Podcast panel: Teacher tips for starting the new year

Before we get into this episode, we’re delighted to share that the Teacher Awards will be returning for 2025. The Teacher Awards recognise work undertaken in the last 12 months, so it’s not too early to begin thinking about your nomination. You can find all the information you need at our website teachermagazine.com/awards.

Thanks for downloading this podcast from Teacher. I’m Dominique Russell. Welcome back to the start of a new school year. Whether you’re a classroom teacher or a school leader listening to this episode, it’s a busy time for all and a time spent prioritising building relationships with students and setting expectations for the year ahead. 

In this episode, I’m delighted to be joined by 4 of our 2024 Teacher Award winners, who will be sharing their top tips with you for starting the new school year. You’ll hear from Cathy Cook, Autism Inclusion Teacher at Marryatville Primary School in South Australia; Donna Harvey, Deputy Principal at Beenleigh State High School in Queensland; Rose-Marie van Raad, Head of Learning, Teaching and Wellbeing at the Catholic Education Diocese of Bathurst; and Georgia Wignall, Senior Education Officer at the Queensland Department of Education. Each of them bring different perspectives, insights and expertise, so there’s something for everyone in today’s episode. 

There’s plenty of tips to hear about, so let’s get straight into it. First of all, here’s Cathy Cook – the 2024 winner of our Cultivating an Inclusive and Positive Culture Award. She’s an Autism Inclusion Teacher at Marryatville Primary School in South Australia. Here’s Cathy.

Cathy Cook: The first few weeks of school are really about building and developing really strong connections. It takes time to get to know your students and their interests and strengths and needs. So, ensuring that activities that can incorporate that and build a community is really crucial. So, I incorporate activities that allow them to share about themselves in a comfortable way – ‘all about me’ tasks or small group games – building trust and a sense of belonging early in the environment is foundation for engagement and for learning. 

Creating predictable routines and clear expectations are another way of ensuring students have that connection but also contribute to what's happening around them. Establishing routines from day one – whether it's students entering the classroom, transition between activities, or packing up at the end of each day, consistency is really the key. I like to model and practise these routines explicitly – so students know what success looks like and they also know how to do specific things. 

Clear boundaries like visual classroom agreements are really important and they’re created together, so everyone has input into how the classroom environment should look and will flow for the rest of the year. It also helps students understand expectations and feel safe and supported. 

Setting the space up for success is also another really crucial thing and I also provide my students an opportunity to complete a student profile sheet which lets me know what their specific needs are of where they'd like to sit, how they best learn, so that I can then cater for what will best help them throughout the journey of the year. 

A thoughtful classroom being organised, supporting independence and self-regulation. So, I have recommendations of, you know, setting up a calming area with sensory toolboxes that support regulation; provide different tools that each person may want to use to support their learning. 

Visual schedules are really crucial for students to come in and see what's happening throughout the day and how long – and also highlight any changes that might be happening. So, I might have some little key markers that indicate if something different is happening that day that we don't normally do. And labelling resources to encourage ownership or responsibility for materials. 

Forming a really strong classroom identity is crucial and my class, for example, are called ‘The Kindness Crew’. We work together to create an inclusive, supportive and cooperative school family. We practise this through role plays and games with various people in groups to learn, you know, different cohesive behaviours. Also providing feedback for these tasks using a fishbowl technique – so if we're doing some role playing, I'll then stop the class and say what I've noticed and highlight what strategies were working effectively and areas that could be improved. So, it's really about providing an opportunity for students to be reflecting up on themselves but also to get feedback.

Following on from what I mentioned earlier, building relationships is crucial. So, I ensure that each day I do daily check-ins. So as the children walk into the classroom, I greet them by name, let the know that I've seen them and ensure that they’re greeted with a smile. I also ask them how they’re feeling, so we do check-ins, and we also do a morning circle. So, this helps gauge where students are feeling emotionally, but also sets for positive tone for the day. We also ensure that in the class morning circle we greet each other and acknowledge each other. So, it builds that real sense of classroom community, which aids in fostering that school family. 

