Eea202 201830 W I-31 January 2018-Version 1

EEA202 - Managing the Classroom Environment
Session 1 2018
Faculty of Arts and Education
School of Education
Internal Mode
Welcome to a new session of study at Charles Sturt University. Please refer to the University’s
Acknowledgement of Country (http://student.csu.edu.au/study/acknowledgement-of-country).
Subject Coordinator Diana Ganapathy

Email dganapathy@csu.edu.au
Phone 00000
Campus Other
Building/Room number To be advised.
Consultation procedures
The subject coordinator will be available for student consultation. You will be informed of
the consultation time details via the subject forum and interact site at the beginning of the teaching
session.
Please note, contact the coordinator from your own campus in the first instance.
If you cannot contact your Subject Coordinator, please contact your teaching team using the contact
details and consultation procedures provided on your Interact2 subject site.
What is your subject about? A brief overview

This subject is part of a suite of subjects focusing on young people. This subject involves
understanding learning and creating a motivating learning environment. Recognising the impact of
teacher behaviour in the classroom environment is a component of this subject. The importance of
relationships within the classroom, of addressing management issues and of developing critical
thinking around available resources and programs will be integral to student learning. Students will
critically review policies and school discipline policy documentation in terms of learning management.
Learning outcomes
On successful completion of this subject, you should:
recognise and understand the relevance of a wide variety of theoretical models and
approaches to classroom and behaviour management, and reflect on their application;
apply theory and practice to classroom and individual management situations, including goal
setting with students, questioning and listening;
develop positive school and classroom ecologies with reference to physical, social and
emotional development;
apply a variety of classroom management strategies in different learning contexts, such as
those involving young people in the early years of school and those in the middle years of
school;
understand the effective differentiate between proactive and reactive strategies of classroom
management;
have a clear knowledge of the legal and practical requirements designed to ensure student
and teacher safety in the classroom.
Charles Sturt University Subject Outline

EEA202 201830 W I-31 January 2018-Version 1 Page 1 of 14
Pass Requirements
In order to obtain a passing grade in this subject you must:
Submit all assignments by their due date unless granted an extension as per late submission
of assignments
Gain an overall grade of PS or higher for the combined assessment items
pass EACH of the assessment items in order to pass the subject.
Key Subjects
Passing a key subject is one of the indicators of satisfactory academic progress through your course.
You must pass the key subjects in your course at no more than two attempts. The first time you fail a
key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the
course.
The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets out the

requirements and procedures for satisfactory academic progress, for the exclusion of students who fail
to progress satisfactorily and for the termination of enrolment for students who fail to complete in the
maximum allowed time.
Assumed knowledge
Academic integrity means acting with honesty, fairness and responsibility, and involves observing and
maintaining ethical standards in all aspects of academic work. This subject assumes that you
understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you
to complete the modules called Academic Integrity at CSU
(https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=).
Prescribed Text
DeNobile, Lyons, Arthur-Kelly (2017). Positive learning environments: Creating and maintaining
productive Classrooms. Cengage Learning: Australia, South Melbourne
The textbooks required for each of your enrolled subjects can also be found via the Student Portal
Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page.
Subject and Assessment Schedule

Schedule
Suggested study schedule Module Readings and Assessment
1 February 26 Positive Learning Environments
2 March 5 Classroom Climate

Suggested study schedule Module Readings and Assessment
3 March 12 Classroom Culture
Physical Environment and effects on behavioural approaches

4 March 19
5 March 26 Instructional Practice
On campus classes break

6 April 2 Assessment 1 due: April 2
Three-tiered approach to management
On campus classes break
7 April 9
Behavioural Theory Approaches
8 April 16 Behavioural Theory
9 April 23 Cognitive Behavioural Theory
Psychoeducational Theories
10 April 30
Psychoeducational Theories for behaviour management

Assessment 2 due: May 11
11 May 7
End of session round up and Practicum

12 May 14
Subject Content
The subject will cover the following topics:
Behaviour management policy and legislation

Behavioural ecology
Curriculum and classroom management: Proactive and reactive approaches
Practical strategies for diverse learners
Instructional strategies for effective classrooms
Interpersonal communication skills including communication about goals, questioning,
listening and relevant discussion with a range of stakeholders
Approaches to classroom management and discipline that take into account cultural, social,
ethnic and religious diversity of students
Integrating theoretical perspectives of classroom management

