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EDST4084/SAED3402 Managing the Classroom Environment, UNSW
School of Education
EDST4084/SAED3402
Managing the Classroom Environment
Semester 1
EDST4084/SAED3402 Managing the Classroom Environment, UNSW
Contents 1. LOCATION .................................................................................................................................... 1
2. STAFF CONTACT DETAILS ..................................................................................................... 1
3. COURSE DETAILS ..................................................................................................................... 2
Lecture: .................................................................................................................................................. 2
Aims of the Course ....................................................................................................................... 2
Student Learning Outcomes ....................................................................................................... 2
Graduate Attributes (AITSL Professional Graduate Teaching Standards) .......................... 3
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH ..... 3
5. TEACHING STRATEGIES ......................................................................................................... 3
6. COURSE CONTENT AND STRUCTURE ................................................................................ 4
7. ASSESSMENT ............................................................................................................................. 7
Submission of Assessment Tasks ............................................................................................. 9
8. RESOURCES ............................................................................................................................. 13
Prescribed Text ........................................................................................................................... 13
9. ACADEMIC HONESTY AND PLAGIARISM ......................................................................... 15
10. COURSE EVALUATION AND DEVELOPMENT ................................................................. 16
11. OTHER INFORMATION............................................................................................................ 16
Assessment Principles and Procedures ................................................................................. 16
School of Education Grade Descriptors .................................................................................. 17
Attendance................................................................................................................................... 17
Special Consideration ................................................................................................................ 18
University Counselling Service ................................................................................................. 18
Equity and Diversity ................................................................................................................... 19
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 1
1. LOCATION Faculty of Arts and Social Sciences School of Education EDST4084/SAED3402 Managing the Classroom Environment (6 units of credit) Semester 1 2. STAFF CONTACT DETAILS Course Convenor: Sue O’Neill Office Location: John Goodsell 127 Email: [email protected] Phone: 9385 2909 Availability: Mondays 15:00 – 16:45 Wednesdays 10:00-11:00 All administrative enquiries for EDST/SAED3402 should be sent to Sue. Assessment task enquiries should be sent to your tutorial instructor. Course Instructors Course Instructor and Lecturer: Sue O’Neill (details as above) Please note that in S1, 2014, Sue is only on campus Monday-Wednesdays Please note that the instructors below will only be on campus on Fridays of the teaching semester during their scheduled teaching times. Course Instructor: Robyn Lonergan Email: [email protected] Availability: email to make an appointment Course Instructor: Jill Grundy Email: [email protected] Availability: email to make an appointment
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 2
3. COURSE DETAILS
Course Name Managing the Classroom Environment Credit Points 6 units of credit (UOC) Workload Includes 3 hours including class contact hours, readings, class preparation,
assessment, follow up activities, etc.
Schedule Lecture Tutorial/s
Lecture: Tutorials:
Summary of Course Classroom management and student engagement are among the top concerns of beginning teachers. Good classroom management includes proactive and preventative teacher behaviours that minimize student misbehaviour and promote engagement in learning activities, and the strategic and respectful actions that eliminate or minimise disruption when it arises to restore the learning environment. This course focuses on evidence and research-based preventative and remedial strategies and approaches in classroom management suitable for students with diverse learning needs and backgrounds. Students will gain the propositional, procedural, and conditional knowledge needed to manage learning environments in secondary school settings. Positive behaviour interventions and support and instructional classroom management are central themes of this subject.
Aims of the Course This course aims to:
• provide pre-service teachers with evidence and research-based strategies and approaches to engage secondary students in productive learning.
• develop reflective classroom teachers who can create and maintain safe, caring and challenging learning environments through effective classroom management and learner engagement.
