Recordings of QuEST online courses
Classroom and Behaviour Management
This session was designed to support teachers to strengthen their classroom management skills. The focus is on setting clear expectations and creating
effective teacher-student relationships. Despite a teacher’s best intentions students often choose behaviours that make the classroom unsettled and
reduce the time focused on learning. This session focuses on a toolkit of things to think, say and do to address these behaviours firmly and fairly, so
that relationships are maintained, and expectations reinforced.
Classroom and behaviour management are complex – rarely does a day unfold the way it was planned in a classroom. This session looks at classroom and school routines and their role in creating productive learning environments and minimising inappropriate behaviour. The presenter emphasises the importance of relationships and encouraging students to take appropriate responsibility for what is happening both in the management of the class and in their own learning.
This session explores classroom and school routines and their role in creating positive, calm, safe and inclusive routines/learning environments and minimising off-task behaviours.
The presenter focuses on the importance of relationships and encouraging students to take appropriate responsibility for what is happening, both in the management of the class and in their own learning.
The classroom is a dynamic environment that can range in volume. Creating a calm environment can help ensure that students are able to interact positively and stay focussed on the learning task at hand. In this session the presenter will explore how to use students' strengths to drive learning and engagement and how to work while creating a calm and supportive learning environment. Creating a calm environment enables the teacher to provide a supportive and inclusive environment for all children in the classroom.
There are times when all classes get off track; routines are lost, relationships are strained, and tiredness sets in.
This session focuses on strategies that a teacher can implement to get things back on track for the whole group. As the trained and skilled person in the room the teacher has the responsibly to initiate the change; restoring relationships is always the first place to start.
The course will use examples of working with secondary students.
Behaviour management is one of the more challenging issues teachers, schools, and teachers face on a day to day basis. National and international researchers agree that students who feel safe, supported, and connected are more likely to be active participants in their learning. In this session the presenter will focus on understanding of the history and context of disciplinary approaches across Australian schools; the tools to develop relationships with students, and how to establish routines, procedures, strategies and approaches that promote a consistent and predictable classroom environment.
Behaviour management is a challenging issues in schools. This session focuses on strategies to develop effective classroom relationships that maximise learning; tools to create and maintain supportive and safe learning environments; how to sustain and strengthen relationships with students when acknowledging and correcting classroom behaviours and strategies and approaches which promote a consistent and predictable classroom environment.
This session is complemented by “Making it Right”.
Behaviour management is one of the more challenging issues in schools. In this session, the presenter will develop an understanding of the need for, and use of, effective consequences when managing student behaviour. This includes how to resolve problems by integrating a range of responsive strategies that educate and support the development of self-regulation and peer group discipline. Strategies and approaches which promote a consistent and predictable classroom environment will be included.
Teachers need to be quick to respond to the needs of students in their class when issues arise, however it can be quite isolating to be alone with a class full of children when significantly disruptive or dangerous situations escalate. This session will explore how to manage the situation when issues occur and more importantly, strategies that teachers can put in place to prevent extremely disruptive behaviours. This session will use examples of working with secondary students.
The complexity of creating a safe and supportive learning environment for students is socially and emotionally demanding of teachers. Recognising the triggers that can escalate and create disruptive situations will help lead to the creation of productive environments. The focus of this session is in recognising the warning signs and intervening before behaviour escalates and becomes very disruptive. Gaining an understanding of strategies to deescalate, manage challenging behaviour, and redirect undesirable behaviour will allow students to remain engaged with their learning.
Feelings of anxiety will prevent students from engaging in learning or achieving their potential. These barriers can be frustrating for the teacher and the student and can often lead to the student removing themselves further from the learning community.
In this course, the presenter will explore techniques that you can use when you are working with students who suffer from anxiety, helping you to re-engage the students while they deal with their condition.
This course will help both classroom teachers and teachers in support roles.
This session will support teachers to develop practices that promote inclusivity. All teachers need to develop and implement policies in their classroom that promote the inclusion of all students in the learning program. This session will help you to understand the meaning of inclusion, the responsibilities you have as a teacher to promote inclusive practices, and the appropriate goals that can be achieved in your classroom. This is an important foundation course before embarking on courses about learning disability, working with First Nations students, those who have experienced trauma, LGBTQIA+ students, and catering for students from many different cultural and religious backgrounds.
What happens when students in our class become disengaged? What is within our control as a teacher to respond to the disengaged student? In this session the presenter will explore some of the common manifestations of disengaged students and then suggest different approaches, to re-engage those students in the learning community.
This course addresses the basics of behaviour management, examining the role that content, relationships and teaching and learning strategies play in creating a conducive, positive learning environment. This session is designed to support teachers in strengthening their approach to classroom management. The focus will be on what to think, say and do to address the minor or irritating or off-task behaviours that minimise learning time in the classroom.
There are times when all classes get off track; routines are lost, relationships are strained, and tiredness sets in. This session focuses on strategies that a teacher can implement to get things back on track for the whole group. As the trained and skilled person in the room the teacher has the responsibility to initiate the change; restoring relationships is always the first place to start. The session will use examples of working with secondary students. The presenter has an international reputation for working on classroom management strategies with experienced teachers and graduates.
The quality of relationships in the classroom influences student learning. A teacher’s responsibility is to create shared expectations about positive behaviours and to plan transparent and predictable routines that promote optimal learning conditions. In this session the presenter will walk through positive, practical steps that every teacher can include in their repertoire to create effective learning communities in the classroom. This session will focus on routines and relationships in the primary classroom.
The quality of relationships in the classroom influences student learning. If you plan for success, you can create positive, safe, and inclusive learning environments that minimise off-task and disruptive behaviours. If you plan for success then you can encourage students to take appropriate responsibility for what is happening in the management of the class and in their own learning. In this session the presenter will walk through positive, practical steps that can be included in a teacher’s repertoire to create effective learning communities in the classroom. This session will focus on routines and relationships in the secondary classroom.
