Reader submission

221 total results
Teachers and parents both matter for students’ social-emotional competence
Teachers and parents both matter for students’ social-emotional competence

‘Teachers and parents can help to foster social-emotional functioning among students, which is important for their healthy development more broadly.’ In this reader submission, Rebecca J. Collie and Richard M. Ryan share findings from their recent study that examined the role teachers and parents play in relation to students’ social-emotional competence. 

Improving the feedback loop between teacher and student
Improving the feedback loop between teacher and student

Effective feedback drives improvements in teaching and learning. What happens to the feedback that you give students? In our latest reader submission Andreas Katsanos – Berwick Campus Head of Commerce at Beaconhill College in Melbourne, Victoria – shares how he’s been improving his own practice in this area by implementing a 3-stage feedback loop.

Research update – teachers’ use of generative AI
Research update – teachers’ use of generative AI

In our latest reader submission Rebecca J Collie, Andrew J Martin and Dragan Gasevic share an update from their work into teachers’ use of generative AI tools such as ChatGPT and DeepSeek. They discuss the findings of a new Australian study, and the implications for schools.

All the world’s a stage – the power of drama in Global Citizenship Education
All the world’s a stage – the power of drama in Global Citizenship Education

‘By fostering empathy, critical thinking, and cultural awareness, drama plays a vital role in shaping the next generation of global citizens ...’ Lauren Backhouse – Phase Leader, Upper Primary at the Budapest British International School in Hungary – shares how she has incorporated drama into her own classroom practice to teach Global Citizenship Education.

The power of ‘pruning’ – how one school is doing less to achieve more
The power of ‘pruning’ – how one school is doing less to achieve more

‘Schools and educators are increasingly finding themselves operating beyond capacity. Like a web browser with way too many tabs open – we are overloaded. Simply adding more “good things” won't fix this.’ Our latest reader submission shares how ‘pruning’ programs and activities can help schools create space for what matters most.

Reflections on embracing collaborative educational leadership
Reflections on embracing collaborative educational leadership

In Teacher’s first reader submission of 2025, Brisbane-based senior educator Jessica J Griffin reflects on her own leadership practice and philosophy, and how this has changed over the course of her career – moving beyond authority to collaboration, empathy and resilience.

Student drawings as a valuable data source for teachers
Student drawings as a valuable data source for teachers

Educators refer to multiple forms of student data to help them plan out the next steps in teaching and learning, including informal feedback, classroom conversations and written assessments. As Dr Anne Knowles explains in this reader submission, student drawings could also be a useful addition to your toolkit.

Nurturing creativity and the role of subject-specific knowledge
Nurturing creativity and the role of subject-specific knowledge

‘Creative expertise can and should be developed alongside the acquisition of knowledge and skills.’ In this reader submission, Michelle Lucas and Dr Geraldine Townend from the University of New South Wales share how creativity can be nurtured across English, Creative Arts and Science and Technology.

The ‘Wellbeing Tree’ – supporting a whole-school approach to wellbeing
The ‘Wellbeing Tree’ – supporting a whole-school approach to wellbeing

As a teacher or school leader, what are the mental health needs of your students? How do you promote mental health and wellbeing? What would a whole-school approach look like in your own context? Educational and Developmental Psychologist Dr Jane Kirkham shares details of an organisational tool called the ‘Wellbeing Tree’.

Low-stress strategies for students’ oral presentations
Low-stress strategies for students’ oral presentations

In yesterday’s reader submission, Dr Sunaina Sharma and Wendy Lang discussed their high school students’ anxiety over oral presentations. In this second article, the Ontario teachers share 4 strategies they’ve implemented to build the same speaking and listening skills while reducing the stress level.