Student Learning Outcomes
Outcome
By completing this course it is intended that students will be able to:
Assessment/s
1 Demonstrate an ability to engage students effectively in the learning process.
2,3
2 Develop and maintain a positive learning environment in the classroom. 2, 3 3 Plan, manage and deliver productive lessons. 1, 2, 3
4 Use strategies and tools to address the diverse learning needs of students and maintain learning engagement. 1, 2
5 Manage difficult behaviours and create a safe and productive learning environment. 1, 2, 3
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 3
Graduate Attributes (AITSL Professional Graduate Teaching Standards) Standard Assessment/s
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
2,3
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistics, cultural, religious and socioeconomic backgrounds
1,2,3
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies 3
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities 1, 3
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. 2,3
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. 1,2,3
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. 1,2,3
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers 2,3
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH Effective classroom management involves developing productive learning environments that foster positive learning dispositions and responsibility for academic, social and emotional learning among students. This course is included to enable students to develop an understanding of evidence and research-based practices that promote positive classroom interaction and climate that will enhance teachers’ effectiveness in engaging students in productive learning.
By developing informed, reflective practitioners, classroom teachers will be equipped with the classroom design and management tools needed to be able to create and maintain safe, caring and challenging learning environments. 5. TEACHING STRATEGIES
o explicit teaching via lectures, including the use of multi-media to foster interest and support student knowledge, skills and understanding;
o structured occasions for critical reflection on learning from issues discussed, promoting connection of new learning to existing schema;
o extensive opportunities to actively engage in learning through the use of interactive technology, small group collaborative and cooperative learning activities involving discussion, questioning and problem solving that will promote and develop students’ communication skills;
o application of evidence and research-based knowledge, skills and understanding to real-life case materials to develop their propositional, procedural, and conditional knowledge of classroom management;
o use of Moodle and discussion tools to provide extra learning material and the capacity for online discussion
These activities will occur in a climate that is supportive and inclusive of all learners.
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 4
6. COURSE CONTENT AND STRUCTURE Week Lecture Topic/s Tutorial Topic Reading 1
Pre-conceived notions of classroom management based on 13+ years of observing teachers manage classrooms. So what exactly is classroom management? Classroom management plans. Why you need one. Establishing behavioural expectations.
Examining an effective teacher’s classroom management skills. What sort of classroom manager do I want to be? The ideal learning environment. What does it look like, sound like, and feel like?
Emmer, E. T., & Evertson, C. M. (2013). Introduction to classroom management. In Classroom management for middle and high school teachers (9th ed.) (pp. 1-9). Boston, MA: Pearson. Miles, P. G. (2003). Building from the plan. Developing a classroom discipline plan. In Don’t just stand there, yell something (pp. 43-51). Sydney, Australia: McGraw-Hill.
2
Effective teacher research and its impacts on our understanding of classroom management.
Part 1. Proactive classroom management strategies. What are antecedent strategies and why should I focus on them?
The environment: Proactively designing effective learning spaces that minimize disruption.
Re-examining last week’s effective classroom manager for Kounin’s variables. Re-designing learning spaces to ensure good visibility, accessibility and minimal distractions. http://teacher.scholastic.com/tools/class_setup/
Lane, L.L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2010). Essential components of classroom management. In Managing challenging behaviors in schools. Research-based strategies that work (pp. 13-37, 75-84). New York: Guilford Press. Kern, L., & Clemens, N. H (2007). Antecedent strategies to promote appropriate classroom behaviour. Psychology in the Schools, 44, 65-75.
3
Part 2. Proactive classroom management strategies.
Instructional management: The connection between curriculum content, teaching methods, and classroom management.
Bloom’s taxonomy – the theory behind these and how incorporating into your lessons can
Effective teaching methods for gaining and sustaining interest and promoting learning in secondary classrooms. Universal instructional strategies that assist all learners and minimize behaviour problems.
Brady, L. (2006). Cooperative group learning. In Collaborative learning in action (pp. 126-141). Frenchs Forest: Pearson.
Lane et al. (2010). Instructional delivery. In Managing challenging behaviors in schools. Research-based strategies that work (pp. 38-66, 67-75). New York: Guilford Press.
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 5
minimise misbehaviour
The link between literacy/numeracy difficulties and student misbehaviour.
4
Introduction to Positive Behaviour Interventions and Supports.