Classroom and behaviour management are complex challenges – rarely does a school day unfold the way it was planned. This session will look at classroom and school routines and their role in creating positive, safe and inclusive learning environments and minimising off-task behaviours. Despite disruptions routines can encourage calm and safe learning environments. The presenter will focus on the importance of relationships and encouraging students to take appropriate responsibility for what is happening both in the management of the class and in their own learning.
Despite our best intentions students can often choose behaviours that have a negative impact on the classroom environment and those within it. As such educators need a tool kit of things to think, say and do to address these behaviours firmly and fairly, so that relationships are maintained, and expectations reinforced. This session will support teachers in their approach to classroom management including practical tools to create healthy expectations, establish productive learning relationships and focus on the teacher’s role in achieving this.
It is rare for a kindergarten child to be disengaged, but common among adolescents. What happens in those intervening years and what is within the control of a teacher when responding to disengaged students? This session will explore some of the common manifestations of disengaged students and then suggest different approaches, within the control of the teacher, that can be used to re-engage those students. The key, as with so many behavioural issues, are preventative strategies and then restorative approaches once things have gone awry.
In this session, the presenter will explore techniques to manage challenging behaviour using calm and assertive dialogue rather than reactive and aggressive responses. It is important to understand the foundations of these techniques, so the presenter will also outline the principles behind developing classrooms built on healthy relationships that minimise challenging behaviours. No teacher looks for a crisis, but the best teachers are prepared with strategies if it happens.
Classroom Practice and Teaching Strategies
Teaching is about relationships. When we build strong and effective relationships with students, they feel safer and are enabled to take chances in their own learning. Having a good rapport also creates more connection to the class and can lead to a happier environment that increases engagement. This session will explore techniques that you can use with your students to build rapport and create a safe and engaging learning environment.
This session supports secondary teachers in their approach to classroom management, including practical ideas to create healthy expectations, establish productive learning relationships and focus on the teacher’s role in achieving this.
The presenter focuses on encouraging students to take appropriate responsibility for what is happening, both in the management of the class and in their own learning.
Every curriculum decision we make, including the texts we use in our classroom, makes a difference to student learning. When we make conscious choices about the texts we use, and how we teach with those texts, we make a statement about what is important to us as a teacher. In this session the presenter, an award-winning teacher who has published widely on the role of schools in promoting democracy, will outline how they make choices about the texts they use in the classroom. Texts can include the books we use in English classrooms, the textbooks across any subject, the visual and audio material we select, and the short extracts from media sources and other printed material. This session is about how you make a difference in your curriculum choices.
Teachers should be constantly engaged in adjusting their teaching to create meaningful and engaging learning experiences for all students. This is frequently described as differentiation.
In this session the presenter identifies the three areas within a teacher’s control where differentiation can be introduced - curriculum planning, your approach to classroom instruction (or teaching strategies) and assessment. All differentiation begins with evidence of student understanding, then recognising the opportunities to differentiate as they arise in the lesson.
How do you differentiate when you move from planning to practice in the classroom? Unit planning at the primary level typically occurs in teams. However, each teacher then moves into their own environment and must adapt that plan for the students in their classroom. How do you differentiate your teaching strategies? How do you differentiate your assessment tasks and how do you modify your approach as you observe the learning outcomes from the diverse range of abilities in your classroom? In this session the presenter will focus on how you can differentiate in your literacy teaching once you have your unit plan.
New technology provides a variety of tools that can be utilised in your classroom to enhance the speed at which feedback is given to the student. Quick and appropriate feedback is more likely to engage students in accepting and actioning the feedback that is given. This session explores the way in which technology can assist teachers in providing effective feedback to their students and at least three digital tools for providing feedback.
The success of STEM activities occurs when students can engage their thinking skills and pair it with creativity to problems solve and explore familiar and unfamiliar concepts. Teaching STEM can be incredibly fun and rewarding. However teachers sometimes find that incorporating STEM into the schedule can be difficult. Ryan Evans will outline some simple strategies for using building materials in the classroom to engage students and encourage the development of experimentation and critical thinking.
Teachers of students at all levels and ages have an obligation to include Aboriginal and Torres Strait Islander content and perspectives in the classroom. This session will explore opportunities that are available for teachers to integrate First Nations perspectives into daily teaching routines. This will include resources, people, stories and content that can assist teachers to build student awareness. Building the confidence of teachers will lead to more inclusive learning environments for all.
We have all encountered students who excel as writers and those who are keen to develop as mature writers. It is rewarding when we experience the creativity and skill of students who produce high quality imaginative, informative or persuasive writing. In this session, the presenter will present five techniques they use when they encounter gifted and talented writers in their classroom, with the focus is on practical classroom ready techniques that you can readily implement in your classroom, whatever subject you are teaching.
All teachers need to build their capability to support the development of students’ writing skills. Adding to your repertoire of techniques can help you become more effective in your work. The presenter is an experienced secondary literacy teacher who will present five techniques that they use when they encounter reluctant writers. The focus is on practical classroom ready techniques that you can readily implement in your classroom, whatever subject you are teaching.
Essay writing is a common assessment method in English and the humanities subjects. It is particularly important for senior secondary students. In this session, an experienced secondary English teacher will work through five techniques they have used to build student essay writing skills. The focus is on practical classroom ready techniques that you can readily implement in your classroom, whatever subject you are teaching.
There is some anecdotal evidence that boys in secondary settings are reluctant readers. If this is the experience in your classrooms then this session will have some strategies that you can trial. The focus of this session is on practical classroom ready techniques that you can readily implement in your classroom, whatever subject you are teaching.
Student engagement starts with the ways in which you engage students in the classroom activities. This session provides you with a variety of different icebreakers that you can implement in your classroom to start a lesson or to reengage students. These icebreakers will help you build a positive climate for learning in your classroom.
Formative assessment and continuous assessment of student learning can be perceived as time consuming when it is seen as an added on task. However, when it is done well and with careful planning it will lead to more effective teaching and improved student outcomes. Strategies for remote learning put into place during COVID-19 lockdowns also provide useful adjustments to incorporate into mainstream classroom practices. This session will explore techniques to streamline assessment processes, including student self-assessment, peer assessment and in-class observations which can increase efficiency and time management to ensure assessments are effective and engaging.