Subject Delivery
Class/tutorial times and location
If you are enrolled in an internal offering of this subject, your class times can be found at Timetable @
CSU (http://timetable.csu.edu.au). If you are enrolled in the online offering of the subject, this
timetable will not apply. Find out how to use Timetable @ CSU via the Student Portal Class
Timetable (http://student.csu.edu.au/study/study-essentials/timetable) page.
Learning, teaching and support strategies

This subject is an internal subject ONLY run across multiple campuses. The campus include: Albury,
Bathurst, Dubbo, Port Macquarie, and Wagga Wagga. Each campus will have their own subject
coordinator nominated on the subject outline when published.
Basic expectations are that:

• Students will spend 160 hours of study across the semester. This includes your class time, reading /
study time, and assignment preparation.
• The lectures will be recorded in Adobe Connect format that students on all campuses will be able
to view.
• Your tutorials will be run face to face by staff on your individual campus.
Residential school
You are not required to attend a residential school for this subject.
Recommended student time commitment

This subject code is an 8 point subject. The CSU Subject Policy states that a standard 8 point subject
should require you to spend up to 160 hours engaged in the learning and teaching activities. These
activities include the time spent in preparation for assessment, including study for examinations, tests,
and assignment preparation.
Assessment Items
Item Title Type Value Due date* Return
number date**
1 Personal philosophy and proactive Assignment 50% 02-Apr-2018 24-Apr-2018

management
2 Theoretical approaches Assignment 50% 11-May-2018 04-Jun-2018
* due date is the last date for assessment items to be received at the University
** applies only to assessment items submitted by the due date
Assessment item 1
Personal philosophy and proactive management
Value: 50%
Due date: 02-Apr-2018
Return date: 24-Apr-2018
Length: 2,500
Submission method options
EASTS (online)
Task
Analysis of personal philosophy and preventative areas of behaviour management.

You are required to identify and describe three common behaviour issues in a context that is familiar
to you. These issues will be the ones guiding the creation of a personal philosophy which addresses the
key beliefs noted by McDonald (2010). The main preventative areas will also need to be incorporated.
You will then need to explain how the created philosophy addresses the issues identified earlier and
justify your philosophical approach.
The piece must be disciplined by your readings to provide justification for your views/opinions.
Rationale
Effective setting management involves reflection on common issues, consideration of your
philosophical position, problem solving and the development of an articulated plan for action. This
assessment item mirrors the process that exists in settings through the identification of issues, creation
of a philosophy (with key structural elements) and then asking you to justify your philosophical
approach. Research evidence and support is essential throughout the task.
Marking criteria
Assignment 1: Personal philosophy and proactive management

Assessment criteria Fail Pass Credit Distinction High Marks
Distinction
Clear identification and Misbehaviours in your Common misbehaviours in Common misbehaviours in Common misbehaviours in N/A 3
description of three context are not identified. your context are identified as your context are identified your context are identified
common well as consequences for the as well as consequences as well as the
misbehaviours in a teacher. for the teacher and the consequences for the
context that is familiar Case study is over 200 words student. teacher, student and
to you. Your mini case environment described.
study should be only
about 100-200 words.
Create your philosophy Five key beliefs are NOT Five key beliefs are These are linked to each These are analysed and As well as 10
which addresses the incorporated or have incorporated including: an other in a comprehensive incorporated into your additional
five key beliefs noted insufficient detail in your understanding of how manner and supported beliefs about philosophy. literature.
by McDonald (2010) philosophy. children learn; consideration with the literature.
of why students behave the
way they do; the outcome and
intention of discipline
800 words interventions; the degree of
control or coercion that is
desirable; and the role of the
teacher and the importance of
instruction. These are written
in a descriptive manner and
in first person.
The main preventative The preventative areas are The preventative areas are These are linked to each These are analysed and As well as 16
areas are identified and inadequate. included: Classroom climate, other in a comprehensive supported through the additional
described. classroom culture, manner with support of the literature. literature.
instructional practice and literature.
800 Words physical environments. These
are written in a descriptive
manner.
Explanation of how the The preventative areas are The preventative areas are These are linked to each These are analysed and As well as 16
preventative areas will NOT utilised to address utilised to address common other in a comprehensive supported through the additional
be used to address misbehaviours. Links are behaviour issues you noted manner with support of the literature. literature.
misbehaviours you NOT drawn between earlier. Links are drawn literature.
noted above. misbehaviours and
prevention.