Proactive universal intervention strategies.
Setting expectations: Rules, responsibilities, rights and procedures to promote positive academic and social-emotional behaviours. Developing rules and procedures regarding technology use in the classroom. Safe use of technology and the Internet.
Goals, rules and procedures. What’s the difference and does it matter anyway? Expectations – why you need to have them: A problem-solving exercise.
Bicard, D. F. (2000). Using classroom rules to construct behaviour. Middle School Journal, 31, (5), 37-45. https://sites.google.com/site/teachingone2one/Home/classroom-management
5
Developing classroom climate through positive teacher-student relationships.
Communicating effectively and respectfully with secondary students.
Developing working relationships with parents and caregivers of secondary students.
Strategies to improve classroom climate. Parent–teacher communication: How to engage parents in supporting behaviour change.
Kauffman, J. M., Pullen, P. L., Mostert, M. P. & Trent, S. C. (2011). Talking with students. In Managing classroom behavior: A reflective case-based approach (pp. 75-93). Boston, MA: Pearson. Porter, L. (2007). Collaborating with parents and other experts to resolve school-based behavioural difficulties. In, Student behavior (3rd ed.) (pp.289-308). Crows Nest, Australia: Allen & Unwin.
6
Consequences: Encouraging positive student behaviour. The use of acknowledgement and positive feedback to
Reflecting on successful and not-so successful teacher methods of acknowledging positive individual student and group behaviours.
Hulac, D. M., & Benson, M. (2010). The use of group contingencies for preventing and managing disruptive behaviors. Intervention in School and Clinic, 45,
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 6
individuals, groups, and the whole class. What sort of acknowledgement do students want: What does the research say? Research-based methods for increasing the use of positive feedback in the secondary classroom. Social skills instruction: Whose job is it?
Identifying and teaching social skills for success in secondary classrooms.
257-262. doi: 10.1177/1053451209353442. Lane et al. (2010). Low-intensity strategies. In Managing challenging behaviors in schools. Research-based strategies that work (pp. 80-82, 84-94). New York: Guilford Press.
7
Consequences: Responding to disengagement and disruptive behaviour.
Least to moderate intervention methods.
Bill Roger’s correction strategies.
Role-playing least to moderately intrusive methods. Developing a warning and choice hierarchy for managing disruptive student behaviour when least intrusive methods fail.
Dhaem, J. (2012). Responding to minor misbehaviour through verbal and nonverbal responses. Beyond Behavior, 21 (3), 29-34. Lane et al. (2010). Low-intensity strategies. In Managing challenging behaviors in schools. Research-based strategies that work (pp. 75-80). New York: Guilford Press.
8
Responding to severe behaviour: Most intrusive strategies Minimizing teacher-student relationship damage when exclusion from the classroom becomes necessary. Colvin on managing non-compliance in the classroom.
High probability sequences. How they work and when you can apply them to minimise non-compliance. Designing a high probability sequence. Colvin’s strategies for defusing disrespectful behaviours in the classroom.
Lewis, R, Romi, S., & Roache, J. (2011). Excluding students from the classroom: Teacher techniques to promote student responsibility. Teaching and Teacher Education, 28, 870-878. doi:10.1016/j.tate.2012.03.009
Colvin, G. (2009). Effects of noncompliant behavior. In Managing noncompliance and defiance in the classroom (pp. 65-82). Thousand Oaks, CA: Corwin.
9
Supporting students with special needs in the inclusive classroom setting.
How to collect and use indirect and direct functional behavioural assessment data for use
Lane et al. (2010). Functional assessment-based interventions. In Managing challenging
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 7
Functional behavioural assessment. What is it and do I have to know how to do one?
in an individualised behaviour intervention plan. A look at interview schedules and A-B-C data collection.
behaviors in schools. Research-based strategies that work (pp. 156-179). New York: Guilford Press.
10
Managing the escalation cycle in classrooms. Teacher resilience and coping strategies for beginning teachers.
Developing a crisis management plan. Self-reflection activity: How do I respond to stress?