A masterclass provides the opportunity to explore in depth a dimension of your teaching practice. It includes a review of your practice, revisiting core principles, understanding developments and innovations, and then reflecting on opportunities for change and improvement. In this masterclass, the focus is on pedagogical choices. The presenter will explore ways to look at old ideas like Socratic circles, inquiry learning and direct instruction and bring them into the modern classroom where they may be combined with technology tools to meet the needs of our students today. There will also be a discussion of ways to involve students in the learning process and begin to move knowledge learned in class into their long term memory.
A masterclass provides the opportunity to explore in depth a dimension of your teaching practice. It includes a review of your practice, revisiting core principles, understanding developments and innovations, and then reflecting on opportunities for change and improvement. In this masterclass, the focus is on high impact teaching strategies (HITS). There is good research to show that when teachers draw on HITS students’ learning outcomes improve. In this masterclass, the presenter will briefly outline each of the 10 HITS, demonstrate how they incorporated HITS into their own teaching practice, and explore how teachers can continue to adapt their own classroom approach to reflect the improvements that HITS can bring to their pedagogy.
This session brings together the teaching strategy of metacognition with the emerging research on neuroscience. Metacognition teaches students about their own thinking and their own learning, and thereby promotes greater control over their own learning. Participants will be better placed to support all students to become independent learners, from those who have experienced trauma through to gifted students. This full day session draws on practical experience and includes substantial discussion, exploration and question time. The aim for the session is that you will leave with new resources and/or an implementation plan for your classroom.
Coding in schools is now a regular part of the conversation about the skills that students will need for the future. In this session, we focus on supporting you to learn about coding. Together participants will explore plugged and unplugged coding with the aim of making it accessible to all teachers, those who are confident with technology and those for whom technology remains a challenge.
Students’ numeracy development will be enhanced if teachers and parents are working in partnership. However, many parents have low levels of confidence in numeracy and Mathematics. In this session an experienced primary teacher and school leader will outline some approaches that they have used to increase parent confidence and to bring parents into the numeracy partnership. This session focuses on working with parents of students from Prep to Year to Year Three.
This session explores student to teacher feedback. The presenter outlines techniques for implementing student to teacher feedback in your classroom and how you can use this feedback to improve your professional practice. Adding this element into your classroom practice can help to create a positive climate for learning which encourages all students to engage in and drive their own learning.
Feedback is one of the key features that allows teachers to provide strategies for students to work towards achieving their learning outcomes.
In this session the presenter will explore a variety of feedback techniques that can help you to provide effective, strong and valuable feedback to our students.
When teacher to student feedback is working well, students are empowered to take control of their learning and motivated to achieve their learning goals.
Student to student feedback (or peer feedback) can drive stronger learning outcomes for students. This session will explore the concept of peer review and peer feedback within the student body and provide tools and techniques that will support you to implement a peer feedback system within your classroom. This course will encourage collaborative learning in the classroom in which students seek out the ideas and opinions of their colleagues.
All teachers need to build their capability to support the development of students’ writing skills. Adding to your repertoire of techniques can help you become more effective in your work. The presenter is an experienced secondary literacy teacher who will present five techniques that they use when they encounter reluctant writers. The focus is on practical classroom ready techniques that you can readily implement in your classroom, whatever subject you are teaching.
Classroom practice that encourages and responds to student’s feedback creates more opportunities to engage students in their learning. This also creates a sense of ownership and responsibility in the work they engage with. This session will explore techniques for implementing student feedback strategies in the classroom and identify how responding to this feedback can improve professional practice. Incorporating these strategies into classroom practice can help to create a positive climate for learning which encourages all students to engage in and drive their own learning.
In this session the presenter will explore teaching techniques that you can use to support students who are struggling with Mathematics. The presenter, an experienced teacher and Maths leader in his own school, will present ideas that you can use to promote engagement with mathematical concepts among students who are struggling with the subject.
Teachers collect and collate mountains of data, from standardised test to in-class assessments and observations. However, the essence of assessment data is what it tells teachers about the progress of students towards learning goals. The data informs teachers about what they need to change or adapt in their own practice to support students to reach those learning goals. It can be complex. Selena Fisk, a teacher and the author of two books on data, including Using and Analysing Data in Australian Schools, has developed techniques to support teachers to make informed judgements about their teaching practice.
Data informs teachers about the students they are teaching, about what they know and can do. Teachers need this information to provide feedback to students about where they need to go next to meet their learning goals. To do this well and efficiently teachers need techniques to collate and interpret the data to develop feedback for the students. Selena Fisk, a teacher and the author of two books on data, including Using and Analysing Data in Australian Schools, will demonstrate how teachers can collate and read the data to improve feedback to students.
This session focuses on inquiry learning as an approach to promote differentiation. Inquiry promotes differentiation of both the process and products of learning as students make decisions about how they work. An inquiry learning approach needs to be carefully designed and the role of the teacher is essential – there must be a strong understanding of student proficiency and clear goals established. Teachers must also know when and how to support and intervene in the inquiry process. The presenter has experience in working in both primary and secondary settings.
Differentiating teaching and learning in the classroom has become a staple of every teacher’s professional practice. Technology can assist you in effectively differentiating the curriculum that your students engage with. This session provides you with a variety of examples of how technology can support differentiated teaching and explore show these tools and techniques are working in the classroom toady.
Formative assessment is the key to ensuring that students are on track to achieving the learning outcomes set by their teacher. There are a variety of tools available to assist with formative assessment practices in your classroom. This session provides a selection of formative tools that you can use to effectively assess your students’ progress and unpacks the ways in which these techniques have been implemented in a classroom and the impact on student learning outcomes.
The Australian Curriculum includes a “education for sustainability” cross-curriculum priority. This workshop will support teachers to develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. You will be provided with resources and teaching approaches that will support you to confidently teach this important cross-curriculum priority.
Getting students to think about their own thinking and learning is an effective practice to help them to achieve their learning goals. This session explores a variety of metacognitive strategies that you can implement with the students in your class. It offers techniques to enhance the learning that is occurring in your classroom through metacognitive teaching strategies.
