This course focuses on in-depth, specialized and advanced knowledge and comprehensive understanding of the paradigms, approaches and evidence-based practices to behaviour management in schools and classroom settings. This course critically analyse and reflect on the role of non-cognitive factors and effectiveness of different engagement and communication strategies as core relationship imperative of classroom teaching and learning in the UAE context and internationally. This course will provide students opportunity to create and reflect on a comprehensive classroom and behaviour management plan that includes strategies and procedures to nurture positive behaviour and maximize student learning.
Banks, T. (2014). Creating positive learning environments: Antecedent strategies for managing the classroom environment & student behavior. Creative Education, 5(07), 519.
Krach, S. K., McCreery, M. P., & Rimel, H. (2017). Examining teachers’ behavioral management charts: a comparison of Class Dojo and paper-pencil methods. Contemporary School Psychology, 21(3), 267-275.
Robacker, C. M., Rivera, C. J., & Warren, S. H. (2016). A token economy made easy through ClassDojo. Intervention in School and Clinic, 52(1), 39-43.
Yang, G., Badri, M., Al Rashedi, A., Almazroui, K., Qalyoubi, R., & Nai, P. (2017). The effects of classroom and school environments on student engagement: the case of high school students in Abu Dhabi public schools. Compare: A Journal of Comparative and International Education, 47(2), 223-239.
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), 325-353.
Evans, M., & Boucher, A. R. (2015). Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87-91.
Chiarelli, M., Szabo, S., & Williams, S. (2015). Using ClassDojo to Help with Classroom Management during Guided Reading. Texas Journal of Literacy Education, 3(2), 81-88.
Pennings, H. J., van Tartwijk, J., Wubbels, T., Claessens, L. C., van der Want, A. C., & Brekelmans, M. (2014). Real-time teacher–student interactions: A dynamic systems approach. Teaching and Teacher Education, 37, 183-193.
Shepard, S. (2014). Working with parents. Early Years Educator, 15(11), 35-37.
Handbook of Classroom Management by 
Classroom Management Strategies by 
Best Practice in Motivation and Management in the Classroom by 
Classroom Behaviour by 
Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders by 