Colvin, G. (2008). Managing the cycle of emotional escalation. In R. Sprick and M. Garrison (eds), Interventions. Evidence-based behavioural strategies for individual students (pp.425-462). Eugene, OR: Norwest Publishing. Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7, 399-420.
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Culturally responsive classroom management All day seminar. Monday, 19th of May. Raising awareness of cultural practices from diverse communities and how these might impact on your classroom management.
Rotational workshops will include talks from community members and informal discussions opportunities with local secondary students from various cultural backgrounds.
Harrison, N. (2011). Classroom management. In, Teaching and learning in Aboriginal education (pp. 146-164). Weinstein C., Tomlinson-Clarke S., & Curran M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.
7. ASSESSMENT
Assessment Task Length Weight Learning
Outcomes Assessed
Graduate Attributes Assessed
Due Date
Assessment 1 Annotated Bibliography of Current Literature
2,000 words 35% 1,2,4,5
1.3,1.4,1.5, 1.6, 2.3, 3.1, 3.7, 4.1, 4.3, 4.4, 7.3
by 5pm, 21st of March, 2014
Assessment 2 Critical Reflection Activities
1,000 words 15% 1
1.1,1.3,1.4,1.5, 2.3, 3.1, 3.7, 4.1, 4.3, 4.4, 7.3
In the tutorial session that they are assigned, TBA.
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 8
Assessment 3 Classroom Management Plan
3,000 words 50% 2,3,4 1.1,1.3,3.2, 4.1, 4.2, 4.3, 4.4
(by 5pm on the 16th of May, 2014
Assessment Details
Assessment 1 – Annotated Bibliography of Classroom/Behaviour Management Journal Articles and Websites (35%)
Review in total 7 journal articles and/or reputable websites (at least 5 must be journal articles and they must all have been published in the last ten years). These should be referenced using APA style (6th ed.). Failure to do so will result in a loss of marks. All articles or websites must be focused on evidence-based practices (strategies or programs) that can be used to manage student behaviour in the inclusive classroom. For each article or website, you must explicitly state why you felt it was important to include it in your review. Articles must be sourced from high-quality peer-reviewed journals. A list of high-quality peer-reviewed journals is provided at the end of this subject outline. Reputable websites are those created by teaching authorities/departments/accreditation bodies or organisations that have received support from governments’ education departments.
In addition to reviewing the article or website according to the UNSW annotated bibliography guide (https://student.unsw.edu.au/annotated-bibliography) you must create a second paragraph where you explicitly identify links between what you read in your articles by referring explicitly to either content covered in EDST4084/SAED3402 (lectures/tutorials/readings), or past teaching/tutoring/coaching or life experiences. Please refer to the rubric later in this subject outline.
Assessment 2 – Critical Reflection Activities (15%)
A series of five (5) activities requiring students to critically reflect on their current and future philosophies and teaching practices will be conducted in tutorials. These reflections are designed to guide students in designing their management plans, and deal with the following topics: Practical classroom management strategies (theory to practice), relationship building, school-home communication, supporting students with diverse needs, functional behaviour assessment, strategies for managing severe behaviours.
Assessment 3 – Classroom Management Plan (50%)
This will consist of three parts - Philosophy, Theory, and Practice. Within the Philosophy section, students will include; their personal beliefs (philosophy) about the nature of student misbehaviour, and their beliefs about the role of the teacher as manager in classrooms. Within the theory section, students will include; which theorists their beliefs most closely align with, and a brief description of the central tenets of their chosen theorists. In the practice section, students will include; what their whole-class rules/code of conduct/rights and responsibilities and routines/procedures would likely be for their major teaching method, their instructional methods, lesson planning method, inclusive pedagogical methods, procedures for communicating with parents and caregivers, strategies for encouraging appropriate behaviour and a least to most intrusive hierarchy for responding to inappropriate behaviour (congruent with identified theorists), and an emergency plan for inclusive classroom management. Please refer to the supplementary materials in Moodle in the ‘What you need to know folder’, and rubric in this subject outline.