Collaboration is a tool that is increasingly important for career pathways.
Studies have shown that collaborative learning increases student engagement and learning outcomes when applied effectively in the classroom.
This course will unlock collaborative learning techniques for your classroom and offer you with a series of techniques that you can use to increase student engagement
All teachers are now familiar with the construction of rubrics for assessment. In this session the focus will be on extending that skill to construct analytic and holistic rubrics that assess non-cognitive skills, including higher order thinking skills.
First Nations
This session begins as a conversation between the host and two panellists about the role that teachers could or should have in the ongoing debate about racism in Australia. Teachers can have a major influence on the debate and make a difference in the Australian community. This session is designed to stimulate your thinking about the issues that lead to or follow from accusations of racism across the Australian community. You will have an opportunity to submit questions to the panel and we plan to establish an ongoing online forum after the session.
Catering for students effectively means providing learning opportunities and support for their current achievement level. When teachers and students understand the subtleties of Indigenous relationships and communication styles then learning becomes a partnership and creates engagement. This session is designed as an introduction to further develop teacher's understanding of protocols that influence curriculum and teaching and learning approaches for indigenous education and inclusion in mainstream schools.
This session will explore the educations systems and societal assumptions that underpin the approach to curriculum formation It is an important starting point to ensure that First Nations perspectives can be engaged with authentically throughout the curriculum.
Teachers of students at all levels and ages have an obligation to include Aboriginal and Torres Strait Islander content and perspectives in the classroom. This session will explore opportunities that are available for teachers to integrate First Nations perspectives into daily teaching routines. This will include resources, people, stories and content that can assist teachers to build student awareness. Building the confidence of teachers will lead to more inclusive learning environments for all.
This presentation will support you to think beyond the lesson plan and engage effectively with First Nations pedagogical approaches. The 8-ways pedagogy is “a culturally safe point of entry for teachers to begin engaging with Aboriginal knowledge and cross-cultural dialogue in the community”. This course will increase your understanding and knowledge and provide practical examples for the classroom. You will also be given some ideas of where to find additional professional reading and teaching resources to support you.
In this session, the presenter(s) will explore helpful ways to create a sense of belonging and safety for Aboriginal and Torres Strait Islander students and their families. What can you do to make your classroom a safe space and to contribute to your school being both safe and welcoming? It is about recognising the experience of the students and families at your school, their history and current experiences of the world. It is about how and what you teach as part of the curriculum. It is about the pedagogies that you choose. The presenter will include additional organisations and resources available to schools to support Aboriginal and Torres Strait Islander students and families.
Teachers have a professional responsibility to promote Reconciliation with Aboriginal and Torres Strait Islander people. As teachers, we have a unique opportunity to advance Reconciliation in what we teach and how we teach about Aboriginal and Torres Strait Islander Histories and Cultures. This workshop provides background on the history that led us to the Uluru Statement and explores a range of current and historical issues. Helpful classroom teaching resources will be outlined.
Teachers of students at all levels and ages have an obligation to include Aboriginal content and perspectives in the classroom. This session will explore opportunities that are available for teachers to integrate Aboriginal content into daily teaching routines. This will include resources, people, stories and content that can assist teachers to build student awareness. Building the confidence of teachers in using Aboriginal content will lead to more inclusive learning environments for all.
This is the first part of a two-part workshop. If you attend this session you should also attend STLN2332 on 24th August. In part one, the presenter will outline yarning circles; what is a yarning circle, their use as a learning experience and their potential for the contemporary classroom. Participants will be encouraged to explore opportunities for the inclusion of yarning circles in their own teaching approaches.
As teachers we have a professional obligation under AITSL standard 2.4.2 to teach
about the Uluru Statement and a Voice to Parliament. In this session the presenter will explore the issues around the Uluru Statement and the Voice to Parliament and outline the teaching resources available for the classroom. This session will focus on secondary classrooms across many subjects.
As teachers we have a professional obligation under AITSL standard 2.4.2 to teach about the Uluru Statement and a Voice to Parliament. In this session the presenter will explore the issues around the Uluru Statement and the Voice to Parliament and outline the teaching resources available for the classroom.
Know your students
Bullying is an issue that many students face, and while it often occurs outside of the classroom it frequently finds its way into our learning space which can affect the ways in which students interact in the learning environment.
This course explores different techniques to identify and deal with bullying in the learning space and strategies to prevent this behaviour from affecting all the students learning.
When teachers understand students, their cultural and linguistic background, their gender identity and the significant experiences that have shaped them, for example disability, a learning disorder, or trauma; then teachers can shape an inclusive environment that promotes high quality learning opportunities for all. In this session the presenter will explore different routines and practices that teachers can use to create a more inclusive classroom culture.
Schools are essential community hubs that bring people together from a wide range of demographics. Interactions often reflect the issues that are occurring in the wider community. There has been an increase in the scrutiny of examples of toxic masculinity throughout society and still remains an issue that underlies some behaviours that teachers have to face. As teachers we have a responsibility to engage in this conversation and then take steps in our schools to respond appropriately. This session will open that conversation and suggest some steps that teachers can take in response to expressions of toxic masculinity.
This course will support teachers to increase their learning about the major learning disabilities and to broaden their teaching strategies to support these students. In this full day program, one of Australia’s leading teachers on working with students with learning disabilities will outline issues experienced by students with learning disabilities, including self-regulation, sensory processing, behavioural issues, and knowledge acquisition. This is a practical, classroom focused course. The teaching strategies are tried and tested. There will be opportunities to develop and share resources, programs and behaviour plans during the session.
Students with English as an Additional Language or Dialect (EAL/D) are now part of the fabric of most classes. In this session the presenter will explore teaching strategies that have been successful with students across all levels in the education community. This session is for teachers who have no formal training in working with EAL students.
Positive Mental health is a critical component to developing student’s wellbeing. Teachers have been asked to broaden their practice to include student wellbeing as part of the teacher and learning in class. In the current COVID19 normal environment schools need to be aware of the wellbeing not only of students but also ourselves and our colleagues. This session will identify strategies that you can implement in your classroom with students, as well as ideas for looking after yourself and your colleagues. Having ideas ready to implement will help you understand your own wellbeing and the wellbeing of those around you.