I also explicitly teach children around acknowledging but also knowing what their emotions and feelings are. So, this then leads into developing individualised emotional toolkits, so students can then build their own toolkit of what they need when they need to get regulated. So, if you're feeling sad, you know, what strategies could you use to help you sort of move forward into a different space using strategies that work for you? And this also helps me, but it also helps the other students around know how they can support their peers. So, I incorporate peer to peer connection groups and activities, and this encourages students working together and fostering friendships and relationships. And again, underpinning the importance of developing a school family where we're all collaborative and cooperative and inclusive to everyone. 

All brains are different, and we spend a lot of time talking about brain differences, which aids in developing a better understanding for everyone in the classroom. 

We also have a collaborative classroom agreement where all students are involved in setting shared expectations around behaviour an effort and respect and we have student ownership and agency over the rules and they’re more likely to uphold them when they're contributing. So, fostering, again, the relationships, fostering a school community and an understanding of brain differences and individuality, is crucial to setting routines, boundaries and practising for a successful year.

DR: That was Cathy Cook there. Let’s hear from Donna Harvey now, Deputy Principal at Beenleigh State High School in Queensland. She was part of the team recognised as winners of the Fostering Strong School-Community Partnerships Award in the 2024 Teacher Awards. Here’s Donna.

Donna Harvey: For me personally, nothing is more important than building a strong relationship with your students right from the start. 

There's an old saying that ‘students don't care how much you know until they know how much you care’. I know creating a safe environment is a bit clichéd, but there are a few tricks which, when implemented well, will make students feel connected, increase motivation and cultivate curiosity. I find simple strategies like turn and talk or think pair share, leading to open classroom discussion, are not only effective teaching strategies, but they are culturally responsive, recognising students diverse lived experiences. This approach makes the learning process more personally relevant for them, leading to a greater engagement and success, as well as setting your students up for a risk-taking mindset. But for this to work, it's crucial to ensure you can pronounce students’ names correctly from the outset. I often make a note of their names phonetically to help learn myself and overtime it becomes second nature. 

I always found the start of the year more challenging, and things tend to settle down after the first couple of weeks. I work in a secondary setting which means the start of the year brings together a number of new students. We have 25% mobility at our school and coupled with year 7s coming from 5 different primary partner schools, many of these students are forming new friendships and trying to find their identity within a new environment. When you are taking the time to get to know your students, encourage them to get to know each other. The activities spoken on before are great ice breakers for students, but only if they know the rules of the game. Teaching students how to collaborate is important. Pedagogies such as jigsaw and paper, scissors, rock where students are taught roles and responsibilities of teamwork – as well as examining their own strengths and weaknesses, and what they bring to the table – encourages students to empathise with and value others. 

I recently attended a showcase where a first-year teacher shared her experience with the school’s pedagogical framework which emphasised collaboration and communication. Initially she found it daunting to engage students in collaborative activities due to the noise level in the classroom. She kind of felt a loss of control. However, after teaching the students the rules of collaboration, she noticed a positive shift. Behaviour management problems decreased, and students became more engaged in their learning, with some even taking leadership roles in the classroom. That's a great outcome for a first-year teacher with a year 7 class at the start of Term 1. 

Beyond building good relationships, students, like adults, want to know what to expect. They want to know: What's the go in this classroom? Are there clear procedures for entering and leaving the classroom? How will I know if I’m meeting those expectations? Communicating your classroom rules, routines and expectations clearly from day one is key. Schools normally have these rules on posters, flowcharts or in diaries. I've worked for years in a positive behaviour for learning school where high expectations around behaviour and routines are deeply ingrained. While the structure is in place, it's also important to consistently enforce these expected behaviours. Even small lapses on your part can have a ripple effect across the classroom and beyond to other teachers. 

