Study-Unit Description

Study-Unit Description


TITLE Creating Positive Learning Environments

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Early Childhood and Primary Education

DESCRIPTION In this study-unit, students teachers are introduced to a number of topics related to a formal educational setting where they will be provided with an overview of how to create positive learning environments (CPLE) at both the primary and secondary levels.

Student teachers are introduced to different ways of how they can develop various teaching skills including, intra- and interpersonal skills, good communication skills and professional practices, inclusive and effective classroom management techniques, practical and creative resources, and the use of technology-enhanced learning. Student teachers are also introduced to various approaches of instructional planning, initiatives designed to individualised/ collaborative learning, and various modes of assessment.

In this study-unit student teachers will attend a number of whole group lectures and participate in complementary small group lectures.

Study-Unit Aims:

The overall aim of the study-unit is to familiarise student teachers with aspects related to both the primary and secondary sectors of the educational system; thereby, giving them insights into teacher education which goes beyond their subject-area specialisation. It also aims to explore the complexity of the teacher's role while helping student teachers develop their unique identity, self-image and personal values as educators.

Through the conceptualising of learning and teaching, this study-unit aims to equip student teachers with the basic skills required to create a positive learning environment that supports and fosters pupils' learning and achievement. It introduces student teachers to basic matters including a variety of teaching strategies, professional and organisational skills, curriculum issues, social and emotional issues and self-reflection.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Critically assess their own personality, identity, philosophy and values, and how these can impact on the teaching-learning process;
- Describe various aspects of a teacher's role, including subject/s knowledge, communicative characteristics, organisational skills and administrative responsibilities;
- Justify the importance of creating positive learning environments also through the integration of technology enhanced learning;
- Recognise the importance of classroom management and the development of classroom management plans;
- List the teachers' responsibilities for monitoring, planning, assessing, recording and reporting teaching and learning.

2. Skills:

By the end of the study-unit the student will be able to:
- Apply different teaching approaches and strategies aimed at learning experiences that are relevant, purposeful, stimulating and engaging;
- Create positive learning environments that support learners' cognitive, emotional, social and physical development and welfare;
- Use different classroom management techniques;
- Adopt a broad and balanced curriculum to their particular context;
- Critically create effective resources and use various traditional and technology-based pedagogical tools to enhance teaching and learning;
- Communicate effectively with learners while nurturing diversity;
- Work closely and relate with other professionals, administrators and parents.

Main Text/s and any supplementary readings:

Main Texts:

- Capel, S., Leask, M., & Turner ,T. (2013). (Eds.). Learning to teach in the secondary school: A companion to school experience. (6th Ed.). London: Routledge, Taylor & Francis.
- Cremin, T., & Arthur,m J. (2014). (Eds.). Learning to teach in the primary school. (3rd Ed.). London: Routledge, Taylor & Francis.
- Lyons, G., Ford, M., Arthur-Kell, M. (2011). Classroom management: Creating positive learning environments. Australia: Cengage Australia Pty.
- Mendler, A.N. (2014). The resilient teacher. Virgina: ASCD.

Supplementary Readings:

- Black, P., Harrison, C., Lee, C., Marshal, B. and Wiliam, D. (2003). Assessment for Learning: Putting it in practice. Berkshire, UK: Open University.
- Boyd, P. , Hymer, B., & Lockney, K. (2015). Learning teaching: Becoming an inspirational teacher. Northwich: Critical publishing.
- Brunn, P. (2010). The Lesson Planning Handbook: Essential strategies that inspire student thinking and learning. New York: Scholastic Inc.
- Chappuis, J., Stiggins, R.S., Chappuis, S. and Arter, J. A. (2011). Classroom Assessment for Student Learning: Doing it right – Doing it well. (2nd ed.). London and New York: Pearson.
- Scrivener, J. (2012). classroom management techniques. Cambridge:Cambridge University.
- Serdyukov, P. and Mark, R. (2007) Writing effective lesson plans: the 5 Star Approach, New York: Pearson.

A number of other supplementary texts together with a Course Pack will be provided by the lecturers.


Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM2 Yes 100%

LECTURER/S Philip Bonanno
James Callus
Patrick Camilleri
Maria Cutajar
Tania Gatt
Joseph Vancell

The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2021/2. It may be subject to change in subsequent years.