Outline

Overview

This unit of study provides pre-service teachers with skills to implement best practice classroom management in order to create a stable learning environment. We examine preventative strategies to minimise classroom management problems and other strategies to effectively deal with discipline problems. Students are able to increase their knowledge in establishing safe, orderly classroom environments. This UoS focuses on developing the crisis management plans that empower the students and class to work in creative, productive settings free from disrespect, fear, or intimidation. Strategies for dealing with disruptive behaviour and effective classroom management are desired outcomes.

Unit details and rules

Academic unit	Music Education
Credit points	3
Prerequisites ?	MUED1010 or MUED1005 or MUED1009 or MUED1008
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Students enrolling in this unit of study are expected to be able to read and understand music and have a genuine interest in studying how to teach and engage adolescent learners in studying music in secondary school
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	EFT: Classroom management fundamentals DET online module See Canvas for more details. #earlyfeedbacktask	10%	Week 03 Due date: 20 Aug 2025 at 23:59	30 mins	AI allowed
Outcomes assessed:
Creative work	Classroom management fundamentals DET module Podcast See Canvas for more details.	30%	Week 05 Due date: 07 Sep 2025 at 23:59	10 minutes	AI allowed
Outcomes assessed:
Written work	Problem solving exercise See Canvas for details.	20%	Week 08 Due date: 28 Sep 2025 at 23:59	in class 1 hour	AI allowed
Outcomes assessed:
Written work	Classroom management plan Written Assignment. See Canvas for more details.	40%	Week 13 Due date: 09 Nov 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Classroom Management Classroom Management Philosophy and overview of theories. NSW DoE What works best? A Critical (music education) Examination. Classroom Management Fundamentals Course and Podcast Assessment How To!	Lecture and tutorial (2 hr)
Week 02	Classroom Management in Action with a visit to Fort St Public School. How to make the most of observations during placements. Knowing your students and how they learn. Positive learning environments and routines in the primary school. Classroom management tips 101.	Lecture and tutorial (2 hr)
Week 03	Behavioural approaches to Classroom Management and Whole School approaches with visit to Fort St Public School. Assertive Discipline in focus. Assessment task 1: EFT 10% DET CM module	Lecture and tutorial (2 hr)
Week 04	Cognitive Behavioural Approaches with visit to Fort St Public School. Cognitive Behavioural Therapy (CBT). REBT and revising the ABC Model. Strategies for Self Regulation: Stop, Think Do...	Lecture and tutorial (2 hr)
Week 05	Psychoeducational Approaches with a visit to Fort St Public School. Goal Theory; Choice Theory; and other management models. Assessment task 2: 30% Podcast (10 minutes)	Lecture and tutorial (2 hr)
Week 06	Managing high school music classes. Strategies for working in dynamic classroom environments. Structuring the high school music learning environment for optimal management. What do effective classroom managers do? Styles of management.	Lecture and tutorial (2 hr)
Week 07	PBL in Focus. Preventative strategies. Designing a PBL Matrix for the Music Classroom. The acting out cycle. Getting ready for Assessment Task 3.	Lecture and tutorial (2 hr)
Week 08	Assessment task 3 in class exploring teacher behaviour management scenarios. With reference to Graduate Teacher Standards, students complete a response to the scenarios in a written format in class.	Lecture and tutorial (2 hr)
Week 09	Culturally responsive classroom management. Strategies for building relationships with Aboriginal and Torres Strait Islander students and their families. Effective communication with parents including from EAL/D backgrounds. Active listening with parents/carers. Preparing for the field trip to a high school in week 10.	Lecture and tutorial (2 hr)
Week 10	Week 10 High School Intensive field trip. Observing classroom management in action. Understanding support structures in comprehensive NSW Public High Schools. Managing Performances in Schools: Putting on a show.	Field trip (4 hr)
Week 11	Bringing it all together: Final tips on writing a Classroom Management Plan. Managing bullying. Supporting students with individual differences. Responding to and implementing student plans.	Lecture and tutorial (2 hr)
Week 12	No class in lieu of field trip in week 10 SPW	Independent study (0.5 hr)
Week 13	No class in lieu of field trip being 4 hours not 2 Assessment task 4	Independent study (0.5 hr)