Instructions for the Delivery of Assessment Tasks
1. Submit an electronic copy of assessment task 1 and 3 to Turnitin via Moodle for originality checking. Failure to do so will result in your grade being withheld.
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 9
2. Submit a hardcopy of assessment task 1 and 3 to the locked assignment box of your lecturer by 5pm on the due date with a completed and signed assignment coversheet attached. Ensure that you indicate the exact word count of your submission, your tutor’s name, tutorial day and time. Word limits must be adhered to and marks will be deducted for word counts in excess of 10% of the assigned word limit
3. The hardcopy of the assessment task should be held together with a staple, not submitted in a plastic sleeve.
4. Attach a printed copy of the marking rubric for assessment task 1 and 3 to your hardcopy submission.
5. Assessment task 2 will be completed and submitted in tutorials. 6. Admin staff are not permitted to accept assessment tasks. Never leave assignments
under doors. Always keep a copy. If your assessment is mislaid you are responsible for providing a further copy.
7. Students are also required to keep all drafts, original data and other evidence of the authenticity of the work for at least one year after examination.
Submission of Assessment Tasks Students are required to follow their lecturer’s instructions when submitting their work for assessment. Some work may be required to be submitted in class but most assessments are to be delivered to the locked boxes near the School of Education office and submitted online via Moodle. Students are also required to keep all drafts, original data and other evidence of the authenticity of the work for at least one year after examination. If an assessment is mislaid the student is responsible for providing a further copy.
A penalty of 3% per day (24 hours) applies to work submitted after the due date (including weekends and holidays) without an approved extension. Extension request forms can be downloaded from https://education.arts.unsw.edu.au/students/resources/forms/ and must be approved by the appropriate course convenor prior to the due date. Extensions will only be granted for illness or serious problems beyond a student’s control. Please note that the submission of a request for an extension does not necessarily guarantee approval of the request. Requests for extensions on the grounds of illness must be supported by a medical certificate or other documentation. This process does not take the place of lodging an application for Special Consideration through MyUNSW at https://iaro.online.unsw.edu.au/special_consideration/home.login and students must consider the merits of both options available.
Please note: Computer malfunctions will not be considered as sufficient grounds for extension.
Attendance:
Students are expected to attend at least 80% of the tutorials and lectures. Attendance below this level without a special consideration can lead to failing this course. Failing to meet this level of attendance can lead to your last assignment NOT being marked. This is an 11-week course (including the all day seminar), so you must attend 9 weeks of lectures and tutorials to meet the attendance requirement – only 2 absences without explanation allowed.
Students are advised to obtain a medical certificate or the like for absences due to ill health. A scanned copy should be sent to your lecturer/tutor as soon as possible and the original stored safely in case a special consideration needs to be lodged (should your attendance fall below the allowable level by the end of the semester). (https://my.unsw.edu.au/student/atoz/SpecialConsideration.html).