Be clear about the consequences for not following expectations and the rewards for positive behaviour. In our school, we follow a simple mantra: 4-5 positives for one negative. We try to flip the language; rather than restating a negative or a corrective constantly, like, ‘you're not on task, you need to solve this equation now,’ you can change it to, ‘I see you've tried to understand how to do the equation, but if you try this way you might have a better outcome.’ 

Finally, remember to set boundaries and be kind to yourself. Teacher burnout is real especially in the early months of the school year. Establish a balance between work and personal time and don't hesitate to ask for help when needed. Prioritise your wellbeing so you can bring your best self to the classroom and support your students effectively. But also remember: Be there for your colleagues because they will be there for you.

If you’re enjoying listening to the expertise of some of our 2024 Teacher Awards winners, you can read more about the work they were recognised for at our Awards website, teachermagazine.com/awards. And remember, the Teacher Awards are returning for 2025. The Awards recognise staff from across the education space, and applications can be made as an individual or as a team. Dates for this year will be announced soon, but it’s not too early to start thinking about your nomination. Head to our website to browse the Award categories. 

DR: Next, we’re going to hear from Rose-Marie van Raad. She comes from a different perspective, as the Head of Learning, Teaching and Wellbeing at the Catholic Education Diocese of Bathurst. Rose-Marie and her colleagues were named winners last year of our Improving Health and Wellbeing Award. Here, she speaks about group dynamics in the classroom.

Group dynamics are the invisible forces that shape how students interact and behave. When students come together their behaviour evolves, influenced by their peers and the environment that you create. Harnessing this dynamic is your key to fostering a cohesive, thriving classroom. 

Understanding the stages of group development can be transformative. Bruce Tuckman's model outlines 5 stages every group goes through: forming, storming, norming, performing, and ending. Let's focus on the first 2 stages and how to navigate them. So, forming, which is building the foundations. At the start of the term students are figuring out their place in the classroom and they're looking to you for guidance. It's a time of excitement mixed with uncertainty. Here are some top tips to create a supportive environment: set the tone early. Establish a kind, calm, and structured culture. This is your chance lay the groundwork for trust and mutual respect. Make everyone feel seen and heard. Use every student's name regularly and encourage everyone to contribute early on. Activities like Ice Breakers and collaborative games work wonders. Create shared agreements – so work together to set classroom norms including how conflicts will be resolved. This gives students a voice and creates a sense of ownership. You need to celebrate effort and mistakes. Reinforce the idea that mistakes are part of learning. This builds resilience and encourages positive risk taking. By the end of this stage, your goal is for each student to feel valued and connected to the group. 

Stage 2: Storming – embracing challenges. Just as things start to settle you might notice conflict arising.  Students may form cliques or challenge the boundaries that you've set. While this might feel like regression, it's actually progress. Here’s how to guide your class through the storming stage. Firstly, stay calm and compassionate. Understand that storming is a natural and necessary part of group development. Your calm leadership will set the tone for resolution. Teach conflict resolution. Use this stage to help students learn to respectfully disagree and navigate differences. Engage them in structured debates or team challenges to build these skills. Re-focus on your goals. Remind students of your shared objectives and break larger tasks into smaller, manageable steps to build or rebuild cohesion. When managed well, storming becomes a stepping stone to greater unity and collaboration. 

So, as we wrap up remember this: Time invested in building positive relationships at the start of the year pays off in the long run. A classroom built on connection, trust and shared purpose will naturally move toward high performance and resilience. So, as you embark on the first few weeks of Term 1, focus on these 2 stages: forming and storming with intention. Lead with care, clarity and confidence and you'll be setting your students and yourself up for success. 

DR: That was Rose-Marie van Raad there. Finally, let’s hear from Georgia Wignall. Georgia is a Senior Education Officer at the Queensland Department of Education and was formerly Head of Department for Science at Balmoral State High School, so you’ll hear those perspectives come through in what she’s about to share with us. She was also part of the team that was recognised with our Excellence in Staff Collaboration Award in the 2024 Teacher Awards. Here’s Georgia:  

Georgia Wignall: As a leader, preparing to welcome back my team after the long break, I pull inspiration from the Belonging in Schools playbook by Doug Fisher and Nancy Frey. This book, it outlines the 11 dimensions of belong in schools and it helps leaders create a place where ‘students want to learn and where teachers want to stay’ (I really like that byline). At the beginning of the school year, I like to focus on 4 of the 11 dimensions (in particular: welcomed, invited, heard and needed). And I find these guide me in fostering a positive team culture right from the first student free days of the year. 

