Creating supportive learning environments through low and high-tech evidence-based positive behaviour support practices

When:6 Jun 2018, 9am - 4pm
Venue:Room 119, John Goodsell Building, UNSW
Who:A/Prof Terry Cumming
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Creating supportive learning environments through low- and high-tech evidence-based positive behaviour support practices

Managing student behaviour in the classroom is one of the biggest challenges for both new and veteran teachers. There is an increasing call for the use of evidence-based practice in education; at the same time, technology integration is a priority. While the research on using mobile technology in the classroom is still at its early stages, initial studies are promising, and show positive results in the areas of communication, content area mastery, and student motivation. It would seem then, that the solution for teachers would be to integrate technology into know evidence based practice in classroom management. Positive Behaviour Interventions and Supports (PBIS) is a mulit-tiered school- and classroom-wide system of evidence based practices to support student behaviour. This short course will use a combination of lecture, online, and hands-on activities to give teachers both low-tech and high-tech evidence-based tools to create supportive classroom environments that proactively support students in behaving appropriately. Course Outcomes You will learn how to: 1. Design a set of positive behavioural expectations 2. Use a matrix to teach behaviour 3. Create routines and procedures that support student success 4. Use positive reinforcement effectively 5. Set up a contingency-based system 6. Implement student-created technology-enhanced social skills lessons 7. Assess student behaviour 8. Using data to make decisions on behavioural interventions and create an intervention plan

A/Prof Terry CummingAbout A/Prof Terry Cumming

Dr Terry Cumming is an Associate Professor in Special Education at UNSW Australia. Her research interests include: students with emotional and behavioural disorders, transition, and technology in the classroom. Her publications include co-authored books, book chapters, journal articles and national and international conference papers. Prior to her university and research work, Dr. Cumming has many years’ experience as a special educator and behaviour mentor in the United States.

NESA logoCompleting this workshop will contribute 6 hours of NESA Registered Professional Development addressing Standards 2.6.3 and 4.3.3 from the Australian Professional Standards for Teachers towards maintaining Highly Accomplished Teacher Accreditation in NSW.

**Please note that attendance for all hours is mandatory in order to receive accreditation. No partial attendance will be able to receive accreditation, so please plan your travel and commitments accordingly.

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