To help students to understand and interpret personality and interpersonal behaviour. The emphasis of the course will be upon the contribution of the selected theory to self-awareness and a practical understanding of behaviour.
The theoretical framework of transactional analysis will be used to study:
• The development of personality and self-concept.
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• The structure of personality.
• Communication patterns in interpersonal relating.
• The determinants of response dispositions in interpersonal situations.
CLASSROOM BEHAVIOUR WORKSHOP Aims
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To help teachers discover the personal psychological variables which are involved in everyday school situations which create anxiety for them and others with whom they are interacting;
to provide an environment where teachers may present problems related to teaching and search for possible answers; and from the experiences evoked in pursuit of those aims to help teachers to become aware of the facilitating and constructive role which groups can play in solving problems; of the possible practical applications of psychological theory to the classroom situations;
and of the possible disorientating effects of change associated with the learning process.
• The relationship between the emotional and intellectual components (feelings and thoughts) of man and the role of communication in this relationship.
• Major elements in the learning process.
• Classroom behaviour as embodied in the discipline, punishment, classroom control, problem and non-problem students and student relationships.
• Self-concept theory.
• Staff room interaction; parents in and out of school.
GROUP WORKSHOP IN INTERPERSONAL BEHAVIOUR To provide students with the opportunity to learn more about personality, interpersonal behaviour and group processes through firsthand experience in group interaction.
Group processes, interpersonal behaviour, non-verbal behaviour, personality theory.
Aims
EDUCATION AND SOCIETY (2 hours per week) This subject occupies the three terms and comprises one two-hour class each week.
Study in this subject area is aimed at:
• assisting the induction of the beginning teacher in the secondary-technical school;
• developing an awareness and understanding of the social context within which the school is located;
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Content
• developing an awareness and understanding of some current problems and issues facing contemporary educators; and
• developing an appreciation of some strategies that have been implemented in schools/TAFE colleges to resolve these problems and meet societal demands.
A number of fundamental questions that teachers continually face in their concern for the educational and personal development of their students provide the major focus of the course; consideration of these questions is intended, through observation in schools and TAFE colleges, classwork and directed reading, to deepen understanding of the needs of students, current demands on teachers in the areas of curriculum design, implementation and reform, and recent trends in school organization.
These questions include:
• Why do we educate? The aims and purposes of education and the effects of the "knowledge explosion" and social change.
• Who shall educate? Sources of educational experiences, formal and informal.
• What shall be taught? Basic curriculum issues, including the
"total" curriculum, the "hidden" curriculum and values in classroom and school.
• How shall we educate? Issues such as indoctrination, neutrality and objectivity; authority and freedom; democracy and participation; school and classroom organization;
teacher styles.
• Where and when shall we educate? the technical-secondary system in Victoria, alternatives to schooling and the de-schooling movement.
• Who shall be educated? Equality of opportunity, the education of minority disadvantaged groups, and the rights of children and groups in society.
• What happens after compulsory education? Post-secondary education, vocational education, unemployment programs.
COMMUNICATION STUDIES (2 hours per week) A study of the major communication media used in an educational context.
Communication Studies provides a link between personal development and professional skills. The major focus of the course is on the development of an understanding of the communication process and its centrality to human behaviour in groups, classrooms, school and society, the relation between communication and learning and the fostering of skills of communication that are seen as important to the individual and to the teacher.
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Organization Term 1 comprises an examination and experience of (i) the communication media used in the educational context; and (ii) the relation between communication and learning. In Terms 2 and 3 the practical and theoretical aspects of communication are continued by focussing on at least two of the communication media listed below.
As students work in a variety of teaching-learning contexts, opportunity is provided to select the media which give an appropriate focus to their work. One unit is studied in each of Terms 2 and 3.
Medium of Title of Unit Communication
Speech Communication in Action.
Relational Communication.
Non-verbal Communication.
Visual Film Workshop, Video Workshop, Communication Photography Workshop; Studies in
the Mass Media.
Drama and Drama Workshop, Group Theatre, Theatre Theatre Workshop.
Language The Australian Language Written Word Writers Workshop
COMMUNICATION — AN INTRODUCTION (Term 1) Aims Study in this term is aimed at:
• developing an understanding of the communication process, its relation to the teaching-learning process, and its centrality to human behaviour in groups, classrooms, school and society;
• developing a critical awareness of the communication media used in an educational context;
• providing practice in communication in various contexts.
Content • The Communication Process — the nature of human communication, components of a communication situation, a relational view of communication, types of communication networks, and barriers to effective communication.
• Communication Skills — verbal skills, vocal and other non- verbal skills, listening skills, perceptual skills and interpersonal communication skills.
• Communication and Learning — credibility of the teacher, effects of communication relationships in an educational setting.
• Communication Media — the major communication media used in the school and in society.
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