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This is a 100 level compulsory course that requires students to focus on developing and extending inter and intra personal skills to enable them to establish and maintain effective professional relationships. The course models experiential learning theory in its delivery and in developing these skills.
Continue identifying moral and ethical aspects embedded in professional role of the teacher, their responsibility to diverse learners, their learning and the mana of Maori learners and culture with classroom context.Demonstrate effective communications skills through ability to reflect critically on personal verbal and non-verbal communication that can support or impede communication in learning interactionsDemonstrate ability to model the skill of active listening and the skill of confronting with dignity any unacceptable behaviour and mediating in a conflict of needs that arise in the school context.Demonstrate understanding of choices when resolving in a conflict of valuesIdentify the strengths and weaknesses of their learning /working styles within professional contexts in relation to the principles, values and key competencies needed for teaching the NZ Curriculum.Clarify the existing ideas about the contribution of reflective practice to the teaching and learning process.
Alison Ayrton
Jenny Smith
READING AND RESOURCES1. Required ReadingReadings provided in class.2. Recommended ReadingsBolton, R. (1986). People Skills. Australia: Simon & Schuster.Buzan, T. (1988). Make the Most of Your Mind. London: Pan.Coles, R. (1997). The Moral Intelligence of Children. London: Bloomsbury Publishing.Cornelius, H., & Faire, S. (1989). Everyone Can Win: How to Resolve Conflict.Australia: Simon & Schuster.Crum, T.F. (1987). The Magic of Conflict. New York: Avon.Csikszentmihalyi, M., & I. (1990). Flow: The Psychology of Optimum, Experience. New York: Harper and Row.Csikszentmihalyi, M. (1993). The Evolving Self: A psychology for the third millennium. New York: Harper Collins.Englander-Golden, P., & Satir, V. (1990). Say it straight. Palo Alto, California, USA: Science and Behaviour Books.Feuerstein, R. (1980). Instrumental Enrichment. Baltimore: University Press.Gardner,H. (1991). The Unschooled Mind. USA: Basic Books.Gardner,H. (1993). Multiple Intelligences. Theory in practice.USA: Basic Books.Gardner,H. (1989). To Open Minds. USA: Basic Books.Gardner,H. (1993). Creating Minds. USA: Basic Books.Ginott, H.G. (1972). Teacher and Child. New York: Avon.Glasser,W. (1986). Control Theory in the Classroom. New York: Harper & Row.Goleman, D. (1995). Emotional Intelligence. New York: Bantam Library.Gordon, T. (1974). T.E.T. Teacher Effectiveness Training. New York: Peter H. Wyden.Gross, R. (1991). Peak Learning. Los Angeles, CA: Jeremy P Tarcher.Harrison, J. (1993). Understanding children – towards responsive relationships. Victoria, Australia: ACER.Healy, J. (1987). Your Child’s Growing Mind. New York: Double Bay.Healy, J. (1990). Endangered Minds. New York: Simon Schuster.Hunter, D., Bailey, A., & Taylor, B. (1992). The Zen of Groups. Auckland NZ: Tandem.Jensen, E. (1988). Superteaching. USA: Turning Point.Kohn, A. (1993). Punished by Rewards. New York: Houghton Mifflin Company.Kolb, D. (1984). Experiential Education. New Jersey: Prentice & Hall.McCarthy, B. (1983). 4 Mat in Action. USA: Excel Inc.Manthei, M. (1981). Positively Me. Auckland, NZ: Methuen.Manthei, M. (1990). Decisively Me. Auckland, NZ: Heinemann Reed.Metge, J. & Kinloch, P. (1984). Talking Past Each Other. Wellington, NZ: Victoria University Press.Perkins, D. (1995). Outsmarting IQ: the emerging science of learnable intelligence. New York: Simon & Schuster Inc.Perkins, D. (1992). Smart Schools: Better thinking and learning for every child. New York: Simon & Schuster Inc.Pike,G., & Selby, D. (1988). Global Teacher, Global Learner.London: Hodder and Stoughton.Satir,V. (1976). Making Contact. California, USA: Celestial Arts.Seligman, M.E.P. (1995). The Optimistic Child. Australia, NSW: Random House.Smith, A.B., Inder, P.M., & Ratcliff,B. (1995). The Nature and Context of Children’s Conflicts. New Zealand Journal of Educational Studies. Vol.30,2 pp103-117.Smith, A.B., Barraclough, S., & Sutcliffe, R. (1996) Young children’s conflicts and teachers perspective’s on them. Dunedin, NZ: Children’s Issues Centre Manawa Rangahau Tamariki.Sternberg, R. (1996). Successful Intelligence. New York: Simon & Schuster.Weeks, D. (1992, 1994). The Eight Steps to Conflict Resolution. New York: Putman.
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
This course is a competency based course. Active listening and confronting assessment items are formatively assessed and documentation completed. A minimum of ‘At expected level’ will be required for aspect of extended understanding. A pass is required for each assessment item to enable a pass for final grade.
As the course is experiential and it sequentially develops concepts and skills on which the formative assessment is based, attendance is required at all sessions. In the event of an absence you will be required to supply a medical or other relevant evidence of special circumstances.
Students will be encouraged to provide on-going formative evaluations to staff. The course will also be formally evaluated in accordance with the cycle set out in the qualification Moderation Action Plan.
This course will be internally moderated in accordance with the processes adopted by the College of Education.
Work is late if it is handed in after the due date, without an extension having been granted. Lecturers reserve the right not to mark work that is handed in late.
N/A
Informed participation: sufficient to meet a self-challenging level of the collaboratively determined achievement criteria.
Extensions are reserved for exceptional circumstances only and need to be made in writing to the course co-ordinator before the due date of the assessment.
No resubmissions unless a minor detail needs to be dealt with.
Aegrotat regulations make it unlikely that an Aegrotat Pass can be awarded for Inter and Intrapersonal Communication Skills course unless there are extreme extenuating circumstances.
Work will be submitted to lecturer on final day of course and collected from the College office, Orakipaoa.All ‘FLO’ students’ assignments will be returned by post.
Domestic fee $162.00
International fee $736.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .