EEA202 Managing the Classroom Environment

Student Name Lachlan wilson

Student Number 11686594
Date Due Assessment 1: 22 March
Date Submitted 24/3/21
I Lachlan Wilson confirm that this work is my own. I have acknowledged the work or ideas of
other authors within the assignment and that the work has not been submitted for any other
assignments.
Assessment Mark Satisfactory/Unsatisfactory
Marker: Date
Comments

Assignment 1: Dot Point Summary

Criteria
Dot points summarise the key
information relevant to
Assessment 2 based on lectures,
readings and tutorial material
from weeks 1, 2 and 3. These
points focus on the preventative
practices used by the teacher to
develop a positive classroom
environment to support the
diverse students’ academic, social
and emotional development,
including organisational and
instructional strategies and
effective verbal and non-verbal
communication strategies.
The Dot Point
Summary MUST include
references to theory, the Lyford
model, AITSL National Teaching
Standards (1.1, 3.5, 4.2 and 4.3)
and include references and
information from the text,
lectures, tutorials and relevant set
readings.
Satisfactory
Dot points summarise key
information relevant to
Assessment 2 based on lectures,
readings and tutorial material
from weeks 1, 2 and 3. These
points focus on the preventative
practices used by the teacher to
develop a positive classroom
environment to support the
diverse students’ academic, social
and emotional development,
including organisational and
instructional strategies and
effective verbal and non-verbal
communication strategies.
The Dot Point Summary includes
references to theory, the Lyford
model, AITSL National Teaching
Standards (1.1, 3.5, 4.2 and
4.3) and incorporates references
and information from the text,
lectures, tutorials and relevant set
readings
 Unsatisfactory
Dot points do not address or make
insufficient reference to key
information relevant to Assessment
2 based on lectures, readings and
tutorial material from weeks 1, 2
and 3. Points do not address or
make insufficient reference to the
following: the preventative
practices used by the teacher to
develop a positive classroom
environment to support the diverse
students’ academic, social and
emotional development, including
organisational and instructional
strategies and effective verbal and
non-verbal communication
strategies.  The Dot Point
Summary does not include or has
insufficient reference to theory, the
Lyford model, AITSL National
Teaching Standards (1.1, 3.5, 4.2
and 4.3) and neglects or makes
insufficient use of references and
information from the text, lectures,
tutorials and relevant set readings.

Academic literacy Demonstrates sound standards of Repeated errors with literacy

Academic referencing uses APA
7th edition.
Complies with word limit (+/-
10%).
literacy with no/minor errors in
spelling, punctuation or grammar.
References (>4) reflect subject
material (text, lectures and
tutorials) from weeks 1, 2 and 3.
Referencing adheres to APA 7
ed.; word count is within (+/-
across spelling, punctuation, and/or
grammar. Limited (<4 references)
or no references to text, lectures
and tutorials from weeks 1, 2 and 3
evident. APA 7th ed. referencing
has significant ongoing errors or
has not been completed. Does not
10%). adhere to word count (+/- 10%).
References
AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from AITSL:
https://www.aitsl.edu.au/

Claessens, L. C., van Tartwijk, J., van der Want, A. C., Pennings, H. J., Verloop, N., den Brok, P. J., &
Wubbels, T. (2017). Positive teacher-student relationships go beyond the classroom,
problematic ones stay inside. The Journal of educational research (Washington, D.C.).

Egeberg, H. M. (2016). Classroom management and national professional standards for teachers: a
review of the literature on theory and practice. Australian Journal of Teacher Education.

John De Nobile, G. L.-K. (2017). Positive Learning Environments: Creating and Maintaining Productive
Classrooms. Cengage Learning Australia.

NSW government. (2021, Jan 21). Managing the classroom. Retrieved from NSW government:
https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-
and-accreditation/strong-start-great-teachers/refining-practice/managing-the-classroom

Parsonson, D. B. (n.d.). Evidence-based Classroom Behaviour Management. Ministry of Education:

Special Education, Hawkes Bay Region, 2012.