So, to ensure my staff feel generally welcomed into the new school year, I find it's crucial to show authentic excitement about seeing them and the work to come with them. Something that I find really simple is making sure I greet every staff member by name, and it really sets the tone for inclusivity and warmth for the beginning of the year. I make a point to engage in conversations about their holidays, asking authentic questions (particularly non-work-related questions) to show that I really value them as individuals beyond their roles within the school. At my first faculty meeting I like to create an engaging and fun atmosphere by incorporating non-work-related activities or a light-hearted ‘show and share’ from the school holidays. I find this not only eases everyone back into the rhythm of the school year, but it also helps build connections among the team members, particularly those that might be new within our school. 

From this feeling of feeling welcomed, I find it naturally transitions into that feeling of invited. So, some staff may need intentional invitations to feel comfortable for participating. So, as a leader, I design opportunities for everyone to contribute [meaningfully]. So, for instance I might ask my task team members to share a classroom strategy that worked well for them last year or to collaborate on a quick brainstorm session for the upcoming challenges they might see for this year. This structured opportunity ensures that everyone feels valued and included and helps our new and returning staff alike to see themselves as an integral member of the team. 

Thirdly is heard. While being heard is important for our students, it's just as crucial for our teachers. As a leader ensuring that everyone's voice is heard lays those foundations for trust and collaboration. Teachers need to know their perspectives are valued and they can express themselves without fear of judgement or dismissal from their leaders. At the start of the year, I like to make it a priority to review and revise our department's vision as a team and I find this collaborative process embeds the teachers’ voice into our collective goal. Additionally, I like to have multiple channels for ongoing feedback, whether through formal surveys one-on-one check-ins or conversations. And I make sure that I act on that feedback if possible and if I am unable to act on that I always check back in and I make sure I'm as transparent as I can be. Also, with heard I find it's really important to establish ways of working early in the year. It ensures that the loudest voices don't overshadow others, and it also provides a framework for constructive dialogue. When teachers feel safe and secure and sharing both positives and challenges within their work, I find we create an environment where we can grow together, and it best serves our students. 

Finally, I ensure my stuff feel needed; recognising that they all have unique talents and skills and contribution that foster that culture and respect and support within the team. I take a strength-based approach to leadership by identifying and celebrating that great work within the team. So, for example, if somebody has developed an innovative teaching strategy, I highlight this during our meetings and explore how the entire team can maybe adapt from that collective success. This not only acknowledges the individual, but it also encourages collaboration and that natural sort of mentorship that I want to happen within the staffroom. I find really when my team members feel their strengths are recognised and their contribution matters, they become more invested in our shared goals, and it creates a nice thriving, supportive faculty culture, and I really want that at the beginning of the school year and to continue. So, start how you want to finish.

So, by focusing on making my staff welcomed, invited, heard and needed, I find I really set the tone for a positive and productive year ahead. Building on a strong team culture, that isn't just about professional development, it's really about fostering that belonging, trust and that collaboration that we know that every team needs to be successful within the school year. I find when teachers feel like they belong they bring their best selves to work every day and that's when the magic happens for our students. Thanks for the opportunity to share these insights and I really hope these strategies help create a positive and connected team culture in your school this year.

That’s all for this episode. Thanks for listening. I hope you enjoyed it as much as I did. We’ll be back with a new episode very soon. In the meantime, we’d love for you to give our podcast channel a rating or a review in your podcast app – it’s a big help for our team! 

What is your top tip for starting off the new school year? 

Do you have any professional texts you turn to at the start of the school year? 

Let us know by leaving a comment below.