examine contemporary research, policies and key theories on understanding and positively guiding children’s and young people’s behaviour. They will explore a range of strategies to establish positive learning environments and manage behaviour, including physical arrangement of the classroom and communicating clear expectations for behaviour and learning. Pre-service teachers will apply these to the critical analysis of real-world case studies. They will synthesise theories, policy and practice to develop a holistic approach to building positive learning environments, positively guiding learner behaviour and managing challenging behaviours.
This unit aims to enable pre-service teachers to acquire and develop the knowledge, understanding and skills to effectively promote positive behaviours and wellbeing and ensure meaningful engagement in learning. These skills will be applied during a 20-day professional experience placement.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe and explain a range of evidence-based and...
Learning Outcome 01
Analyse and apply major theories, research, legisl...
Learning Outcome 02
Describe and utilise a range of proactive practice...
Learning Outcome 03
Synthesise key theories, research, and relevant po...
Learning Outcome 04
Complete a successful penultimate professional exp...
Learning Outcome 05
Content
Topics will include:
- Contemporary research and theories that inform learner engagement, effective classroom management and behaviour interventions and supports, including behaviorist and cognitive behaviorist, psychoeducational, and social justice models
- Factors contributing to undesired behaviours; including learner characteristics, biases and assumption, sociocultural influences and technologies
- Developing proactive learner engagement and classroom management plans
- Strategies for creating safe, positive and inclusive learning environments that promote physical, psychological and social well-being
- Practical strategies for responding to low-level undesired behaviours
- Practical strategies for managing challenging behaviour
- Engaging beyond the classroom to support learners; whole-school approaches, engaging with professionals
- Practices for engaging sensitively and confidentially with parents/carers and families, to promote connection and learning
- Maintaining safe online environments: anti-bullying and cyber-bullying
- Practices for protecting teacher safety and well-being: the importance of reflexivity, building resilience and self-care
Assessment strategy and rationale
The assessment load and weighting of the assessments in this unit have been designed to incorporate professional experience. A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and development towards the Australian Professional Standards for Teachers in the context of professional experience.
The two assessment tasks are sequenced to allow feedback and progressive development. In Task 1 pre-service teachers apply their knowledge of theories, research, policies and practical strategies in the development of a plan for engaging learners and managing behaviour in a specific educational context. Through completing Task 2 pre-service teachers work collaboratively to demonstrate knowledge of models of behaviour management and the complexities of managing challenging behaviour, through a group critical analysis and presentation. The placement facilitates connections with the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teachers.
To pass this unit, pre-service teachers must maintain at least 80% attendance at/to scheduled learning experiences, successfully complete both hurdle tasks on the first attempt, and submit all weighted assessments, achieving a minimum overall grade of 50%.
Overview of assessments
HURDLE TASK 1: Preparation for the Professional E...
HURDLE TASK 1: Preparation for the Professional Experience Placement
Prior to commencing placement, preservice teachers must finalise a logbook of actions to prepare for engaging in a school/early learning context. This includes:
1: obtaining a Working with Children Check or Police Check;
2: completing a ‘fitness to teach’ review;
3: any mandatory requirements specified by your state/territory or sector;
4: attaining a score of 95% or better in each online preparation module, and
5: attending to unit learning experiences, including either attending a minimum of 80% of timetabled activities for scheduled units, or completing a minimum of 80% of learning activities in unscheduled units.
Complete/ Incomplete
Hurdle Task 2: Professional Experience Placement ...
Hurdle Task 2: Professional Experience Placement
Submit the Professional Experience Assessment Report as completed by an experienced educator in your placement school context and your Attendance Record. The report must demonstrate successful completion of 20 professional experience days and satisfactory progress towards attainment of relevant Australian Professional Standards for Teachers: Graduate level. Refer to the Professional Experience Handbook and Assessment Report for detailed information about the minimum standards of progress expected in this penultimate placement.
Pass/Fail
Assessment Task 1: Oral presentation/Written Pr...
Assessment Task 1: Oral presentation/Written
Presentation of a challenging behaviour incident
In a group, make an oral presentation, supported by multimodal elements, related to an incident of challenging behaviour that has been observed or experienced by one or more members of the group. Analyse observed teacher and/or school responses to the incident and the potential causes. Propose and justify evidence-based alternative strategies that could be used to respond effectively to the situation. All group members will be required to respond to questions following the presentation.
50%
Assessment Task 2: Written/Plan Classroom engag...