Students across primary and secondary settings often have strong views on teaching, learning and the day to day school experience. When these perspectives are acknowledged and integrated into the functioning of the classroom students can take ownership with improvements in learning outcomes, engagement and wellbeing. Providing students with the opportunity to guide their learning can also increase a sense of ownership and connection to the classroom. This session will explore the concept of student voice and agency in the classroom, and opportunities for all teachers to connect with student voice and increase student agency.
Students with Attention Deficit Hyperactivity Disorder (ADHD) can struggle to engage with the learning that is happening in the classroom. This session will provide background knowledge about the condition of ADHD and how it typically manifests in the classroom. The presenter will then explore practical classroom strategies that can be used to promote engagement in the learning environment for those students with ADHD. While the focus is on teaching strategies, it will also be helpful for Education Support Staff working one to one or with small groups.
Students with Autism Spectrum Disorder may experience difficulty when planning,
preparing for, getting started and completing work tasks. The mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully are often challenging for students with ASD. In this session the presenter will outline specific teaching strategies that they use in the classroom that benefit not only students with ASD but all students in the classroom.
In this session the presenter will outline five strategies that any teacher can use to differentiate for the diverse range of abilities in the classroom. The strategies are practical and classroom focused - and can be applied across range of subjects. The session will focus on secondary classrooms.
Teaching is about relationships, and when we build strong and effective relationships with students, they feel safer and are enabled to take chances in their own learning. In this session, the presenter, presents you with 5 techniques that you can use to build rapport with your students. The aim is to increase the repertoire of techniques that you are already using to create a safe and engaging learning environment.
Over the last few years there has been an increase in numbers of students who are suffering from anxiety and depression in today’s classrooms. These issues often create a barrier for students to learn or achieve their full potential. These barriers can be frustrating for the teacher and the student and can often lead to the student further isolating from the school community. In this session we will explore techniques that you can use when you are working with students who suffer from anxiety and depression, helping you to reengage the students while they address their health concerns.
There is an alarming increase in the number of students who are suffering from anxiety and depression in today’s classrooms and these issues often prevent them from engaging in learning or achieving their potential.
These barriers can be frustrating for the teacher and the student and can often lead to the student removing themselves further from the school community.
In this course we will explore techniques that you can use when you are working with students who suffer from anxiety and depression, helping you to reengage the students in your classroom while working to support them while they deal with their condition.
Greater awareness of mental health conditions in society has increased the importance of teachers and education staff being able to recognise and understand the various issues that students may be facing and how to deal with these issues when they occur. In this session, the presenter will unpack and explore the different aspects of mental health that may manifest within a school environment and discuss appropriate guidelines around how to be a first responder and provide effective and helpful support. It is a course for leaders, teachers and education support staff.
With the increase in mental health disorders in society it can be tricky to understand the various issues that people are facing and how to deal with episodes when they do occur. In this course we will unpack and explore a variety of different mental health disorders that you may face within a school environment and discuss appropriate guidelines as to how you can deal with a variety of situations as a first responder.
There has been an increase in the numbers of students who are suffering from anxiety in today’s classrooms. Feelings of anxiety will prevent students from engaging in learning or achieving their potential. In this course the presenter will explore techniques that you can use when you are working with students who suffer from anxiety, helping you to re-engage the students while they deal with their condition. An important session for teachers and it will also be helpful for Education Support staff working one to one or with small groups of students.
The diversity of students in classrooms, coupled with the variety of learning needs of the students means that a teacher needs to adjust the content that is being delivered to ensure that all students have equitable access to achieve success. In this session, the presenter will unpack the meaning of reasonable adjustments for students with additional learning needs and present practical techniques to ensure that the education that you are delivering to your students caters for the students that require support with their education.
Students with ASD frequently have sensory processing issues, meaning that they have difficulty managing sensory inputs such as sound and touch. In this session, an experienced special education teacher will explore how students with ASD might be impacted by sensory processing issues and how that might manifest in your classroom. There are well-researched approaches that can be implemented in the classroom to assist students to manage these difficulties. The session will include practical examples of teaching techniques, adaptations to the classroom environment and the resources that can be used to assist students and enhance learning for all.
Students with Attention Deficit Hyperactivity Disorder (ADHD) can struggle to engage with the learning that is happening in the classroom or group.
Teachers need time and the opportunity to learn how to meet the learning needs of students with ADHD.
This session will explore ways in which you can engage students with ADHD in your classroom while still catering for the learning needs of all students in the classroom.
Students who experience the condition of ASD, or Autism Spectrum Disorder, have specific learning needs.
As a teacher it is important that you have a wide range of strategies to meet the learning needs of students and children who experience this condition. For example, one of the key characteristics of students with ASD or Autism Spectrum Disorder is a focus on fixed interests. This can manifest as an intense focus on a narrow topic
and can be used by teachers to engage students with ASD in the learning that is happening in in the classroom.
In this course the presenter will explore strategies that can assist students with ASD to successfully achieve their learning goals in the classroom.
For students with dyslexia many simple literacy tasks are beyond their comprehension. However, teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia.
This session will focus on techniques that you can use to increase the engagement of students with dyslexia.
The course will build on the knowledge in an earlier course on understanding dyslexia SETLNO2027
Students and children with Attention Deficit Hyperactivity Disorder (ADHD)
are members of almost every group of students/children. As a teacher it is
helpful to understand the characteristics of ADHD and how it manifests in
the classroom o group. This session will unpack the condition of ADHD.
This course will also directly link to SETLN2025 which will explore ways to engage
students with ADHD.
ASD or Autism Spectrum Disorder is a condition experienced by many students and adults in the education community.
In this session the presenter focuses on understanding the condition of ASD; what are some typical characteristics of a person with ASD and how do they manifest themselves in social situations such as schools or early childhood services?
This course explores strategies that you can implement that promote productive working and learning relationships with those who experience ASD. If you are teaching students with ASD in your school or early childhood service, you should also consider the partner course on engaging students with ASD.
