In the final installment of our three-part series on small group tutoring, we discuss what effective small group tutoring looks like in practice, the importance of building relationships with students, and why students need to be at the centre of this work.
Pamela Macklin and Vic Zbar have just released an updated second edition of Driving School Improvement: Practical strategies and tools. In this Q&A they discuss a common improvement challenge faced by leaders, and share examples of how different schools are meeting this challenge.
At Auburn Girls High School in Auburn, New South Wales, students are supported to achieve the high expectations teachers hold for them. Here, Principal Anna Tsoutsa shares how the school has developed and sustained this culture of high expectations.
Professor Paul Caldarella joins Teacher to discuss his three-year project that looked at the relationship between the praise-to-reprimand ratios and the extent to which students focused on class activities.
When we think about encouraging risk-taking in the early years of schooling, what kinds of activities spring to mind? These researchers argue we need to broaden our view.
‘How quick we are as teachers to put our students on the spot to write a complete narrative piece and wonder why we are constantly plagued with, “I can't think!”. South Australian primary school teacher Bec Drozdoff explains how she tackles this challenge in her writing lessons.
At Kilvington Grammar in Melbourne’s south-east, Growth Mindset is embedded throughout the school – in lessons, extra-curricular opportunities, student-teacher interactions and within the learning intentions for lessons themselves.
To explore the nature of quality induction and mentoring practices and develop cases of ‘good practice’, the Teachers Registration Board of South Australia conducted a research project. In today’s article Research Analyst Debra Panizzon shares some of the findings.
For the last three years school leaders and staff at Jordan River Learning Federation Senior School have been focusing on evidence-based teaching and reflection. It’s included the development of a professional learning approach called CCRP – Connect, Collect, Reflect and Progress.
In his latest Teacher video, Greg Whitby speaks to Melanie Brown from Our Lady of Nativity Primary School about the new approach to student leadership and learning that’s been implemented at her New South Wales school, where all Year 6 students have the opportunity to take on a leadership role.