800 Words between misbehaviours and
prevention. These are written
in a descriptive manner.
Presents work Presentation lacks structure; Paper has effective Presentation is coherent Well-structured paper and N/A 2.5
professionally, with poor paraphrasing; little grammatical expression; and grammatically innovative presentation;
clear academic writing evidence paper has been within word length; some correct. Analysis is well explicitly identifies the key
and APA 6 referencing edited; terminology typographic and or spelling developed and supported issues; cohesive,
style within the word inappropriate; frequent errors; generally accurate by literature and research; grammatically correct
limit. spelling typographic errors; APA 6 referencing. adheres to word length; structure; flexible and
over reliance on quotes; no or Paper follows the sequence of uses appropriate sustained use of a wide
inaccurate reference list. headings used in the grading terminology; minor range of structures and
rubric. typographic and /or extensive vocabulary; very
spelling errors; mostly few typographic or spelling
accurate APA 6 errors; consistently
referencing. accurate APA 6 2.5
Paper follows the referencing.
sequence of headings used Paper follows the sequence
Contributions to Contributions made to 2 in the grading rubric of headings used in the
Interact 2 discussion No contributions made to components for assignment grading rubric
board discussions one.
Contributions made to each
Contributions made to 3 of of the 4 components for
the components for assignment one.
assignment one.

Students are expected tp contribute to interact 2 discussions as well
Assessment item 2
Theoretical approaches
Value: 50%
Due date: 11-May-2018
Return date: 04-Jun-2018
Length: 2,500
Submission method options
EASTS (online)
Task
A critical essay that investigates links between your personal philosophy and two theories of
behaviour from the literature. You will discuss theories that may/may not resonate with your
personal philosophy of classroom management. One theory will be a Behavioural theory and the
other will be a theory of your choosing. You will also discuss ways that student misbehaviour is
addressed by these theories.
Rationale
It is important that you see the connection between existing practice and the theoretical models of
classroom management. Effective classroom management involves reflection on existing issues,
problem solving and development of articulated plans for action. This assessment item mirrors the
process that exists in actual classrooms and settings asking you to present possible plans of action that
are embedded in a theoretical framework. Your theories will also be analysed in terms of current
Legislation for behaviour management of students.
Marking criteria
Assignment 2: Theoretical perspectives and Standards

Choose an example misbehaviour from
your case study in assignment one to Fail Pass Credit Distinction High Marks
illustrate throughout this assignment Distinction
Three maladaptive behaviours from Maladaptive behaviours noted N/A
assignment 1 are noted here.
Justification for a behavioural theory that Inadequate Behavioural theory is identified,
Justification is linked Justification is As well as
may/or may not resonate with your characteristics or and characteristics throughout in a analysed and additional 10
personal philosophy (for example: justification for noted.?Justification is written in a
comprehensive manner and supported through literature.
Skinner's Operant conditioning). behavioural theory descriptive manner. supported with the the literature.
given. literature.
Explanation of how the student Student misbehaviourStudent misbehaviour is addressed Discussion is linked Discussion is As well as
misbehaviour will be addressed by the is inaduately addressed
by the theory you have used. The throughout in a analysed and additional 10
behavioural theory you have used. by the theory you have
explanation is written in a comprehensive manner and supported through literature.
used. descriptive manner. supported with the the literature.
literature.
Justification for a second selected theory Inadequate Selected Theory is identified, and These are linked to each These are analysed As well as
that resonates with your personal characteristics or characteristics noted.?These are other in a comprehensive and supported additional 10
philosophy justification for a written in a descriptive manner. manner and supported with through the literature.
second selected theory the literature. literature.
given
Explanation of how the student Student misbehaviour Student misbehaviour is addressed Discussion is linked Discussion is As well as
misbehaviour will be addressed by the is inadequately by the theory you have used. throughout in a analysed and additional 10
second theory you have used.? addressed by the Justification is written in a comprehensive manner and supported through literature.
theory you have used. descriptive manner. supported with the the literature
literature.
How do these theories relate to Australian Relationship to Relationship to Standards Relationship to Standards Relationship to As well as
Professional standards for teachers and Standards is Not completed in a completed in a Standards additional 10
notably standard 4 from AITSL evident or adequate. descriptive comprehensive manner. completed in literature.
manner. a comprehensive
manner.

