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Can happiness be taught?
Can happiness be taught?

School leader Trevor Lee discusses the benefits of a student wellbeing curriculum.

All aboard! Reluctant passengers on the training journey
All aboard! Reluctant passengers on the training journey

Effective professional development or training is about skillful teaching, but it’s also about the clever use of new technologies, says Marc Ratcliffe.

Brainy teaching: Educational neuroscience and classroom practice
Brainy teaching: Educational neuroscience and classroom practice

The more you know about how the brain works, the better will be your teaching, says David Sousa.

Mobile learning
Mobile learning

Most secondary school students have a mobile phone, and most mobile phones have a camera, MP3 player, video camera and a stopwatch. Jarrod Robinson explains why schools should stop confiscating these amazing pieces of technology, and how phones can be used to engage students in learning.

The great outdoors
The great outdoors

Outdoor education encourages students to connect with nature, with Indigenous culture, and with themselves and each other, writes Tony Hewison.

Walk your school's hallways: Secrets to a healthy school culture
Walk your school's hallways: Secrets to a healthy school culture

Do you really know if you have a healthy school culture or a toxic one? A good way to find out is to walk down your school’s hallways, says Donna Laubli.

Plan to be positive
Plan to be positive

The positive or negative things we say and do as teachers in the classroom have a great influence on student learning – which is a good reason, says Rob McEwan, to plan for positive attitudes.

Linking content to students' interests
Linking content to students' interests

Students of all ages are encouraged to learn by the same favourable classroom conditions, as Stephen Keast and Rebecca Cooper explain.

One step backward, two steps forward
One step backward, two steps forward

By stepping back and letting your students have some control of their learning, you can step forward in your own practice, as Stephen Keast and Rebecca Cooper explain.

Teaching, and really teaching
Teaching, and really teaching

Here’s a simple question: what should we be teaching our students in science classrooms that will be of most use them? The answer, as Stephen Keast and Rebecca Cooper explain, is to teach them to think for themselves, but that’s not as easy as it sounds.