Produce an insightful curation of information and resources in relation to behavior.

THIS IS A MASTER’S LEVEL PAPER:
The purpose of this folio assignment is to produce an insightful curation of information and resources in relation to behaviour. This folio will additionally help you develop your skills for practical application in the classroom. By gathering information into a folio and linking this with theoretical frameworks and practices, you are demonstrating an ability to understand and choose appropriate models for responding to and supporting a range of behaviours displayed in the learning environment. A high level analysis and rationale for including specific resources will allow you to apply different principles and practices used for establishing and maintaining a productive learning environment.

Using your skill development from Assignment 1, you will find, create or source TWO folio resources. The resources you submit need to respond to two of the corresponding scenarios below. An example of a folio resource could be the selection of a mindfulness app for an iPad and explanation on how this would be implemented in the classroom. Each item in the folio needs to have a descriptive rationale that discusses how it can be related to supporting and understanding the behaviour described in the scenario. You also need to support your rationale using the theory covered in the relevant topics. You should explain any modifications you may need to make to the resource, to effectively support the student within the scenario, whilst also critically considering their unique situation. The information below provides you with a guide to the key points to focus on. During the Assignment 2 Collaborate session, these scenarios will be discussed to assist you with the preparation and ideation for your folio.

Folio format:
-Each folio resource must be clearly labelled with the week number and topic of the scenario (listed below).
-Include all relevant information e.g. where the mindfulness app was sourced and an explanation on how this would be implemented in the classroom.
-Explain any modifications you may need to make to the resource, to effectively support the student within the scenario.
-Critically consider the student’s unique situation, whilst considering effective strategies for working inclusively and ethically with families, community and support agencies.
-Keep an eye on the word limit as you are preparing your items. While there is flexibility in the amount you write for each individual scenario, you are strongly advised to include a minimum of 750 words each.

Your folio should not just be a collection of resources, but must also include a rationale for the resource i.e. linking the resource to the specific scenario and to relevant literature. You also need to support your rationale using the theory covered in the relevant topics. If academic underpinning is not evident, then you will not pass this assignment. Utilise the expertise of your eLA to question whether the resource you have chosen to include meets the assignment criteria.
Ensure you effectively reference in-text, along with a reference list.

Scenario 1 – Relationship with self: Gerard is a seven-year-old boy who is having difficulty with his reading. When his teacher asks him to read aloud during Literacy, he begins to read at a slower pace and stumbles over words. He has started to feel really upset about it and now tries to get out of reading time by asking the teacher if he could do errands or go to the toilet. His reading is not progressing as he is leaving his readers in the book box and not taking any readers home.

Scenario 2 – Relationships with others: Janine is an eight-year-old girl at a public school in regional Australia. Her aunty and uncle have recently separated and she is very close to them and her cousins. Janine’s father has stepped in to assist with supporting the cousins. Janine is feeling left out, alone and replaced by her father’s actions. As a result, Janine has started to create controlling roles for herself and others at school by bossing friends around and taking charge in all class tasks. Her friends are starting to call her ‘bossy boots’ and she is yelling back, causing friction and upset to the classroom harmony. Her teacher has noticed her controlling behaviour and has spoken to her at length about the importance of letting others be themselves. Janine is upset about this and has started to tell her mum she doesn’t like her teacher or want to go to school.

Scenario 3 – Relationship with the curriculum: Kurt is a ten-year-old boy in an isolated community in Northern Australia. Kurt comes from an Indigenous background and he and his sisters go to the local school. The resources are low for teachers in the area and access to further education facilities is limited. Kurt is beyond his years and considered to be gifted. Kurt is not completing any tasks in class and as a result, is distracting his peers. His teacher has realised that he is bored in class, so has said if he completes the classroom tasks that the rest of the students are doing, he can do some extra ‘special’ work. This strategy doesn’t work for Kurt and he continues to disrupt the class.

Scenario 4 – An enabling learning environment: Michael is in Grade 6 and is wetting the bed and having toileting accidents at school. He is seeing two health professionals. One is a family therapist for his parents’ recent divorce and the other is a psychologist to help with his anger management. Michael says that he thinks his anger issues are getting better but he has trouble managing his panic attacks. Michael has no friends at school; he doesn’t seem to be able to connect with any peers. The school has said that his emotional and social development is their priority, but it is becoming increasingly difficult for Michael as his schoolwork and skill development is very low compared to his peers—he is aware of this. His teacher is conflicted as he is not reaching curriculum milestones. There is talk of retaining Michael in Grade 6.

You must use 3rd person in this folio. (Please do not use 1st or 2nd person).

What formatting / presentation should I use?
Cover page: Please include – Swinburne Online, unit code & unit name, Assignment title, your full name, Student ID, your eLA’s Name, Assignment due date, Your word count (excluding your end reference list). (*Also note if you are resubmitting an assignment, including the previous date & TP it was submitted)
Margins: One inch (approx. 2.5cms) on all sides (top, bottom, left, right).
Font Size and Type: 12-pt. Times New Roman, black font.
Line Spacing: Double-space line throughout the paper, including the body of the document and references.
Spacing after Punctuation: Space once after commas, colons, and semicolons within sentences and after punctuation marks that end sentences.
Alignment: Left aligned (creating uneven right margin).
Paragraph Indentation: 5 – 7 spaces.
Pagination: The page number can appear within the Running Head (see below) OR in the footer at the bottom of the page (aligned right).
Running Head: The running head is a short title that appears at the top of the pages of a paper or published article. It is usually included as a header. Include the following information in your header: Your full name, Student ID and Assessment Title. The running head is typed left aligned at the top of all pages.