The way that a student engages with mathematics influences the quality of their mathematical learning. One of the most significant factors that can shape this engagement in the classroom is mathematics anxiety – feelings of worry and nervousness when performing mathematical tasks.
The annual Telstra ARIA Music Teacher Award recognises the substantial impact of music teachers from across the country. This year’s four nominees have just been announced. Here, we take a look at their stories.
Issues of anxiety, stress and mental health can affect students at any age, so having strategies in place to support students through these challenges is important. Here, we take you through five resources related to student wellbeing.
It is important that teachers are empowered to develop strategies and resources to support the emotional, cognitive and psychological development of students experiencing trauma. In today’s article, we speak to a principal about why she participated in a trauma-informed workshop, and how it has helped her staff to better support students in their learning.
It’s well understood that highly effective school leaders promote the use of evidence-based teaching practices throughout their school. A new resource aims to support principals, learning leaders and teachers in thinking about their priorities and student needs in mathematics, and what the research says.
Our annual Teacher reader survey has just concluded for another year. As your responses have been coming in, we have been making note of your suggestions and requests, and have been reading about your experiences with the challenges of this pandemic. You’ve also let us know how you’re taking care of your own wellbeing outside of work.
‘Implementation is a process not an event’ became a cornerstone phrase for Liam Stakelum as he led change within Marist College Canberra. With co-authors Dr Tanya Vaughan and Susannah Schoeffel he discusses the vision for change, the move from evidence to practice and the implementation process.
An article published in the Journal of Professional Learning explores practical strategies teachers can implement in their classroom to support students with autism. The strategies include managing the physical environment of the classroom, the benefits of using visuals and treating changes in routine.
The Collaborative and Reflective Practices Program at Brisbane’s Villanova College aims to improve teaching practice by bringing teachers together, to allow them to collaborate and discuss the impact they have on their students, and implement new strategies with the support of their peers.
Secondary school students in New South Wales will be participating in a trial of a social and emotional learning course, which includes the use of virtual reality. The immersive course aims to equip students with tangible skills to increase their emotional fitness and here, we speak to the school involved in the trial.