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Managing a classroom can be challenging. The good news? There are strategies that work. In this micro-credential, you’ll discover how to improve your classroom culture using preventative and proactive management strategies that work best for your context. We have engaged with the research and identified a multitude of practices that can help create a safe, predictable, productive and orderly classroom. Throughout the course, you’ll add a range of invaluable practices and other resources to your teaching toolkit.

With our flexible, self-paced design, you can tailor your learning journey to fit your unique schedule and needs. This micro-credential also provides a supportive space to explore evidence-based approaches to classroom management, where you can participate in online forums, connect with other educators across ×îÐÂÌÇÐÄVlog and leave ready to lead classrooms with high learning expectations.

Our Classroom Management course is aligned to the ×îÐÂÌÇÐÄVlogn Professional Standards for Teachers at the highly accomplished level, with a focus on evidence-based strategies tailored for today's dynamic classrooms. You will investigate strategies for creating safe, predictable, productive and orderly learning environments that foster routines, build trust, cultivate a sense of community and support more engaged and productive learning. You’ll also:

• explore ways to anticipate and reduce unproductive behaviours and manage more challenging behaviours
• critically reflect on the application of different strategies in your context
• examine and refine your own practice through an optional Action Research project
• connect with an active online community for discussion and reflection
• engage with, share and contribute to a repository of relevant teaching resources 
• work toward a potential credit pathway for post-graduate study at the ×îÐÂÌÇÐÄVlog of Adelaide.

Module 1 – Creating a safe and orderly classroom culture

Module 1 summary:
In this Module, you will be introduced to the notion of a ‘safe and orderly’ classroom culture, interrogate why it is important, and explore how it can be created and nurtured. You will explore strategies that can support the effective implementation of routines, rules and expectations, the way the classroom environment can support culture, and the role of relationships and active engagement.

Module 1 learning outcomes:

• Identify and appraise key theories and research to inform the implementation of strategies to effectively create a safe and orderly classroom culture.
• Recognise and relate key elements of a classroom or school in which effective strategies are used to create a safe and orderly classroom culture.
• Assess the effectiveness of classroom management strategies in creating a safe and orderly classroom culture, considering teacher perspectives, successful approaches, and potential challenges.
• Appraise and share a relevant teaching resource to support effective classroom management.
• Apply the principles of action research to an identified problem of practice related to classroom management. (optional)

Module 2 – Addressing frequent interruptions to learning

Module 2 summary:
In this Module, you will learn what is meant by the frequent interruptions and how they impact learning, possible functions of the behaviours, and strategies you can implement to address these behaviours. You will focus on Tier 1 level supports that can help all students minimise frequent interruptions including fostering motivation and engagement, and using verbal and non-verbal strategies.

Module 2 learning outcomes:

• Identify and appraise key theories and research to inform the implementation of strategies to effectively minimise frequent interruptions to learning.
• Recognise and relate key elements of a classroom or school in which effective strategies are used to minimise frequent interruptions to learning.
• Assess the effectiveness of classroom management strategies to minimise frequent interruptions to learning, considering teacher perspectives, successful approaches, and potential challenges.
• Appraise and share a relevant teaching resource to support effective classroom management.
• Apply the principles of action research to an identified problem of practice related to classroom management. (optional)

Module 3 – Building positive and inclusive practices

Module 3 summary:
In this Module, you will revisit the notion of inclusive education and explore strategies you can use to create an inclusive classroom culture. You will focus on supporting learning and wellbeing outcomes for students with a diverse range of needs, and look at the way targeted interventions can be used to support students who may require additional help to meet classroom and school-wide behaviour expectations.

Module 3 learning outcomes:

• Identify and appraise key theories and research of classroom or school environments in which positive and inclusive classroom management practices are evident.
• Recognise and relate key elements of a classroom or school in which positive and inclusive classroom management practices are evident.
• Assess the effectiveness of classroom management strategies in creating a positive and inclusive classroom environment, considering teacher perspectives, successful approaches, and potential challenges.
• Appraise and share a relevant teaching resource to support effective classroom management.
• Apply the principles of action research to an identified problem of practice related to classroom management. (optional)

Module 4 – Managing escalations in behaviour

Module 4 summary:
In this Module, you will learn what escalations in behaviour are, how they can impact learning, and some strategies you can use to support students and manage escalations in behaviour. You will focus on identifying underlying functions that sit behind challenging behaviours, understanding the seven phases of escalations in behaviour, and responding appropriately as behaviour begins to escalate.

Module 4 learning outcomes:

• Identify and appraise key theories and research to inform the implementation of strategies to effectively manage escalations in behaviour.
• Recognise and relate key elements of a classroom or school in which effective strategies are used to manage escalations in behaviour.
• Assess the effectiveness of classroom management strategies in addressing escalations in behaviour, considering teacher perspectives, successful approaches, and potential challenges.
• Appraise and share a relevant teaching resource to support effective classroom management.
• Apply the principles of action research to an identified problem of practice related to classroom management. (optional)
   

The micro-credentials are designed for ×îÐÂÌÇÐÄVlogn-based school teachers (early years, primary and secondary), school leaders, other education professionals within the school setting and pre-service teachers.

This micro-credential aims to enhance the overall quality and impact of your instruction. By bolstering your capacity to create quality learning environments, you are likely to increase your focused time for teaching and learning, foster mutual respect in your classrooms and improve student engagement. The strategies in this course will support you to establish positive relationships with your students, create opportunities for them to learn, grow and thrive and collectively enjoy a greater sense of wellbeing. You will feel prepared and assured to support learning with access to a well-structured repository of resources and a framework for creating quality learning environments. Completing this micro-credential can also count towards the annual 20-hour requirement for maintaining your teacher registration.

A safe, well-managed learning environment helps students feel secure, understood and supported. This fosters strong relationships, self-confidence, a sense of engagement and belonging and a more positive attitude toward learning. In turn, students engage more deeply in their learning, which leads to better learning and wellbeing outcomes.

While ×îÐÂÌÇÐÄVlogn schools often have comprehensive behaviour plans in place, their true success depends on consistent and effective implementation by teachers and school leaders. This means educators must be equipped with practical tools and skills to engage with students, understand their behaviour and respond appropriately—precisely what this micro-credential supports. School leaders can use the micro-credential to support implementation of a whole-school approach to classroom management by encouraging their teachers to undertake the micro-credential together. The readings, tasks and strategies can form the basis for ongoing critical conversations of professional learning teams to share practice. 

In 2022, the Quality Initial Teacher Education Review suggested that short courses could help teachers to upskill, particularly in areas where they feel underprepared, such as managing classrooms, using explicit teaching strategies, and teaching phonics. In response, the ×îÐÂÌÇÐÄVlogn Government has selected the ×îÐÂÌÇÐÄVlog of Adelaide to develop evidence-based micro-credentials so that teachers in all stages of their careers can upskill in these areas of need with minimum disruption to their work capacity.