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Responding to challenging behaviours

A teacher in a remote school in Western Australia has developed a behaviour management plan that responds to the needs and abilities of students. The program is characterised by teacher consistency, clear and accurate record keeping, and the use of rewards for improvements in learning and behaviour. Because the school has a number of teachers who have recently 'graduated' to become full-time members of the teaching staff, she adopts a mentoring role that assists inexperienced teachers use, Hedland Senior High School is situated in South Hedland, approximately 1700kms from Perth, and has a population of almost 700 students. The school population fluctuates due the transient nature of work in the mining industry. The town's population is comprised of 58 nationalities, which is reflected in the school population. The district is a traditional centre for Aboriginal and Torres Strait Islander persons who represent about 37 per cent of the school population. There are 52 teaching staff

https://www.aitsl.edu.au/tools-resources/resource/responding-to-challenging-behaviours-illustration-of-practice

Aboriginal and Torres Strait Islander Teachers

(AITSL, 2023a). Figure 6 : 25+ hours of face-to-face teaching per week (full-time classroom teachers, funding tied to priority fields including education (Department of Education, 2023b). Future ATWD, Copy citation In Focus FACEBOOK LINKEDIN X EMAIL REDDIT PINTEREST, workforce, and their future career intentions. This is the first time that such comprehensive data, First-year attrition Conclusion References Appendix Key findings There were

https://www.aitsl.edu.au/atwd/in-focus/aboriginal-and-torres-strait-islander-teachers

Psychological first aid for children

Psychological first aid for children

https://www.aitsl.edu.au/tools-resources/resource/psychological-first-aid-for-children

Formal partnerships - guidelines and template

Formal partnerships - guidelines and template

https://www.aitsl.edu.au/tools-resources/resource/formal-partnerships---guidelines-and-template

Leading parental engagement initiatives

The teachers at St Gabriel’s engage with parents and the community as part of the teaching and learning culture of their school, and use online resources to collect parent feedback. There is a strong emphasis on connecting learning at home with learning at school. The teachers develop relationships by sharing classroom teaching strategies with parents for example around literacy and numeracy. Parents are also involved in authentic assessment. Early career teachers assist the development, St Gabriel’s is a Catholic primary school catering to many families from non-English speaking, as well as English-speaking, backgrounds

https://www.aitsl.edu.au/tools-resources/resource/leading-parental-engagement-initiatives-illustration-of-practice

Communication strategies

The teacher adopts several techniques to communicate with students. These include verbal instructions, picture cues and posters. Together, the students and teacher have developed a set of classroom expectations. She also uses simple hand gestures and facial cues to help students understand what is expected. She has developed strategies to engage students and help them to focus, participate and achieve success in classroom activities, The students of this junior primary school teacher come from many backgrounds and have a range of ability levels. The teacher has set up clear routines using a range of teaching strategies. Students understand the class routines and respond to them positively

https://www.aitsl.edu.au/tools-resources/resource/communication-strategies-illustration-of-practice

Investigating solids, liquids and gases

The teacher uses the Science by Doing program to teach a Year 8, mixed ability class. Students work in small groups to define the properties of a solid, liquid, and gas. Students are responsible for their own note-taking to record learning, which the teacher reviews to gauge understanding. Independent learning is further promoted through students setting their own rules to explain the lesson outcome, St. Mary Star of the Sea College, located on the South Coast of NSW, is a large Independent Catholic Secondary College for girls. The focus at the College is to develop students who are critical thinkers in a global context. The main feature of their Science program is the emphasis on Scientific Enquiry skills. Classroom teachers utilize the 5 E's (Engage, Explore, Explain, Elaborate, Evaluate) embedded in the teaching resource “Science By Doing” as a template that informs their pedagogical

https://www.aitsl.edu.au/tools-resources/resource/investigating-solids-liquids-and-gases-illustration-of-practice

Collaborative teaching- sharing best practice

Contents Introduction A framework for thinking about the social nature of evidence use Finding, draws on the findings of the Q Project’s first survey of Australian educators. Between March, social processes and relationships when finding, assessing and using evidence (see Figure 1). Figure 1. Social processes associated with finding, assessing and using evidence, of evidence in practice. Figure 2. An illustration of a collaboration continuum (adapted from Himmelman

https://www.aitsl.edu.au/research/collaborate/collaborative-teaching-sharing-best-practice

Supporting student wellbeing during COVID-19: Tips from regional and remote Australia

Supporting student wellbeing during COVID-19: Tips from regional and remote Australia, Tips and strategies from regional and remote students to support students mental health, wellbeing and success in the context of learning and teaching online

https://www.aitsl.edu.au/tools-resources/resource/supporting-student-wellbeing-during-covid-19-tips-from-regional-and-remote-australia

Peer support for maths learning

The teacher uses an independent learning approach to review the questions from a recent exam. Students attempt a set question individually and then an answer is demonstrated on the board by one or more students. As the questions increase in difficulty the girls are encouraged to open up discussion at their tables to collaboratively work out the answer and to inform each other's approach. If the group is unable to answer a question they are encouraged to send an envoy to another group to ask, Mount Alvernia College is an independent Catholic secondary school for girls operated by the Missionary Franciscan Sisters of the Immaculate Conception. Located in Kedron in Queensland, the school has over 800 enrolments and caters for students of all academic abilities from a range of socio-economic backgrounds

https://www.aitsl.edu.au/tools-resources/resource/peer-support-for-maths-learning-illustration-of-practice
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