Students and children with dyslexia are members of almost every group of students/children. As a teacher it is helpful to understand the characteristics
of dyslexia and how it manifests in the classroom or group. This session unpacks the condition of dyslexia. This course directly links to
SETLNO2026 which will explore ways to engage students with dyslexia.
Engaging with the curriculum can be difficult for a student when they experience challenges with literacy skills. For students with dyslexia, this is not something that is addressed by simply doing more work. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia. This session focuses on strategies that a teacher can use to create that positive learning environment. It will also be helpful for education support staff working one to one or with small groups.
Students with English as an additional language or dialiect (EAL) may experience challenges in their learning. The evidence shows that teaching practices that support EALD students also enhance the learning of mainstream students. This session will model successful teaching practices that have worked with students in the middle years (upper primary and lower secondary). The session will also be helpful for education support staff.
Students with Attention Deficit Hyperactivity Disorder (ADHD) can struggle to engage with the learning that is happening in the classroom. This session will provide background knowledge about the condition of ADHD and how it typically manifests in the classroom. The presenter will then explore practical classroom strategies that can be used to promote engagement in the learning environment. While the focus is on teaching strategies, it will also be helpful for Education Support Staff.
Students with Dyslexia will encounter difficulties with reading and spelling, and left unsupported may struggle with reading comprehension and vocabulary development. This will impact across all areas of the curriculum. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students. This session will look at dyslexia through the Response to Intervention Framework and explore strategies at each of the three tiers of support. Suitable for classroom teachers, as well as education support staff.
In this session, the presenter(s) will explore helpful ways to create a sense of belonging and safety for Aboriginal and Torres Strait Islander students and their families. What can you do to make your classroom a safe space and to contribute to your school being both safe and welcoming? It is about recognising the experience of the students and families at your school, their history and current experiences of the world. It is about how and what you teach as part of the curriculum. It is about the pedagogies that you choose. The presenter will include additional organisations and resources available to schools to support Aboriginal and Torres Strait Islander students and families.
Students with dyslexia will encounter difficulties with reading and spelling, and therefore are more likely to struggle with reading comprehension and vocabulary development. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia. This session will focus on strategies that a teacher can use to create that positive learning environment. It will also be helpful for Education Support Staff who may be working one to one or with small groups.
Students with English as an Additional Language (EAL) may experience challenges in their learning. Teachers who are equipped with resources and strategies to support EAL students can assist these students to overcome barriers to their learning. The evidence shows that teaching practices that support EAL students also enhance the learning of mainstream students. This session will model successful teaching practices that have worked with students in the middle years (upper primary and lower secondary). The session will also be helpful for Education Support Staff who may be working one to one or with small groups.
Students with English as an Additional Language/Dialect (EAL/D) requirements can have trouble connecting to the learning as well as other students in their class. However, using a play-based pedagogy the language barriers can be dropped and students of all backgrounds can become immersed in the learning that is happening in the classroom. In this course, we will explore techniques that teachers can use to immerse the EAL/D students in the classroom and to enhance their connectivity to the learning and their fellow students.
As students of today regularly interact on the internet on a variety of social media platforms, the presence of bullying has once again reared its ugly head in the form of cyber bullying. In addition to this, recent campaigns have started to address the concept of the “by standing” behaviour when associated with bullying, but what does this mean for the students in my class?
In this course we explore the minefield that is cyberbullying and discuss a variety of ways in which students are engaging and experience bullying. Alongside this we will also address the concept of “by standing” and how this can affect the social and educational environment for the students in our classrooms.
Students who have experienced trauma will have disrupted learning patterns. These students benefit from a trauma informed approach to teaching.
This session will focus on supporting teachers to implement strategies that will help manage the behaviours that result from trauma and bring a focus back on to learning. Understanding the principles of trauma aware teaching can lead to healthier engagement with individual students.
As teachers we are sometimes challenged to meet the learning needs of high achieving or gifted students. In this session, the presenter exploree techniques and tools that can be used in your classroom when working with talented or gifted students. When implemented effectively these techniques can support you in engaging all students in your classroom.
As students of today regularly interact on the internet on a variety of social platforms. The effects of trauma can manifest in different, unexpected ways and show up at surprising and often inconvenient times. Supporting students who have experienced trauma appropriately requires a special approach and attention to the detail of decisions made in how to handle situations. This session will focus on supporting teachers to understand the different types of trauma experienced by students and to identify effective strategies that will help manage the resulting behaviours.
Leadership
This session will support new leaders in their approach to managing challenging conversations that occur within the school community. The presenter will focus on practical conflict resolution skills to manage these challenging conversations.
Working with pre-service and graduate teachers is a valuable experience and if approached with a positive mindset can be one of the most rewarding experiences of a career in education. Those new to teaching will often ask about your teaching philosophy and pedagogical approach.
This session will help you articulate your philosophy and pedagogy. This session will also identify effective mentoring strategies, communication skills and explore how goal setting and feedback can lead to a positive experience of those new to teaching. This session will not focus on the process of moving from provisional to full registration.
This session will support new leaders in their approach to working effectively with parents. As leaders in schools we are often called to respond to difficult and challenging situations with parents and members of the community. This session will outline the social and emotional competencies needed to manage difficult conversations with parents and will explore proactive strategies to create a positive climate for interactions with parents. The presenter will focus on practical skills to manage these difficult conversations.
This session will support new leaders in their approach to working with students. When in a leadership role, teachers are faced with more complex decision-making processes that have a significant impact on students’ lives and are often required to deal with students in very demanding situations. It is important that leaders learn skills and techniques to use when having difficult or challenging conversations with students.
Formative assessment and feedback are closely linked, (more than is the case with summative assessment). With formative assessment teachers are seeking to give frequent and low stakes feedback (potentially several times in a lesson). In this session the presenter, who has experience working with both primary and secondary students, will share their approach to formative assessment and feedback, including tasks that can be used across the curriculum.
An essential skill for leaders in education settings, at the heart of our work as teachers, is the ability to lead instructional practice. This session will summarise key approaches of instructional practice, enable you to reflect on your own teaching practice and explore skill development with your team.
