Effective teaching methods

‘[The start of the school year can] mean a challenging transition for those who struggle with stressors about returning to the classroom.’ Dr Tom Brunzell, Director of Education at Victoria’s Berry Street School, discusses lessons learned on student re-engagement and attendance that could be helpful to other schools.

In the second part of a Q&A with Teacher, Senior Lecturer in the School of Education Culture and Society at Monash University, Dr Kristin Reimer, explains how a Restorative Justice Framework can be understood and used within a school context.

In this Q&A, Senior Lecturer in the School of Education Culture and Society at Monash University, Dr Kristin Reimer, unpacks the philosophical framework of Restorative Justice and how this framework can be understood within a school context.

‘One way of making full use of reclaimed classroom spaces, whilst building collaborative and pro-social skills and behaviours, is Socratic Circles.’ English and History teacher Steven Kolber explains how to use this technique in your own classroom, the benefits and outcomes for students, and the role of the educator.

How do you support and celebrate neurodiversity in the classroom? What strategies do you use to ensure all students in diverse classrooms thrive at school and beyond? In this article, we outline five further readings which explore neurodiversity in education, and offer strategies for effective and informed teaching.

The leadership team at Suncoast Christian College in Queensland has been working hard to open up classrooms, encourage greater sharing of practice, and make the shift to a more collaborative model of planning, teaching and assessment. We find out more from Principal Greg Mattiske and Director of Teaching and Learning Haley Whitfield.

In today’s article, Dr Erin Leif, Dr Laura Alfrey and Dr Christine Grove describe how teachers can integrate the Universal Design for Learning framework and High Impact Teaching Strategies in a complementary way in the classroom in order to teach more inclusively.

‘Schools are increasingly being asked to support the mental health and wellbeing of our children and this has created an opportunity to reframe the teaching the learning environment.’ Ben Sacco discusses three elements – safety, relational trust, and shared language – that can directly support schools to improve teaching, learning and wellbeing.

In Creating Trauma-Informed, Strengths-Based Classrooms, Dr Tom Brunzell and Dr Jacolyn Norrish share what they’ve learned about working with students who present unmet learning needs in the classroom, including research, theory and lots of practical tools and strategies for educators to use and adapt to their own context.

A recent focus group study involving gifted students in Grades 5 to 8 has revealed what actions show a teacher is being an effective listener during classroom discussions, and how these actions have an impact on their students’ motivation to learn.