Assessment Information
Learning materials
Details of learning materials that support your success in this subject can be found in the Interact2
Subject Site.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in each
assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
Plagiarism
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for plagiarism.
You can use Turnitin to check for plagiarism
(http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before
submission.
How to apply for special consideration

Academic regulations provide for special consideration to be given if you suffer misadventure or
extenuating circumstances during the session (including the examination period) which prevents you
from meeting acceptable standards or deadlines. Find the form on the Student Portal Special
Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/study/academic-advice)
page.
Extensions
Assessment assignments should reach the University no later than the due date. Assignments,
therefore, need to be lodged in advance of the final due date/time. You are required to do all in your
power to meet assignment deadlines. There are penalties for late submissions. Extensions will only be
given if you face unforeseen and unavoidable circumstances.
Work and family related pressures do not normally constitute sufficient grounds for the granting of
extensions or Grade Pending. If it becomes evident that you will not be able to submit an assignment
on time because of an unforeseen or unavoidable circumstance, you must submit your request for an
extension in writing to the subject coordinator prior to the due date (via email). Extensions will not be
granted on or after the due date.
Assessment items that are submitted after the due date (either the standard due date or an extended due
date) will have 10% of the task value deducted per day that it is late. For example, an assessment item
worth 20 marks that is 1 day late, will have 2 marks deducted. A student who received 14/20 will have
an adjusted mark of 12/20. An assessment item worth 50 marks that is 3 days late, will have 15 marks
deducted. A student who received 32/50 will have an adjusted mark of 17/50.
The Marking Feedback Sheet for late assessments will indicate the mark value earned as well as the
adjusted mark due to late submission. The adjusted mark is used to calculate the final raw score that is
used to determine a grade. Assessment items received more than two weeks after their due dates
and for which no extension has been granted will not be provided with feedback and a mark of 0
will be awarded.
Any student experiencing a misadventure or extenuating circumstances should apply for Special
Consideration. Electronic forms are available at
http://student.csu.edu.au/administration/forms#assessment
(http://student.csu.edu.au/administration/forms%23assessment).
Misadventure
Circumstances contributing to misadventure can include:

• Medical reasons;
• Family/personal reasons – including death or severe medical or personal problems
• Employment related reasons – such as a substantial change to routine employment arrangements or
status
The following circumstances would not be considered misadventure:

• Routine demands of employment;
• Difficulties adjusting to University life, to the self discipline needed to study effectively, and to the
demands of academic work;
• Stress or anxiety normally associated with examinations, required assessment tasks or any aspect of
course work;
• Routine need for financial support;
• Lack of knowledge of requirements of academic work
•
Extenuating circumstances
Circumstances that can be deemed to be extenuating include:
• Administrative problems – such as the late receipt of teaching materials, enrollment errors or delays;
• Sporting or cultural commitments – where a student has been selected to participate in a state,
national or international sporting or cultural event;
• Military commitments – where a student is a member of the armed forces involved in a compulsory
exercise;
• Legal commitments – where a student is called for jury duty or is subpoenaed to attend a court,
tribunal, etc.
• Other events that pose a major obstacle to the student proceeding satisfactorily with their studies.
•
The following would not be regarded as extenuating circumstances:
• Demands of sport, clubs, and social or extra-curricular activity (other than selection for state,
national or international sporting or cultural events);
• Difficulties with the English language during examinations.
If a student needs a short extension of 1-7 days they should copy and paste the following criteria into
an email, completing the information required, to their Subject Coordinator, including an indication of
the work completed to date:
Student No:
Student Name;
Student Contact phone:
I request an extension in the subject:
For Assessment no:
Reason:
Any student experiencing misadventure or extenuating circumstances requiring longer than 7 days
should use the Special Consideration form to apply for a Grade Pending.
Penalties for Late Submission

Assignments received more than two weeks after their due dates, without an extension having been
granted, will be returned with no marks awarded. Pro-rata deductions of 10% per working day of the
value of the task will be made for items received late without a granted extension (eg: If a task is
weighted at 50% then 5 marks will be deducted each day) .
Resubmission
Resubmission of assignments is only permitted at the request of the subject coordinator. Where a
resubmission is invited the maximum grade possible is a pass.
Online Submission
EASTS

Postal Submission
Not Applicable
Hand Delivered Submission

Not Applicable
Feedback
Your assignments will be marked according to the criteria described. A numerical value will be
allocated and written feedback will be provided.
Assignment Return
You should normally expect your marked assignment to be despatched/returned to you within three
weeks of the due date, if your assignment was submitted on time. If an assignment is submitted on
time but not returned by the return date, you should make enquiries in the first instance to the subject
coordinator. If the subject coordinator is not available, contact Student Central on 1800 275 278.
Student Feedback and Learning Analytics