Assessment Task 2: Written/Plan
Classroom engagement and management plan and rationale
Describe a specific classroom setting within the context of a selected school; include details of the physical, social, and intellectual development of the learners, and their linguistic, cultural, religious, and socio-economic backgrounds. Develop a classroom engagement and management plan that outlines how you will: (1) build the classroom climate, (2) establish classroom rules, routines and protocols, (3) set and reinforce achievable goals, (4) promote motivation, (5) create a range of escalating intervention strategies, (6) reduce undesirable behaviours, (7) implement inclusive pedagogies and support strategies, and (8) engage with parents/carers.
Then, prepare a rationale that explains and justifies your pedagogical decisions, drawing on evidence-based theories and models, research and literature, and legislation and policies. Consider how the classroom plan integrates with the broader school context, including whole-school frameworks, policy requirements and relationships with professional colleagues, specialist teachers, and liaison personnel.
50%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop pre-service teachers’ understanding of and application of skills in engaging and inclusive pedagogies. They will build their understanding of positive learning environments through critical reading, online lectures and reflections, lecturer modelling, discussion and rehearsing. Skills of professional communication and the ability to work collaboratively will be practised through group activities, culminating in presentations to the class. This provides opportunities for pre-service teachers to further develop their communication skills, and their confidence in managing groups, in a supportive environment prior to applying these skills in an educational setting.
Teaching skills to positively engage learners and manage behaviour, and the ability to locate and synthesise information, will be developed through designing engagement and management plans for a specific class context. A 20-day professional experience placement enables pre-service teachers to apply their learning in authentic classroom settings, making connections between theory and its application to a real-world learning environment. Feedback from experienced educators will support ongoing reflection and growth.
Representative texts and references
Recommended texts and documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum and policy documents
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2024). Positive learning environments: Establishing and sustaining productive classrooms. (3rd ed.). Cengage Learning Australia.
Recommended references
Bouchrika, I. (2024). Classroom Management Guide in 2024 with examples. Education, June 10, 2024. Research.com. Retrieved from Classroom Management Plan Guide in 2024 With Examples | Research.com
Churchill, R., Apps, T., Batt, J., Beckman, K., Grainger, P., Holloway, J., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. & Shaw, K. (2025). Teaching, Making a Difference. 6th ed. Wiley Press, Australia.
Duran, D., & Topping, K. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Routledge.
Ewing, R., Kervin, L. (2024). Teaching: Dilemmas, challenges and opportunities (7th ed.). Cengage Learning Australia.
Ishimaru, A. M. (2017). From Family Engagement to Equitable Collaboration. Educational Policy, 33(2), 350-385. https://doi.org/10.1177/0895904817691841 (Original work published 2019)
Oberholzer, L. (2023). (Ed.). Secondary Behaviour Management: The Essentials. London, Routledge. https://doi.org/10.4324/9781003422341
Page, D. E., & Landrum, T. J. (2024). De-Escalation With Low-Intensity Antecedent Strategies: Implications for Disproportionate Disciplinary Outcomes. Beyond Behavior, 33(3), 138-146. https://doi.org/10.1177/10742956241268254
Parliament of Australia. (2023, December). The issue of increasing disruption in Australian school classrooms: Interim report. Senate Standing Committees on Education and Employment. https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/DASC/Interim_Report
Peddie, B., Kelly, M., Greengard, T., Whiting, C., & Richardson, S. (2024). Foundational classroom management resources handbook. Australian Education Research Organisation. https://www.edresearch.edu.au/guides-resources/practice-resources/classroom-management-handbook
Robinson, J., Duncan, K., London, D., Gershwin, T., Trapp, L., & Shen, G. (2022). Prevention Is the Best Intervention: Proactive Strategies for Supporting Students Who Engage in Escalated Behaviors. Beyond Behavior, 31(3), 163-174. https://doi.org/10.1177/10742956221110907
Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4th ed.). Sage Publications Ltd.
Ruttledge, R. (2022). A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school. Educational Psychology in Practice, 38(3), 237–258. https://doi.org/10.1080/02667363.2022.2070456
Waly, S. (2020). Culturally responsive education in Today’s schools: Application and challenges. The International Journal of Pedagogy and Curriculum, 27(2), 39-47. doi:https://doi.org/10.18848/2327-7963/CGP/v27i02/39-47
Yassine, J., Tipton-Fisler, L, Katic, B. (2020). Building student-teacher relationships and improving behaviour-management for classroom teachers. Support for Learning 35(3). August 2020, 389-407. https://doi.org/10.1111/1467-9604.12317