EDUC23101 Managing the Secondary Classroom Environment

TASK DETAILS

The purpose of this task is to give students an opportunity to analyse their own professional practice and conduct
action research in their area of primary specialisation, also called ‘practitioner based research’. This task provides
students the scaffold and opportunity to write a research proposal for their intended future research project. This task
aligns with Learning Outcome #01.
Specific details and guidelines will be provided in lectures and tutorials and on Moodle.

THEN – while on your final placement in your final year, you will conduct this practitioner-based research project
that flows from the research proposal you have created for this assessment. When you return from that final placement
in your final year, you will write up a report, employing your literature review and results and present the same in a
tutorial session. The relevant information about collecting the data, writing the report and presenting to a tutorial
session will be provided in two units in your final year of the course.

NOW – for this assessment, you will prepare a proposal for the practitioner-based research project that will be
conducted in your final year. This proposal is the assignment for this section of your current course.

Submission: All students are to submit this assessment through the Turnitin assessment submission portal on
Moodle.

TASK DETAILS

This task involves three parts: create a role-play, based on unit content, that portrays a classroom management scenario
handled poorly and handled well; then, outline and justify the model and theories that were applied in the roleplay.
*There is choice in regards to the balance between the audio/visual presentation and the written section.

Part A: Role-Play

Produce a role-play (5-10 min) focusing on a poorly handled classroom management incident (or incidents) that you have
experienced, witnessed or heard about. The role play will be in two halves: the first demonstrating the issue/s being
handled in an unsatisfactory manner and the other demonstrating what you consider to be appropriate techniques.

The role-play should be based on material covered in class: for example, techniques within the Developmental
Management Approach could include hinting for personal and communal responsibility, recognition, use of assertive
language, and after-class discussion, etc. The presentation should also include some elaboration of the theoretical
perspectives of the behaviour/classroom management issue and techniques chosen.

Students may work either individually or in pairs. Students may utilise others outside their group to be part of their
presentation. Where students elect to work in groups of two, the submission is to be uploaded by ONE person, the person
whose surname is alphabetically first.

Students may choose to present their role-play in one of the following ways:

• live to the class OR
• via video, uploaded to Kaltura. If a video is being submitted, it must be uploaded through Kaltura. If the
  presentation is live to the class, it is to be presented during our regular lecture time on Thursday, Week 12.
• via an audio play, uploaded to Kaltura.

See the rubric for specific assessment criteria. This rubric will be applied with the following perspectives in mind:

•  the number of concepts/approaches/ideas covered in class that have been incorporated into the role-play;
• the depth of understanding displayed, both in a practical and theoretical sense, of the key concepts covered;
• knowledge demonstrated of the theorists we have covered through the Semester in this unit;
• a clear contrast between negative and positive ways of dealing with the behaviour/s;
• the effective use of time, without unnecessary ‘fillers’.

Part B: Identification of the theories

In addition to the role-play, students are required to submit a 500-word summary of the theories that have been
incorporated into the role-play. A potential layout for this summary is:

TASK DETAILS

Details of the professional experience assignment, including the marking rubric, will be provided during the unit and, more
particularly, at the professional experience briefing to be held in Week 13 and will be placed on PebblePad. All on campus,
students need to be in attendance for this lecture. See the lecture schedule.

This task aligns with Learning Outcomes #02 and #04.

Submission: This is completed and submitted through PebblePad.

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