Tips for each topic combine videos from nationally certified Highly Accomplished and Lead Teachers
and other practical resources. We hope you will find our Term 1
Teaching Tips useful, be it your first year teaching or as fresh ideas
for your new year. We'll be sharing tips for 15 topics over January and
February on this page and on Facebook, Twitter and LinkedIn.
Term 1 brings with it excitement, but for many children (and teachers), they may be starting the new teaching year after a difficult holiday period. Very relevant for 2020 Term 1 is the impact bushfires are having on communities around Australia. Not just those directly impacted by fires, but also those exposed to the news of bushfires.The Australian Red Cross has developed bushfire recovery lesson plans to support you:
Community Trauma Toolkit
Natural disaster recovery storybooks
Recovery from bushfires
Advice to assist parents, teachers and students
Disasters: Bushfire resources
Mental health support after an emergency or natural disaster
Dom, Melinda and Carly (nationally certified Highly Accomplished and Lead Teachers) share their insights on learning spaces.
Tania (nationally certified Highly Accomplished Teacher) shares quick tips on preparation; getting ready for that first class and setting ground rules.
Particularly for teachers beginning their career, the My Induction app has several useful sections:
How do you get to know your students? Melinda (nationally certified Highly Accomplished Teacher) shares some advice. Also, more term one insights from Carly (nationally certified Lead Teacher).
Melinda (nationally certified Highly Accomplished Teacher) shares her advice on colleague engagement.
What are you most nervous about in your first few weeks? Do you have a #TeachingTip to get through first week nerves?
Let us know (tag @aitsl on Twitter) so we can share your tip!
Particularly for teachers beginning their career, the My Induction app is filled with features to support you in your new career. The Advice section provides dozens of tips on a range of topics.
Teachers self-care and wellbeing is particularly important during time of traumas, such as bushfires:
Particularly for teachers beginning their career, the My Induction app includes tools and resources to support your wellbeing, including:
"Ask for help if things start to get overwhelming. Particularly when assignments start rolling in. It’s easy to underestimate how much time they can take, and we can all get caught by that one!" - Mark (ACT)
"Find two critical friends – one teacher in your education setting that you can always run to for advice, and one outside of the education setting that knows how to drive work from your mind completely. VALUE YOUR SLEEP, and make sure you get it!!" - Amanda (SA)
"Seek advice from teachers who inspire you. Remember, we were all beginning teachers once, and the practice of those around you has developed through different experiences over time." - Susan (NSW)
“I call all learners’ parents at the start of each term to say hi, explain how things might work, and to open the lines of communication. This means when there are issues, I don’t have to establish the relationship – it’s already there. It’s also a marker to the learners that communication is constant, three way and central to learning.” – John (ACT)
“One of the best ways I have found to connect with parents is to host an end of term event called “A snippet of our term”. I invite parents in and the learners put on a 15 minute presentation on what they have done in all areas over the term and what’s coming up for the next term. The parents love coming in for these as they feel part of their child’s learning.” – Michelle (NSW)
“Emails, phone calls, notes in diaries, and class blogs all aid in communication with parents in different circumstances. Hold an information night early in the year to discuss your teaching and plans for the year ahead.” – Tania (SA)
“Learning newsletters sent home outlining what the class will be learning for the term help to make home learning connections. Making positive phone calls, not just negative, will also support relationships with parents.” – Rozanne (NSW)
“Always greet parents with a smile and invite them into your classroom when possible. Class Facebook pages or other online/digital forms are a great platform to share learner stories and demystify what happens in the education setting. Being a familiar face at events outside of the education setting (e.g. discos) also opens up avenues for communication.” – Dianne (NSW)
Melinda (nationally certified Highly Accomplished Teacher) on the importance of feedback.
The research is clear: effective feedback practices can greatly improve student learning and teaching quality. Use these evidence-based, practical tools to introduce or enhance feedback in your setting.
On Safer Internet Day, millions of people around the world unite to raise awareness about online safety issues and inspire positive change. So it's a great opportunity to kick start your online safety initiatives for 2020. You can use the eSafety Commissioner's ideas and resources to help improve the online safety of children and your community, not just on Safer Internet Day but every day of the year.
Focus area 1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Focus area 1.6 - Strategies to support full participation of students with disability
Focus area 4.1 - Support student participation
Focus area 5.4 - Interpret student data
Individual Learning Goals and Targets
What is culturally competent teaching? Hear from Carly Jia (Senior Advisor, Aboriginal and Torres Strait Islander Education).
Focus area 1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
Focus area 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Particularly for teachers beginning their career, the My Induction app has a useful section:
Indigenous Teaching Guides
Respect, Relationships, Reconciliation
Assessment Criteria for Graduate Teacher Standards 1.4 and 2.4
Focus area 5.3 - Make consistent and comparable judgements