You will explore approaches to managing the variety of learning behaviours in the learning environment and identify how to best respond to these. You will consider current research informed perspectives on behaviour as well as policy and best practice recommendations and professional codes of practice as they relate to you own circumstances. You will consider a range of approaches and responses to managing behaviours that relate to your own subject specialism/learning environment including approaches utilising both behaviour modification and emotional and developmental frameworks in order to review your own thinking and professional practice and with the overall aim of supporting learners and improving the quality of their learning.

LLUK PROFESSIONAL STANDARDS
Values and commitments included in this module:
AS1; AS2; AS3; AS4; AS5;
BS1; BS2; BS3; BS4; BS5;
Standards included in this module:
BK1.2; Bk1.3; Bk2.3; BK2.5; BK2.6; BK4.1; BK5.2;
BP1.1; BP1.2; BP1.3; BP2.2; BP3.4; BP4.1; BP5.2;

Learning outcomes will be assessed through a portfolio containing:
1. A written assignment using key issues from the literature and policy documents on managing behaviour to review aspects of your professional practice in this area. 50% (LOs 1,2,3,4) (2000 words)
2. Teaching File elements comprising evidence of managing and responding to learner behaviours: a series of at least four session plans and evaluations for a group that you teach showing evidence of planning for and reflecting on behaviour management; two one page word learner profiles outlining the behaviour management issues presented by these two learners; an observation report from Mentor/Tutor. (50%) (LOs 4,5,) (2000 word equivalent)

All assessment tasks must be passed at a minimum grade point 4.

Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.

During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

ARMITAGE, A., BRYANT, R., DUNNILL, R., HAYES, D., HUDSON, A., KENT, J., LAWES, S. AND RENWICK, M. (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
HMI/OFSTED (2005)Managing Challenging Behaviour, London, Ofsted
TURNER, G, DAWN, T. AND HARKIN, J. (2000) Teaching Young Adults: A Handbook for Teachers in Post-Compulsory Education, London, RoutledgeFalmer
WALLACE, S. (2002)Managing Behaviour and Motivating Students in Further Education (Teaching Handbooks) London, Learning Matters

www.thosewhocan.co.uk
www.lluk.org.uk
www.behaviour4learning.ac.uk
Times Education Supplement
Guardian
Blackboard and College VLEs