Attendance and class requirements

Lecture recordings: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (CANVAS)
Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

Primary Course Text:

Nobile, J. D., Lyons, G., & Arthur-Kelly, M. (2020). Positive learning environments: Creating and maintaining productive classrooms. Cengage. https://sydney.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=39709474900005106&institutionId=5106&customerId=5105&VE=true

Week 1:

NSW Department of Education. (2023). Classroom management fundamentals e-learning. https://myplsso.education.nsw.gov.au/q/AC00440

Week 2:

Chapter 1 Positive learning environments.

Centre for Education Statistics and Evaluation. (2020). What works best: 2020 update. NSW Department of Education.

Fuller, B. (2022). Is what works best, best for music education? Australian Journal of Music Education, 54(2), 3–14.

Week 3:

Gee, J. P. (2022). Elementary General Music Teachers’ Preparation in Classroom Management. Journal of Music Teacher Education, 31(2), 55–67. https://doi.org/10.1177/10570837211062183

Oliver, R. M., & Reschly, D. J. (2010). Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders. Behavioral Disorders, 35, 188-199.

Week 4:

Chapter 6 Positive Learning Environments

Konza, D. M., Grainger, J., & Bradshaw, K. A. (2003). Classroom management : a survival guide. Thomson/Social Science Press.

Week 5:

Hepburn, L. Beamish, W., & Alston-Knox, C. L. (2020). Classroom management practices commonly used by secondary school teachers: results from a Queensland survey. Australian Educational Researcher, 48(3), 485–505. https://doi.org/10.1007/s13384-020-00402-y

New South Wales Department of Education. (2024). Behaviour and engagement. https://education.nsw.gov.au/student-wellbeing/attendance-behaviour-and-engagement

Week 6:

Mulvahill, E. (2021). 50 tips and tricks for high school classroom management. https://www.weareteachers.com/50-tips-and-tricks-high-school/

Rossman, R. L. (1989). TIPS: Discipline in the music classroom. R&L Education.

Banks, T. (2014). Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education, 5, 519-524. http://dx.doi.org/10.4236/ce.2014.57061

Week 7:

Chapter 7 Positive Learning Environments

Charles, C. M. & Senter, G. W. (2005). Building classroom discipline (8th ed.). Pearson/Allyn & Bacon.

Week 8

No readings due to assessment

Week 9:

Chapter 8 Positive Learning Environments

Arthur-Kelly, M., Lyons, G. Butterfield, N., & Gordon, C. (2006). Classroom management : creating positive learning environments (2nd ed.). Thomson Learning.

Week 11:

Lowry, J. & Spinocchia, D. (Executive Producers). (2021). The school that tried to end racism [TV series]. Screentime Pty Limited.

Week 12 and 13:

Rogers, B. (2003). Effective supply teaching: Behaviour management, classroom discipline and colleague support. Paul Chapman.

McDonald, T. (2013). Classroom Management: Engaging students in learning (2nd ed.). Oxford University Press.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand issues that inform classroom management in music teaching practice
LO2. recognise the cognitive developments unique to adolescents in relation to controlling their own behaviour
LO3. manage difficult behaviours and create a safe and productive learning environment
LO4. explore some of the major challenges associated with classroom management
LO5. demonstrate an ability to engage students effectively in the learning process
LO6. articulate possible reasons why adolescents succeed and fail in the music classroom.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been updated with authentic learning opportunities with visits to schools. Plus a first assessment to assist students with understanding current expectations of classroom management in NSW Public Schools. The course has also been modified to include secure AI assessments and earlier assessment tasks to give preparation time for PEX1. The field trip to a comprehensive public high school is longer and in SPW to avoid clashes with other academic classes.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUED2302: Classroom Management

Semester 2, 2025 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links