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Behaviour Management Episode 2: Phil Beadle on de-escalation techniques
Behaviour Management Episode 2: Phil Beadle on de-escalation techniques

In today’s podcast UK educator Phil Beadle joins Teacher to discuss behaviour management, but in particular, the different de-escalation techniques that educators can use to manage challenging behaviours in their classrooms.

Flipping learning in senior mathematics
Flipping learning in senior mathematics

In the first of two articles on flipped learning, we find out about a research study into how Australian secondary school educators are using the approach to deliver senior mathematics courses.

Combining samples of student work with rubrics
Combining samples of student work with rubrics

Teachers in any classroom can use samples of work in addition to assessment rubrics to create opportunities for students to evaluate, improve and take ownership of their own learning, explains educator Elizabeth King in our latest reader submission.

When students drive the learning
When students drive the learning

In his latest Teacher video Greg Whitby speaks to Kirsty Reynolds from Our Lady of The Way Primary in Emu Plains, about the project-based learning program she’s implemented with her Stage 3 students.

Behaviour management Q&A: The theory to practice gaps
Behaviour management Q&A: The theory to practice gaps

In today's Q&A, Dr Sue O’Neill from the School of Education at UNSW Sydney discusses the theory to practice gaps in behaviour management for preservice, beginning, and experienced teachers.

Podcast special: The hidden qualities of quality teaching
Podcast special: The hidden qualities of quality teaching

Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.

Behaviour management: Focus on the 95 per cent
Behaviour management: Focus on the 95 per cent

Paul Dix asks educators to shift their first attention away from poor behaving students and instead focus on the behaviour of the 95 per cent of learners who are doing the right thing.

Fractions – getting it right for the wrong reasons
Fractions – getting it right for the wrong reasons

Many students get the correct answers to mathematics tasks, even though their thinking is incorrect. Teachers need to be aware of the possible misconceptions their students may have.

Trauma informed practice in action
Trauma informed practice in action

This school implemented trauma informed practice to support learners with a refugee background, but it’s an approach that’s benefiting all students, staff and parents.

Promoting long-term learning progress
Promoting long-term learning progress

How well do we help students recognise and reflect on the long-term progress they make at school? Could progress in school mathematics learning be more like progress in music learning? Professor Geoff Masters AO discusses.