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 10
EDST4084/SAED3402 Managing the Classroom Environment
FEEDBACK SHEET
Name: Annotated Bibliography SPECIFIC CRITERIA - --------------------------- +
Understanding of the question or issue and the key concepts involved • understanding of the task and its relationship to relevant
areas of theory, research and practice • clarity and accuracy in use of key terms and concepts in
classroom and behaviour management
Depth of analysis and/or critique in response to the task
• depth of analysis of each article/website for specific strengths and weakness
• depth of analysis of reasons for the inclusion of each article/website
• depth of understanding of key classroom and behaviour management principles, concepts and issues explicitly raised in the course including readings
Familiarity with and relevance of professional and/or research literature used to support response
• range of quality research and professional literature on behaviour/classroom management included
• currency and relevancy of selected articles/websites
Structure and organization of response • appropriateness of overall structure and organisation of
response
Presentation of response according to appropriate academic and linguistic conventions
• accuracy of citing references using APA (6th ed.) • clarity and appropriateness of sentence structure, vocabulary
use, spelling, punctuation • word length is within 10% of the allowed limit
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME
Tutor: Date :
Recommended grade/mark: F P C D HD
NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 11
task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
EDST/SAED3402 Managing the Classroom Environment
FEEDBACK SHEET
Name:
Assessment task: Classroom Management Plan SPECIFIC CRITERIA - --------------------------- +
Understanding of the question or issue and the key concepts involved • understanding of the task and its relationship to relevant
areas of theory, research and practice • clarity and accuracy in use of key terms and concepts in
classroom and behaviour management
Depth of analysis and/or critique in response to the task
• depth of understanding of key classroom management principles, concepts and theories explicitly raised during the course and in your follow up reading
• depth of analysis of your personal management philosophy • depth of analysis of theories that underpin your philosophy • clarity and depth of actual classroom management plan
Familiarity with and relevance of professional and/or research literature used to support response
• range of research and literature on classroom management to support response
Structure and organization of response • appropriateness of overall structure of response (correctly
sequenced as per scaffold) • clarity and coherence of organisation, including use of section
headings, sub-headings, and summaries to enhance readability
Presentation of response according to appropriate academic and linguistic conventions
• clarity, consistency and appropriateness of conventions for quoting, paraphrasing, attributing sources of information, and listing references using APA (6th ed.)
• clarity and consistency in presenting and referring to tables, figures or diagrams
• clarity and appropriateness of sentence structure, vocabulary use, spelling, punctuation
• word length is within the 10% of the allowed limit
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 12
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME
Tutor: Date :
Recommended grade/mark: F P C D HD
NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 13
8. RESOURCES
Prescribed Text
Lane, L.L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2010). Managing challenging behaviors in schools. Research-based strategies that work. New York: Guilford Press.
See weekly reading schedule. Articles and book chapters other than Lane et al. (2010) can be accessed via links in Moodle.
Highly recommended
Rogers. B. (2011). Classroom behaviour. A guide practical to effective teaching, behaviour management and colleague support. London, UK: Sage.
Further Readings
Emmer, E. T., & Evertson, C. M. (2013). Classroom management for middle and high school teachers (9th ed.). Boston, MA: Pearson.
Colvin, G. (2010). Defusing disruptive behaviour in the classroom. Thousand Oaks, CA: Corwin.
Kauffman, J. M., Pullen, P. L., Mostert, M. P. & Trent, S. C. (2011). Managing classroom behavior: A reflective case-based approach. Boston, MA: Pearson.
Miles, P. G. (2003). Don’t just stand there, yell something. Sydney, Australia: McGraw-Hill.
Scott, T. M., Anderson, C. M., & Alter, P. (2012). Managing classroom behaviour using positive behaviour supports. Upper Saddle River, NJ: Pearson.
Useful high-quality peer-reviewed journals
Beyond Behaviour
Journal of Positive Behavioral Interventions
Intervention in School and Clinic
Psychology in the Schools
Teaching Exceptional Children
Education and Treatment of Children
Journal of Applied Behavior Analysis
Australasian Journal of Special Education
Journal of Behavioral Education
Remedial and Special Education
Behavioral Disorders
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 14
School Psychology Review
Middle school Journal, and Preventing School Failure
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 15
9. ACADEMIC HONESTY AND PLAGIARISM
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement.
Examples of plagiarism include:
· Direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting it to be copied. This includes copying materials, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, or the student’s own assignment from a previous course, without appropriate acknowledgement;
· Quotation without the use of quotation marks;
· Paraphrasing another person's work with very minor change keeping the meaning, form and/or progression of ideas of the original;
· Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained;
· Piecing together sections of the work of others into a new whole;
· Presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or tutor;
· Claiming credit for a proportion of work contributed to a group assessment item that is greater than that actually contributed;
· Submitting your own assessment item that has already been submitted for academic credit at UNSW or elsewhere may also be considered plagiarism;
· Using another person’s ideas or words in an oral presentation without crediting the source.
