Promoting Positive Student Behaviour in Educational Contexts

Equip yourself with the knowledge and skills to develop and implement programs that promote positive behaviours in school and manage challenging classroom behaviour. Through engaging with theories and strategies you will learn how to provide students with challenging behaviours the opportunities to learn how to interact more appropriately in class.

Module 1 - Promoting Positive Student Behaviour

This Shorter Form Credential (SFC) is designed to provide participants with the knowledge and skills required to develop and implement strategies and programs for the promotion of positive behaviours in schools. Student behaviour problems will be examined from the individual, group, and system perspectives and theories and strategies designed to change behaviour will be presented, including information on how the brain influences behaviour.

The SFC consists of the following five topics:

  1. Developing a supportive school environment: The general goal of this topic is, firstly, to introduce you to the literature on ‘effective’ or ‘successful’ schools and, secondly, to discuss the factors that differentiate them from less effective or less successful schools.
  2. Developing a positive school climate: The general goal of this topic is to introduce you to the range of different theoretical positions on managing student behaviour from those that adopt a strong behavioural focus through to those that focus on building relationships, either at a personal level and/or the systems level.
     
  3. Developing a supportive classroom environment: The general goal of this topic is to introduce you to students’ psychological needs in learning and the consequences that can result when these needs are not met. Establishing guidelines for acceptable behaviours and identifying specific rules will also be presented and discussed.
     
  4. Fostering interpersonal and helping relationships: The general goal of this topic is to introduce you to the different types of cooperative learning approaches referred to in the literature, the academic and social benefits that accrue, and the strategies you can use to facilitate this type of learning.
     
  5. Dealing with bullying and harassment: The general goal of this topic is to introduce you to a number of definitions of bullying, the different ways it manifests itself, and some strategies for dealing with bullying in schools.

​This SFC been developed in response to a need that has been identified by teachers and educational personnel who are confronted with a variety of challenging behaviours from refusal to participate in school activities through to students who are very disruptive and aggressive towards other students and school personnel. Research clearly indicates that managing students' behaviours in school is complex as a number of factors such as the curriculum, teacher-student relationships, peer group interactions, and school routines need to be considered.

Additionally, recent advances in educational neuroscience have identified that students capacities to regulate their behaviours often does not occur until their early to mid-twenties, contributing to bouts of impulsive and dis-regulated behaviour in some students.

This SFC will provide teachers and educational personnel with the knowledge and skills needed to work constructively towards promoting positive behaviour in students.

View the electronic course profile here.


Course details
Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount. 

    Online / External / Self-paced
   3 months 
   Earn 1.0 units of credit towards professional development 

Prerequisites: Undergraduate qualification

If you are a UQ Alumni or are enrolling with a groups of five or more teachers
Apply here 
All other applicants
Apply here 

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Module 2 - Strategies for Managing Challenging Classroom Behaviours

This SFC is intended for teachers and other educational personnel working in schools to provide them with the knowledge and skills needed to be able to implement applied behaviour analysis techniques in dealing with students with challenging behaviours.

Many of the principles and techniques discussed in this SFC will be familiar as many teachers use these techniques in their everyday interactions with the students in their classrooms. When teachers praise or hand out certificates (as examples) they are using strategies derived from the applied behaviour analysis research. These techniques are generally effective in establishing and maintaining an effective classroom behaviour, however this is not applied behaviour analysis as the choice of techniques does not depend on a prior analysis of the variables that are eliciting or maintaining the challenging behaviour.

Behaviour analysis utilizes the principles of behaviour that have been developed through a process of systematic, objective observation. These principles have been incorporated into behaviour change procedures which are designed to modify behaviour in one of several directions: increase, decrease, extend, or maintain the rate or duration of a particular behaviour. 

After completing this SFC, students should be able to: 

  • Demonstrate an understanding of the principles of applied behaviour analysis and the terminology that is used to identify particular behaviours.
  • Demonstrate an understanding of how the principles of applied behaviour analysis have been incorporated into behaviour change procedures which are designed to modify behaviour by increasing, decreasing, extending, or maintaining the rate or duration of a particular behaviour.
  • Demonstrate an understanding of the different strategies that can be taught to students to help them manage their behaviours.
  • Understand the importance of using only evidence-based applied behaviour analysis strategies.
  • Understand how the brain influences behaviour.

 View the electronic course profile here.


Course details

Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount. 

    Online / External / Self-paced
   6 months 
   Earn 1.0 units of credit towards professional development 

Prerequisites: Undergraduate qualification

If you are a UQ Alumni or are enrolling with a groups of five or more teachers

Apply here

All other applicants

Apply here

 

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Get in touch.

If you have any questions about this course please get in touch with Professor Robyn Gillies 


Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount.