Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Classroom Mediation Skills
Module Code	ES203
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Paul King Semester 2: Paul King Autumn: Paul King
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The purpose of this module is to introduce students to the processes and skills necessary for effective interpersonal communication between educators/trainers and learners in an education and training environment. In this module students will develop the knowledge and skills necessary to support the practice of teaching and learning in an education/training setting, for example, factors influencing a positive learning environment, managing the relationship in the learning environment, mediation skills for workingwith students with special education needs,skills & competencies for the intercultural learning environment,dealing with conflict, andprofessional and personal self-care for the educator/trainer.Students are expected to attend lectures and engage in group work to share and reflect on their experience with respect to the mediation aspect of the placement practice module on the programme.

Learning Outcomes

1. Develop a reflective practice approach in working as an educator/trainer.
2. Create the appropiate conditions to maximise a positive learning environment for students in an education/training environment.
3. Employ the requisite skills to manage situations of confrontation and conflict in an education/training environment.
4. Integrate into their practice the necessary skills for working in a diverse education/training context.
5. Apply basic counselling, coaching and mentoring techniques to become a skilled helper as an educator/trainer.

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
On-line learning	20	No Description
Independent learning time	70	No Description
Group work	10	No Description
Lecturer supervised learning	24	No Description
Total Workload: 124

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

Indicative Content and Learning Activities

Indicative Syllabus.
Developing a Reflective approach to Teaching,Classroom climate & Promoting Positive Behaviour,Preventive discipline, managing the relationship in the learning environment,Mediation Skills for working with students with Special Education Needs,Teaching a difficult class - constructive confrontation,A counselling approach to teaching/education – developing the process of skilled helping,Understanding Emotional Intelligence & Promoting the development of Resiliency among students,Coaching & mentoring in the educational & training environment,Skills & Competencies for the Intercultural Classroom,Professional and Personal self care- managing stress, avoiding burnout, asking for help, developing mindfulness in practice..

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Reflective journal	Students will be required to present a learning journal reflecting on the process of how they have incorported the learning outcomes into the teaching practice element of the undergraduate programme in Education & Training	20%	Sem 2 End
Assignment	Students will be required to devise a plan of practice demonstrating the incorporation of mediation skills into their placement practice	80%	Sem 2 End

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Rogers, Bill: 2006, Classroom behaviour : a practical guide to effective teaching, behaviour management and colleague support. MAIN LENDING 371.1024/ROG,
Rogers, Bill: 2006, Cracking the hard class : strategies for managing the harder than average class. MAIN LENDING 371.1024/ROG,
Thomsen, Katherine: 2002, Building Resilient Students Integrating Resiliency Into What You Already Know and Do. MAIN LENDING 370.153/THO,
Weinstein, Carol Simon: 2007, Secondary Classroom Management. MAIN LENDING 373.11024/WEI,
Moon, Jennifer A.: 2004, A handbook of reflective and experiential learning : theory and practice. MAIN LENDING 1 WEEK 370.1523/MOO,
Levin, James.: 2007, Principles of Classroom Management: A Professional Decision-Making Model.MAIN LENDING 371.1024/LEV,
Larrivee, Barbara.: 2005, Authentic Classroom Management: Creating a Learning Community and Building Reflective Practice. MAIN LENDING 371.1024/LAR,
Kottler, Jeffrey A et al.,: 2005, On being a teacher : the human dimension. MAIN LENDING 371.1/KOT,
Kottler, Jeffrey A: 2007, Counseling Skills for Teachers. MAIN LENDING 371.4046/KOT,
DiGiulio, Robert C: 2007, Positive Classroom Management A Step-by-Step Guide to Helping Students Succeed. MAIN LENDING 371.1024/DIG,
Slavin, R. E.: 2006, Educational psychology: theory and practice. MAIN LENDING 370.15/SLA,