Students are encouraged to seek advice from academic staff whenever necessary to ensure that you avoid plagiarism in all its forms. Further information on plagiarism and academic honesty can be located at: https://student.unsw.edu.au/plagiarism In addition, UNSW has produced a booklet to assist students with essential information for avoiding plagiarism which can be downloaded from https://my.unsw.edu.au/student/academiclife/Plagiarism.pdf
At UNSW plagiarism is considered to be a form of academic misconduct and is viewed very seriously. UNSW is committed to helping students understand the conventions which govern academic communication to assist them avoid action which may result in academic misconduct. Further information on the Student Misconduct Rules is available at:
https://student.unsw.edu.au/conduct
In the interests of maintaining high standards in scholarship and research, the University reminds students that when they are writing essays, theses, and assessment items of any nature they are ethically bound to refrain from plagiarism in all forms. Students are advised to inform themselves about University policies and practices concerning assessment and Academic Misconduct (including
EDST4084/SAED3402 Managing the Classroom Environment, UNSW 16
plagiarism). Wherever possible, students should also take up those opportunities provided to them by the University to improve their academic and/or information literacy.
Cheating: It is a serious offence to submit any work that is copied from the work of another student, whether that work was submitted in the current year, previously or in another course. In such cases both students may be penalised. Similarly it is an offence to cheat at examinations, get other students to write your assignments, etc. If you have been working in close cooperation with another student undertaking (say) research for an assignment, you should discuss the nature of that cooperation with your subject convenor to ensure that no misunderstandings arise about the originality of your work, and to identify clearly your own contribution to the work. Where group assessments are produced your lecturer needs to be aware of each person’s contribution.
Cheating and plagiarism may attract serious penalties, ranging from failure in the course to failure in all courses and exclusion from the university for a specific period (See also student responsibilities 8 – Misconduct).
Misconduct: Academic misconduct is a serious matter. In the first instance cases of misconduct are dealt with by the Head of School but it may be necessary to refer them to the Dean or the University Disciplinary Committee. For detail please go to: https://student.unsw.edu.au/conduct
Proof reading: Proof-read your assignment before submission, as avoidable errors are likely to result in marks being deducted.
Email: Unless the lecturer expressly gives permission, students are not permitted to submit assessment via email.
Non-sexist language: it is university policy to avoid sexist language. Use words which include both sexes when you are referring to both sexes; e.g.‘s/he’, ‘she or he, ‘people’, etc.
10. COURSE EVALUATION AND DEVELOPMENT
Periodically student evaluative feedback on the course is gathered, using UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process. Student feedback is taken seriously, and continual improvements are made to the course based in part on such feedback. 11. OTHER INFORMATION Assessment Principles and Procedures
The primary aim of university assessment is to support student learning, hence there should be a clear and explicit relationship between stated assessment tasks and expectations, course objectives and course content. Assessment tasks are carefully designed to:
· Recognise, motivate and encourage deep learning
· Incorporate a clear developmental perspective which recognises and supports students’ growing competence over the course of the program (i.e. assessment tasks set earlier in the course of study are likely to be different in focus from those given later in the course).
Variation in assessment tasks within and across the School is encouraged in order to maintain student interest, to cater for and stimulate different ways of student thinking and learning, to reflect the different academic and professional demands of different courses as well as to foster student development and progression over the length of a program. Such variations also provide a good model of assessment for teachers and future teachers enrolled in the school’s programs.
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In the School of Education all potential failure are double-marked as are all suspected plagiarism cases. All staff are also required to undertake small-group standardisation of a representative sample of assignments (Grades HD, D, C, P) with staff teaching in similar areas (e.g. as part of specialisation or course-level activities) at least once each semester before the submission of results. Grade distributions for each class are also closely monitored and evaluated.
School of Education Grade Descriptors
High Distinction (85% and above)
The assignment is of exceptional quality. It not only reveals an excellent understanding of the question or issue under consideration, but also demonstrates highly informed analytical and evaluative thinking. The writer displays a substantial familiarity with the research literature relating to the issues discussed and relates his or her arguments strongly to the findings of this literature. The assignment is also very well-organised and very well-written.