There are many pathways to progress toward a leadership position in schools, and while each comes with unique expectations, there are some common factors to these leadership roles. This program is designed for teachers who are aspiring to, or have just been appointed to, their first leadership role. The presenter will cover the transition from teacher to leader, ideas for building a team culture, and setting goals for yourself and the team you are leading.
There are many pathways to progress toward a leadership position in schools, and while each comes with unique expectations, there are some common factors to these leadership roles. This program is designed for teachers who are aspiring to, or have just been appointed to, their first leadership role. The program will cover the skills required when moving into a formal leadership position in a school. The presenter will cover the transition from teacher to a formal leadership role, ideas for building a team culture, and setting goals for yourself and the team you are leading.
How as a school leader do we know if the professional learning we are supporting is making a difference? In this session, the presenter will explore research on professional learning and development and pose questions and criteria you can take back to your school to challenge your own practices. There will be opportunities for discussion, exploration and questions throughout the session.
As a leader you will have responsibility for carrying change processes in your
school. In this session, with its background in leadership as narrative, the
proposition is that change management is about moving people from what
they are doing now, to doing something new or different. So, at its heart
change management is about people management.
This session focuses on three strategies to leading change in your workplace:
1. Understand your own response to change
2. Analysing and influencing a specific change
3. Moving people through change
The content draws on the ideas in TLN Journal Vol.26 No.1 Leadership as
Narrative.
In accepting the idea of leadership as narrative you are asked to think about
how your narrative connects with the narrative of the people in your team.
Leadership as narrative assumes that we are dealing with the whole person
who has their own story, with all its detail and complexity. The people we
seek to lead are not just teachers and not just employees; they are a whole
person with a narrative, and for whom work is only part of that narrative.
In this session the presenter offers participants a series of reflection and
practical activities to use in your leadership role.
The content draws on the
ideas in the TLN Journal Vol. 26 No. 1 Leadership as Narrative.
Psychological safety exists when individuals or groups feel free/safe to take risks, raise problems, disagree, ask questions, and admit mistakes. This course will explore what psychological safety is, how it can benefit those working in schools, and how leaders of schools can create cultures of psychological safety. This leadership course will be especially helpful for new and emerging leaders who may have to have challenging conversations with more experienced colleagues in the team they are leading.
This session is for teachers in middle leadership roles in schools or who aspire to these roles. Teachers in these roles need to work effectively with their colleagues to build skills and knowledge, model effective teaching practices and respond when things do not go right. In this session, one of Australia’s leading classroom management specialists will take you through his “seven steps to success” for creating an environment where students can learn and thrive. An effective classroom environment does not happen by accident or magic. Middle leaders are uniquely positioned to support teachers on this journey.
The collection of data is something that all teachers do, but interpreting data accurately and leading colleagues through the narrative that data presents can be challenging. This full day session will establish the importance of using meaningful data to analyse impact and leading a team to use data more effectively. The course will cover both effective use of data across a cohort of students and approaches that you can use with a team of colleagues to identify helpful data and how that data can be used across a cohort of students, whether for an age group or across a curriculum area.
This session will support new leaders in developing policies and procedures that promote inclusive practice. Whether your leadership role is curriculum based or has a pastoral focus you will need to develop and support policies and procedures that promote the inclusion of all students in the learning program. This session will help you to judge what can be achieved with good policies and procedures and what is outside of your sphere of influence. It will help save you time by presenting some model policies and procedures.
To lead and understand others we must first understand and be able to lead ourselves. This session will focus on how your internal triggers, your thinking habits, your typical reactions and your brain all help or hinder your daily experience. This session will equip you to be more mindful of your thinking habits and tendencies and how these impact your daily experience. You will consider your colleagues and your interactions in a whole new way and better understand the responses, reactions and behaviours of others, through knowing yourself more deeply.
It is important that school leaders create environments where teachers engage in professional conversations about their core work, identify common approaches,
celebrate success, and identify areas for improvement, as well as understand when and why a particular practice is more effective.
This session includes a range of approaches to instructional practice and skills for building a team of teachers committed to constant improvement.
Drawing on his published work “Ecosystem leadership: an approach for schools”, Neil Barker sets out some strategies and techniques that middle leaders can use to develop an effective team. Building an effective team that in turn leads to improved student outcomes requires leaders to be intentional in working toward being a collaborative leader and methodically and deliberately develop a collective leadership approach. This involves five key leadership elements for middle leaders to address: context, vision, processes, focuses and impact. The session will move through theory to practical hands-on activities.
In accepting the idea of leadership as narrative you are asked to think about how your own narrative connects with the narrative of others in your team. Leadership as a narrative assumes that we are dealing with the whole person who has their own story, with all of its detail and complexity. The people we seek to lead are not just teachers and not just employees; they are a whole person with a narrative, and for whom work is only part of that narrative. In this session the presenter will offer participants a series of reflection and practical activities to use in their leadership role.
Peer based learning should be the preferred approach to teacher professional development. Great teachers should have the opportunity to share their practice with colleagues in their own workplace and with a wider
network of teachers. This session will support leaders who are preparing professional learning workshops for colleagues. One of the challenges in moving from a teaching role into a highly accomplished or leading role
is developing the skills to influence the practice of your colleagues. In this program you will be supported to develop your skills as a provider of professional learning programs.
This leadership course is an opportunity for you to establish yourself as an innovative leader. The focus is on “servant leadership”, a well-researched term that is not yet widely used in schools. This program invites you to explore what you can do to get the best from your team and how you can lead in a way that builds the skills, knowledge and capabilities of others? This holistic approach is based on ethics, relationships and responding to the rational and emotional in yourself and others.
Leaders who promote wellbeing need to model good wellbeing strategies in their own personal and professional life. In this session, the presenter will work with leaders on how to engage in “self-care” that will help them provide effective leadership to their team. This can include identifying purpose, understanding your own strengths and weaknesses, building effective communication approaches, setting and observing boundaries, looking to your physical health, having well developed conflict resolution approaches, and ensuring that you have opportunities to nurture your social, intellectual and creative self.
