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Dinham on self-esteem and student learning
Dinham on self-esteem and student learning

‘We know that self-concept or self-esteem has a significant effect on student learning but the mistake we’ve made is to try and boost student self-esteem and self-concept artificially and that doesn’t work,’ Professor Stephen Dinham shares with Jo Earp in today’s video.

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.

Feedback to support lifelong learning
Feedback to support lifelong learning

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

Being sensitive when marking student spelling
Being sensitive when marking student spelling

It’s important to be sensitive as to why students are making spelling mistakes, rather than simply handing back work covered in red marker, language and literacy specialist Lyn Stone says.

Returning to learning – Rubik’s Cube revenge
Returning to learning – Rubik’s Cube revenge

We ask students to do it every day, but when was the last time you ventured out of your comfort zone to learn something new? Here’s what I learned from a Rubik’s Cube challenge.

Making the most of parent-teacher interviews
Making the most of parent-teacher interviews

Kate Perkins discusses the benefits of effective teacher-parent relationships, how to get reluctant parents involved in the classroom, and how to best manage parent-teacher interviews.

Using personal best goal-setting and values driven action
Using personal best goal-setting and values driven action

Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.

New ways of thinking about classroom observation and feedback
New ways of thinking about classroom observation and feedback

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

Classroom observation for teacher improvement
Classroom observation for teacher improvement

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.

Building strong student-teacher relationships
Building strong student-teacher relationships

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.