Course Title: Professional Experience: Classroom Cultures and Communication

Part A: Course Overview

Course Title: Professional Experience: Classroom Cultures and Communication

Credit Points: 12.00

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2627

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

 Sem 1 2022,
Sem 2 2022,
Sem 1 2023,
Sem 2 2023,
Sem 1 2024,
Sem 2 2024

Course Coordinator: Rucelle Hughes

Course Coordinator Phone: Please email

Course Coordinator Email: rucelle.hughes@rmit.edu.au

Course Coordinator Location: Bundoora Campus

Course Coordinator Availability: Please email


Pre-requisite Courses and Assumed Knowledge and Capabilities

Enforced Pre-Requisite Courses
Successful completion of

TCHE2658 Numeracy Test for Initial Teacher Education AND

TCHE2625 Literacy Test for Initial Teacher Education

Note: it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course. 

For your information go to RMIT Course Requisites webpage. 


Course Description

In this course you will build on previous knowledge and skills to consolidate your teaching practise with a focus on creating and maintaining safe and supportive learning environments for all students. This course introduces contemporary frameworks and theories to examine features of positive classroom cultures that are supportive and inclusive of diverse learner characteristics (physical, social, emotional, ability) and their backgrounds (cultural, linguistic, religious, gender, socioeconomic).  

You will explore aspects of teaching practice that are integral to a safe and supportive classroom culture including communication strategies (verbal and non-verbal), routines, expectations, relationship building, classroom spaces and layouts, and approaches to student behaviour. 

During your professional experience you will continue to develop your teaching practice more generally and participate as a professional teacher in the day-to-day activities of the school. You will also apply your knowledge and understanding of establishing positive learning environments and managing behaviours to your own practice. 

This course includes a Work Integrated Learning (WIL) professional experience (PX) in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience. This PX is 15 days.


Objectives/Learning Outcomes/Capability Development

Program Learning Outcomes 

This course contributes to the following program learning outcomes:  

  • Enhance student learning and wellbeing by adopting practices that support sustainable futures and principles of inclusion, including for Aboriginal and Torres Strait Islander people. 
  • Draw on evidence-based theory and reflective practice to adapt to the changing needs of the profession and to identify professional learning needs to improve student learning outcomes. 


 

Course Learning Outcomes 

Upon successful completion of this course, you will be able to:  

    Graduate APST 
1.  Discuss current theories and practices relating to establishing and maintaining a positive and inclusive classroom environment to improve student learning outcomes.  1.3, 1.4, 1.6, 4.1, 4.3 
2.  Use sound judgement and knowledge of classroom communications and behaviour strategies to support students’ well-being and safety.  4.4 
3.  Organise classroom activities and communicate effectively, using verbal and non-verbal communication, with students to support broad participation and engagement in the classroom  3.5, 4.2 

 


Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 

Your learning in this course will integrate experiences from previous school (PX) placements and include a Workplace Integrated Learning (WIL) component.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. 

There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal. 


Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program learning outcomes.

Assessment Tasks 

AT1: Foundations for Safe and Supportive Learning Environments: Role Play of Professional Communication with Parents 20%
CLOs: 1, 2, 3
APSTs: 1.3, 1.4, 1.6, 3.5, 4.1, 4.2, 4.3, 4.4

AT2: Creating and maintaining safe and supportive learning environments – policy and literature analysis 30%.  
CLOs: 1, 2
APSTs: 1.3, 1.4, 1.6, 3.5, 4.1, 4.2, 4.3, 4.4

AT3: Creating a positive classroom environment – applications of best practice
50%
CLOs: 2, 3
APSTs: 1.3, 1.4, 1.6, 3.5, 4.1, 4.2, 4.3, 4.4

Assessment 1 – Foundations for Safe and Supportive Learning Environments: Role Play of Professional Communication with Parents (20%), CLO1, CLO2, CLO3 –  Demonstrate knowledge of strategies for communicating and building relationships with parents/carers in relation to educational and wellbeing needs of their children.

Assessment 2 – Creating and maintaining safe and supportive learning environment – literature and policy analysis (30%), CLO1, CLO2 – This task requires you to use policy and literature to respond to the prompt question: Why is it important for teachers to create and maintain safe and supportive learning environments and how will you do it?
To present your position, analyse and critically discuss literature and policy such as the Australian Student Wellbeing Framework, Practice Principles of Teaching and Learning, AITSL teaching standards, and school level policies. Then, demonstrate knowledge of classroom level strategies relating to creating and maintaining positive and safe learning environments that you can employ in your future work as a teacher. These should relate to student behaviour, engagement and participation, and communications strategies at whole school and classroom levels.

Assessment 3 – Creating a positive classroom environment - applications of best practice (50%), CLO2, CLO3 -  Based on observational data provided, develop, and create a toolkit of strategies and/or routines to use in a classroom for supporting and promoting high levels of participation and engagement in learning.  Particular attention should go to communication (verbal and non-verbal) and behaviour management strategies and routines, as well as approaches for supporting students’ wellbeing and safety. 
In addition to the creation of a minimum of three resources, use literature and research of best practice to explain and justify your intended application of the chosen strategies and routines with reference to some or all students in the provided cohort.   

Feedback will be given on all assessment tasks.

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.