Positive Behaviour Management
This course is designed to disseminate skills and knowledge around a wide area of concerns related to challenging behaviour in the school context.
*PLEASE NOTE Positive Behaviour Management will not be running for 2022-23.
Who is this course for?
Teachers working in Primary and Post-Primary Education, and others with a professional interest in education are encouraged to apply.
The taught component contains four modules, with each module containing approximately 25 hours of contact time. Those students who have attained a satisfactory level in their module assignments progress to the dissertation year. Students are required to submit their dissertation within twelve months normally. This is a research year and the student will be involved in the writing of a dissertation under the guidance of a supervisor.
Module 1: Introduction to Positive behaviour Management - 25 hours (4 X full day Saturday)
In this module participants will critically explore the following cognate areas related to Positive Behaviour Management. It will include:
- An introduction to cultural, social and psychological perspectives on learning and behaviour.
- The role of behaviour management strategies and their underpinning rationales.
- Learning and teaching and how they contribute to a positive classroom environment.
- Explore responses to serious misbehaviour.
Module 2: Co-operative Learning for Behaviour Management - 25 hours (4 x full day Sunday)
In this module participants will critically explore how Co-operative Learning (CL) supports achievement and improved classroom relationships. It will include:
- The theories that inform CL
- The basic elements of CL
- CL Methods
- Implementation of CL in the classroom
Module 3: Positive Behaviour Management for School Leaders - 25 hours (4 X full day Saturday)
In this module participants will critically explore the following cognate areas related to Positive Behaviour Management in schools:
- Outline strategies for leaders to support teachers in dealing with disruptive behaviour in their classrooms.
- Explore the process of reviewing and developing school behaviour policies and codes in line with recent legislation.
- Develop effective negotiating skills and skills for conflict resolution with adults.
- Examine some leadership theories that underpin the roles carried out by behaviour management leaders in schools.
Module Four: Implementing a Peer Mediation Programme in your School - 25 hours (4 X full day Saturday)
Theories of conflict will be introduced and critically explored. Mediation skills will be learned and practiced. A training manual will be provided for the implementation of a Peer Mediation Training Programme in schools. Teachers will develop skills both to mediate conflicts and to train students to mediate and resolve their own conflicts.
I am not teaching in a main stream school. Will this course still benefit me?
Participants come from a variety of backgrounds including, Special Schools, Early Years Education, Youthreach and Further Education as well as primary and post primary schools. It is important though that you do work in education. If in doubt contact the Strand Leader.
I am interested in applying for Senior Leadership positions in the future. How will this course benefit me?
Many graduates have progressed to Senior Leadership positions. With this in mind, one full module is dedicated to leading positive behaviour in schools. In addition, some participants choose a leadership theme for their dissertation.
I already hold a senior leadership position in my school? Will this course be pitched at a level that will challenge me?
Every participant brings their own unique experience to the course. They can engage at a level that challenges them appropriately and can set goals to suit their own professional context. Many principals and deputy principals have completed the course to date.
I have recently qualified as a teacher and am trying to upskill myself in terms of managing behaviour in my classroom. Will this course help me in a practical as well as an academic way?
Whilst academic standards are a high priority in this course, it strongly values the importance of classroom practice and much of the time in lectures is devoted to sharing practical strategies that work in a variety of contexts.
I am struggling with my classroom management at the moment and my principal has encouraged me to engage in Continuing Professional Development. Is this a course I should consider?
As the previous answer states the course strongly values the importance of classroom practice and much of the time in lectures is devoted to sharing practical strategies that work in a variety of contexts. Discussions allow a range of issues for participants to be aired and the lecturers are experienced teachers from a wide range of educational backgrounds.