Evaluation of Subjects
CSU values constructive feedback and relies on high response rates to Subject Experience Surveys
(SES) to enhance teaching. Responses are fed back anonymously to Subject Coordinators and Heads
of Schools to form the basis for subject enhancement and recognition of excellence in teaching.
Schools report on their evaluation data; highlighting good practice and documenting how problems
have been addressed. You can view a summary of survey results via the Student Portal SES Results
(https://student.csu.edu.au/study/subject-experience-survey-results) page.
We strongly encourage you to complete your online Subject Experience Surveys. You will be
provided with links to your surveys via email when they open three [3] weeks before the end of
session.
Changes and actions based on previous student feedback

Changes have been made to this subject based on previous student feedback .
These include:
- The content has been revised to be more suitable for a variety of age ranges from Early
years, through Primary and High School
- Including more online lectures so timetabling issues are lessened.
- Making the recommended text Australian based.
Learning analytics in this subject

Learning Analytics refers to the collection and analysis of student data for the purpose of improving
learning and teaching. It enables the University to personalise the support we provide our students. All
Learning Analytics activities will take place in accordance with the CSU Learning Analytics Code of
Practice. For more information, please visit CSU’s Learning Analytics
(http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics)
website.
Data about your activity in the Interact2 site and other learning technologies for this subject will be
recorded and can be reviewed by teaching staff to inform their communication, support and teaching
practices.
Based on past analytics, changes made to the subject included <ABC> and <XYZ>.
Services and Support

Your Student Portal (http://student.csu.edu.au) tells you how you can seek services and support. These
include study, admin, residential, library, careers, financial, and personal support.

Develop your study skills
Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services. We
have services online, on campus and near you. These services can help you develop your English
language, literacy, and numeracy.
Library Services
CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journal articles, books,
and multimedia resources needed for your studies and assessments. Get the most out of these resources
by contacting Library staff either online or in person, or make use of the many Library Resource
Guides, videos and online workshops available.
CSU Policies and Regulations

This subject outline should be read in conjunction with all academic policies and regulations, e.g.
Student Academic Misconduct Policy, Assessment Policy – Coursework Subjects, Assessment
Principles Policy, Special Consideration Policy, Academic Progress Policy, Academic Communication
with Students Policy, Student Charter, etc.
Please refer to the collated list of policies and regulations relevant to studying your subject(s)
(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links to the
CSU Policy Library (http://www.csu.edu.au/about/policy) – the sole authoritative source of official
academic and administrative policies, procedures, guidelines, rules and regulations of the University.
Subject Outline as a Reference Document

This Subject Outline is an accurate and historical record of the curriculum and scope of your subject.
CSU's Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267) requires that
you retain a copy of the Subject Outline for future use such as for accreditation purposes.


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EEA202 - Managing the Classroom Environment

Subject Coordinator Diana Ganapathy

What is your subject about? A brief overview

Charles Sturt University Subject Outline

The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets out the

Subject and Assessment Schedule

Suggested study schedule Module Readings and Assessment

1 February 26 Positive Learning Environments

2 March 5 Classroom Climate

Charles Sturt University Subject Outline

3 March 12 Classroom Culture

Physical Environment and effects on behavioural approaches

5 March 26 Instructional Practice

On campus classes break

8 April 16 Behavioural Theory

9 April 23 Cognitive Behavioural Theory

Psychoeducational Theories for behaviour management

End of session round up and Practicum

Behaviour management policy and legislation

Charles Sturt University Subject Outline

Learning, teaching and support strategies

Basic expectations are that:

Recommended student time commitment

1 Personal philosophy and proactive Assignment 50% 02-Apr-2018 24-Apr-2018

2 Theoretical approaches Assignment 50% 11-May-2018 04-Jun-2018

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

How to apply for special consideration

Charles Sturt University Subject Outline

The following circumstances would not be considered misadventure:

Penalties for Late Submission

Charles Sturt University Subject Outline

Hand Delivered Submission

Student Feedback and Learning Analytics

Changes and actions based on previous student feedback

Learning analytics in this subject

Services and Support

Charles Sturt University Subject Outline

CSU Policies and Regulations

Subject Outline as a Reference Document

Charles Sturt University Subject Outline

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