| CODE | IAL1001 | |||||||||
| TITLE | Basics to Inter- and Intra- personal Skills in the Classroom | |||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 2 | |||||||||
| DEPARTMENT | Inclusion and Access to Learning | |||||||||
| DESCRIPTION | This introductory study-unit invites students to address personal values, attitudes and beliefs necessary for a vocational caring career, as well as basic interpersonal skills in the field of inclusive education. It intends to help students understand the processes which are generally experienced by most groups and teams as well as to equip the participants with some of the basic skills that are necessary in order to facilitate daily interaction with others. It is also intended to familiarise students with a basic idea of what happens in groups. Moreover, it will help students practice and analyse some of the basic important skills that are necessary in order to function effectively as members of a group and/or team. Students will also be helped to understand how to cope with diverse situations within inclusive settings, as well as be introduced to the basics of teamwork. The method of learning and training is experiential, since it is the objective of this study unit to emphasize on learning skills and not simply learning about them. It is therefore assumed that participants would practice the skills described above outside the training group as well. The objective is to help students understand how these skills are practiced in context. Study-Unit Aims: The aim of this study-unit is to facilitate an exploration of introductory inter and intrapersonal processes that guide Learning Support Educators' motivations, performance and interaction within the school environment. It also aims to introduce communication processes by which teaching and learning can be more effective within the context of its socio-emotional and cultural roles and educative functions. The study-unit aims to experientially develop a sensitivity towards one's interpersonal and intrapersonal issues and motivations, and a reflection of their impact on educational careers. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - describe the basics of teamwork; - demonstrate awareness of the need for continuous personal growth; - describe communication skills, which will enable the future caring professional to work, better and more effectively with pupils, parents and other colleagues; - describe and discuss the processes in groups setting and within teams; - describe the diverse roles people have within a group; - demonstrate some of the basic important skills necessary for effective functioning as group/team members; - reflect on personal needs, values and decision-making styles, strengths, feelings and motivations. 2. Skills By the end of the study-unit the student will be able to: - reflect and evaluate personal motivations for choosing the educational field as their area of profession; - address positive self image, self confidence; - use basic skills necessary to facilitate daily interaction with others; - utilise techniques of how to deal with pupils, parents and colleagues; - demonstrate some of the basic skills necessary to facilitate daily communication appropriately. Main Text/s and any supplementary readings: Original handouts and exercises given during session. Reading List: - Ayers, H., & Gray, F. (2013). Classroom management: a practical approach for primary and secondary teachers. Routledge. - Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The Promotion of Emotional LIteracy through PSD - The Maltese Experience. In Pastoral care in education: An international journal of personal, social and emotional development, 30(1), pp. 19-37. - Dewey, J. (1938). Experience and education. USA: Simon and Schuster. - Frankl, V. (1959). Man’s search for meaning. USA New York: Pocket Books. - Goleman, D. (1996). Emotional intelligence; why it can matter more than IQ.UK: Bloomsbury Publ. Comp. - Gordon, T., & Burch N. (2003). Teacher effectiveness training (T.E.T.) (2nd Ed.) NY: Third Rivers Press.Harris, A. T. (1970). I’m OK- you’re OK. UK: Pan Books Ltd, London. - Hamilton, Mark (2011). Inner Circle Secrets. The Neothink®Society. - Hromek, R. & Roffey, S. (2009). Promoting social and emotional learning with games: It's fun and we learn things. Simulation and Gaming, 40(5), 626-644. - Humphrey, N., Lendrum, N., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary school: national evaluation. UK: Department for Education. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR049.pdf. - Roffey, S. (2006). Circle time for emotional literacy. London: Paul Chapman Publishing (SAGE). - Watson, D. & Clocksin, B. (2013).Using sport and physical activity to teach personal and socialresponsibility. Champaign, IL: Human Kinetics. - White, M. (2009). Magic Circles: self esteem for everyone in circle time. London: Sage Publications. Yalom, I. (1992). When Nietzsche wept. New York: Harper Perennial. |
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| STUDY-UNIT TYPE | Lecture | |||||||||
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| LECTURER/S | Amanda Bezzina Ruth Falzon (Co-ord.) Jahel Vancell Sylvana Zammit Pulo |
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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 2023/4. It may be subject to change in subsequent years. |
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