Distinction
(75-84%)
The assignment is of excellent quality. It demonstrates a very clear understanding of the question or issue under consideration and shows evidence of well-informed analytical thinking. The writer displays a substantial familiarity with the research literature relating to the issues discussed and relates to his or her arguments to the findings of the literature. The assignment is well-organised and well-written.
Credit
(65-74%)
The assignment is of good quality. It demonstrates a clear understanding of the question or issue under consideration and shows some evidence of analytical thinking. The writer displays some familiarity with that research literature relating to the issues discussed and relates his or her arguments to the findings of this literature. The assignment is moderately well organised and moderately well-written.
Pass
(50-64%)
The assignment is of adequate quality. It demonstrates a clear understanding of the question or issue under consideration. The writer displays a familiarity with some of the research literature relating to the issues discussed. The assignment is moderately well-organised and the arguments can be clearly understood.
For more information regarding the UNSW assessment policy please visit: https://my.unsw.edu.au/student/academiclife/assessment/AssessmentatUNSW.html
Attendance
Unless specific and formal permission (see note below) has been granted, failure to attend 80% of classes in a course may result in failure in that course. Explanation of absences, or requests for permission to be absent from forthcoming classes, should be addressed to the lecturers/tutors responsible for those classes. Explanation of an absence of more than one week (or half a day in the case of intensive courses) should also be addressed in writing and, where applicable, should be accompanied by a medical certificate
Students are expected to give priority to their university study commitments. Any absence from assessable activities, including formal end of semester examinations, must be clearly for extenuating circumstances only that were unexpected and beyond the control of the student. Work commitments are not considered a justification. Please refer to Special Consideration for further information.
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Note: The School of Education gives permission to participate in lectures online only on a case by case basis and only in the following circumstances:
a. The student is able to demonstrate that they have no other option but to participate in lectures online.
b. The student must be able to access, at minimum, a sound recording of the missed lecture either through Echo360 or independent recording. The Course Convenor can reserve the right to refuse the lectures in their course to be recorded independently.
c. The Program and Course Convenor(s) must give their approval for participation in lecture to be undertaken online.
d. Permission will only be granted for lectures, not tutorials or method courses and for no more than one course at a time.
e. Permission will not be granted when it results in over-enrolment. Students may apply for formal permission to participate in lectures online.
Students may access further information and the application form to participate in lectures online at https://education.arts.unsw.edu.au/media/EDUCFile/Permission_to_Participate_in_Lectures_Online.pdf
Special Consideration
On some occasions, illness, misadventure, or other circumstances beyond the immediate control of a student may prevent his/her attendance at an examination, or may significantly affect their performance in an assessment. Students who believe that their performance in a course, either during the semester or in an examination, has been adverse affected by illness or any other reason should submit a request for Special Consideration. Applications for Special Consideration are lodged online (https://iaro.online.unsw.edu.au/special_consideration/home.login) and must be made within three working days of the assessment to which it refers to. For more information regarding Special Consideration please visit: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html
University Counselling Service
The Counselling Service offers free and confidential counselling to students of the University. The Service provides assessment and short-term counselling for students. Students use the Counselling Service for a wide variety of reasons, ranging from issues relating specifically to their studies through to more personal concerns or difficulties.
When students start at University, they may encounter a variety of issues which can cause them concern: academic or administrative problems, study difficulties, transition from school, work or home to University. In addition, students may have personal difficulties such as relationship or family problems, anxiety, depression, or stress. Sometimes students are unsure whether a counsellor is the most appropriate person to seek about their situation. In this instance, it is often worth making an appointment talking to a counsellor as they usually find the most appropriate source of help.
Location: The 2nd floor of the East Wing of the Quadrangle Building, Telephone: 9385 5418.
Website: https://www.counselling.unsw.edu.au
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Equity and Diversity
Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course convener prior to, or at the commencement of, their course. Students are also encouraged to contact the Equity Officer (Disability) in the Equity and Diversity Unit, Telephone: 9385 4734 or check the website https://www.studentequity.unsw.edu.au.
Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made.
