Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module will focus on the necessary conditions to create a caring climate in secondary level education with particular emphasis on restorative approaches to support learning. By exploring knowledge, skills, attitudes and understanding the module aims to support teachers to recognise and appreciate diversity, to engage collaboratively and build transformative relationships with other partners in the education process - students, parents, staff etc. Learning to facilitate student and teacher well being and to respond proactively to situations of conflict will also feature. Students will be expected to attend and contribute to lectures, actively participate in support tutorials and reflect with action on the connections between this module and teaching practice placement. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Evaluate the necessary conditions for the creation of a caring classroom climate that supports student learning and engagement 2. Appreciate the complexities of the modern post-primary school and the extended roles and responsibilities of the teacher. 3. Articulate a critical and ethical understanding of a diverse student population and evaluate practices, policies and strategies required to support them. 4. Explore the wider role of the teacher and the whole school in relation to the benefits to learners, parents and the community. 5. Engage collaboratively with colleagues and other partners in education with a view to reflecting on and enhancing the relationship dimension of teaching and learning in the school context 6. Introduce students to the professional code of conduct for teachers and some of the ethical considerations in working with students | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Indicative Syllabus-A mindful restorative approach to teaching – developing the process of skilled AWARENESS for wellbeing of self and others -Choosing My THINKING Paradigm on Relating to Others -The Biology of FEELING/EMOTIONS and staying in the BODY -Classroom Practice: Informal ways of DOING Restorative Practice -Whole School approaches (WSA) to Restorative Approaches | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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