UNDERSTANDING AND MANAGING BEHAVIOURS IN A LEARNING ENVIRONMENT

Understanding and Managing Behaviors in a Learning Environment

Unit Reference Number D/618/2819 Unit Title Understanding and managing behaviours in a learning environment Unit Level 5 Number of Credits 6 Guided Learning Hours (GLH) 20 Total Qualification Time (TQT) 60 Mandatory / Optional Optional Sector Subject Area (SSA) 13.1 Teaching and lecturing Unit Grading Structure Pass/Fail

Unit Aims

The unit aims to enable learners to manage behaviors in a learning environment. It includes understanding the characteristics and impact of behaviours in the learning environment, related legislation, and organisational policies. It also includes promoting behaviours that contribute to a purposeful learning environment, managing disruptive behaviours, and evaluating own practice in managing behaviours in a learning environment.

There is a requirement for assessed observations of practice for this unit.

Learning Outcomes, Assessment Criteria and Indicative Contents

Learning Outcomes –the learner will:

1. Understand the characteristics and impact of behaviours in a learning environment. Assessment Criteria –the learner can:

1.1 Analyse behaviours that can occur in a learning environment. 1.2 Analyse potential factors contributing to behaviours in a learning environment.

1.3 Analyse the impact of behaviours on a learning environment.

2. Understand legislation and organisational policies relating to managing behaviours in a learning environment 2.1 Analyse legislation relating to managing behaviours in a learning environment. 2.2 Analyse organisational policies relating to managing behaviours in a learning environment. Indicative Content

• Group behaviours, e.g. group dynamics, hierarchies, group size, control, shared ownership, Tuckman’s group formation, Belbin’s team roles, respect and valuing each other, mixing skills and abilities, opportunities for working with others, peer teaching, behaviour agreement. • Environment: location, layout, lighting, ventilation, risk assessment, appropriately maintained, equipment checks, appropriately experienced and qualified staff, positive use of authority, action against discrimination, actively engaging, structured and purposeful. Meeting regulatory, legal and awarding organisation requirements; evolution and development of inclusive learning; technologies to enable inclusive learning, theories and models of communication, application of theories and models of behaviour management to teaching and learning, theories and models of behaviour management as this relates to individuals and groups, theories of learning and their applications, application of learning theories to teaching and learning, application of theories and models of communication to education and training. Theories of teaching and learning: e.g. Laird’s Sensory theory; Bloom’s Domains of learning; Gagne’s Conditions of learning; Maslow’s Hierarchy of Needs; Kolb’s Experiential theory; the Peter Principle; Skinner’s 52

Behaviorist theory; Rogers’ Humanist theory. Management through motivation, Herzberg’s Motivational Theory. Experiential learning; kinas the tic principles; multisensory models; taxonomy of learning; mastery learning; scaffold learning; actively engaging in learning process. Facilitating feedback, observation, monitoring of outcomes, evaluation, inclusion of feedback into review cycle, identification off ture goals and objectives resulting from learning activities.

3. Be able to apply the ories of management.

4. Be able to evaluate own behaviours in a learning environment. 3.1 Analyze theories of behaviour behaviour management to management. create and maintain a 3.2 Establish a purposeful learning purposeful learning environment. Environment 3.3 Explain how own practice in creating a purposeful learning environment has taken account of theories of behavior 4.1 Analyze the effectiveness of own practice in managin practice in relation to managing behaviours in a learnin environment. 4.2 Identify own strengths and areas for improvement in relation to managing

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met

All 1 to 4 Assessment criteria to be covered

Type of assessment All ACs under 1 to 4 Case Study Assessment parameters 3500 words

Indicative reading list

Cowie H (2008). Managing violence in schools: a whole-school approach to best practice. London.

Cullen, R., Harris, M., Hill, R.R. and Wemer, M. (2012). Learner-Centered Curriculum: Design and

Implementation. Jossey-Bass Duckworth, V. and Tummons, J. (2010). Contemporary Issues in Lifelong

Learning. OU Press

Paul Chapman Cowley S (2010). 4th Ed. Getting the Buggers to Behave. London. Continuum Felder D (2007).

Reasoning Skills for Handing Conflict. Tallahassee. Wellington Press Leaman L. (2003). Managing Very

Reece I and Walker S (2007). Teaching, Training and Learning: A Practical Guide. London.

Wenger, E. (2000). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.