To lead and understand others we must first understand and be able to lead ourselves.
This session focuses on how your internal triggers, your thinking habits, your typical reactions and your brain all help or hinder your daily experience. This session will equip you to be more mindful of your thinking habits and tendencies and how these impact your daily experience.
You will consider your colleagues and your interactions in a whole new way
and better understand the responses, reactions and behaviours of others,
through knowing yourself more deeply.
Teacher Wellbeing
To lead and understand others we must first understand and be able to lead ourselves. This session will focus on how your internal triggers, your thinking habits, your typical reactions and your brain all help or hinder your daily experience. This session will equip you to be more mindful of your thinking habits and tendencies and how these impact your daily experience. You will consider your colleagues and your interactions in a whole new way and better understand the responses, reactions and behaviours of others, through knowing yourself more deeply.
The past two years have had a momentous impact on wellbeing of school staff and students. While wellbeing in the workplace is everyone’s business, this course recognises that school leaders hold a unique position that enables them to support and enhance others’ wellbeing at work.
Over three sessions, participants will come to understand the breadth and depth of wellbeing science and how they can embed evidence-based strategies at the individual, collective and system levels.
Core content includes wellbeing assessment and management, creating a culture of psychological safety, leading with strengths, fostering connections and trust in teams, job crafting, compassionate leadership and more.
This is the second of three sessions supporting school leaders in supporting and enhancing wellbeing of school staff and students. Over these three sessions,
participants will come to understand the breadth and depth of wellbeing science and how they can embed evidence-based strategies at the individual, collective and system
levels. Core content will include wellbeing assessment and management, creating a culture of psychological safety, leading with strengths, fostering connections and trust in teams, job crafting, compassionate leadership and more.
This is the third of three sessions supporting school leaders in supporting and enhancing wellbeing of school staff and students. Over these three sessions, participants
will come to understand the breadth and depth of wellbeing science and how they can embed evidence-based strategies at the individual, collective and system levels.
Core content will include wellbeing assessment and management, creating a culture of psychological safety, leading with strengths, fostering connections and trust in teams, job crafting, compassionate leadership and more.
As a teacher you are a leader with an important responsibility for the students and children in your care.
Your leadership role commences as soon as you become visible to the students and children; from the moment you walk into the room.
In this session, the presenter, a teacher and acting coach, will explore with you the impact of your posture, demeanour and use of voice on student engagement. The presenter will demonstrate how these can be adjusted for different circumstances
Schools and EC services are busy and complex places and there is always more to do than there is time available to do the work.
We want the best for our students, we want good relationships with parents and with our colleagues and we want to be respected by the leadership team.
So, what do you do when the demands are too much for you?
This session is about learning strategies to say ‘No’ whilst maintaining good relationships with students and children, parents and colleagues and maintaining high levels of respect. This is about your wellbeing as a teacher and a person.
This workshop acknowledges the stress placed on teachers in their work and how this can impact their health and wellbeing both at work and at home and discusses what this means for the children/students we teach and the importance of self care in turning up ready to teach.
It identifies strategies to reduce and manage stress as well as ensuring a positive work/life balance
Time management is important to all teachers. In this session you will be encouraged to:
1. Reflect on how you use your time and the opportunities you have to improve your own work
2. View time management as an organisational issue with the answer being found in a collective response at your school or EC service
3. Be active in managing workload expectations at an industry level by working collectively with all teachers in your system
When time management is considered at these three levels strategic and practical time management responses can be developed.
Teachers invest a lot of personal energy into their work. It is important for all teachers look after themselves and realise that self-care isn’t selfish. This session will discuss easy ways to build self care practices into daily life such as mindfulness and expressing gratitude which can help increase your ability to regulate emotions, and can decrease stress, anxiety and depression. These techniques can then be introduced into your classroom and support your students to develop mindfulness and gratitude. This session is a must for all teachers following the complex year we experienced with COVID-19 restrictions in 2020.
Leading for wellbeing in your school, with students and staff, means knowing the research and the evidence. In this session the presenter will outline the foundations of wellbeing science, including the PERMAH Framework of Wellbeing. The focus is on the elements of PERMAH which impact positive teaming at work – positive emotion, relationships, engagement (character strengths), and achievement (habits, goal setting). The framework can be applied to staff and students and will enhance your capability to lead a successful wellbeing program in your school.
Character strengths are a significant initiative emerging from the positive psychology movement. When used thoughtfully they can make an important contribution to student wellbeing. In this workshop the presenter will introduce the character strengths, demonstrate the mechanism for identifying them and explore with participants how the strengths can be incorporated into your regular classroom teaching strategies.
Psychological safety exists when individuals or groups feel free/safe to take risks, raise problems, disagree, ask questions, and admit mistakes. This course will explore what psychological safety is, how it can benefit those working in schools, and how leaders of schools can create cultures of psychological safety.
Leaders who promote wellbeing need to model good wellbeing strategies in their own personal and professional life. In this session, the presenter will work with leaders on how to engage in “self-care” that will help them provide effective leadership to their team. This can include identifying purpose, understanding your own strengths and weaknesses, building effective communication approaches, setting and observing boundaries, looking to your physical health, having well developed conflict resolution approaches, and ensuring that you have opportunities to nurture your social, intellectual and creative self.
Wellbeing leaders, for staff and students, should know the research and the evidence. In this session, the presenter will outline the foundations of wellbeing science, including the PERMAH Framework of Wellbeing. The focus is on the elements of PERMAH which impact upon positive teaming at work – positive emotion, relationships, engagement (character strengths), and achievement (habits, goal setting). The framework can be applied to staff and students and will enhance your capability to lead a successful wellbeing program in your school.
Schools play an important role in developing the social and emotional competencies in students that contribute to student wellbeing. Leaders in schools also have a responsibility to support the wellbeing and the dignity of all people working in the school. Finding the common ground between wellbeing for staff and students can reduce workload and increase the effectiveness of wellbeing approaches. This full day course will support wellbeing leaders to develop practical, effective and sustainable approaches to wellbeing.
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Contact: quest@qtu.asn.au Phone: 3512 9000 www.qtu.asn.au/quest