THE PROFESSIONAL AND INDUSTRIAL VOICE OF QUEENSLAND’S TEACHERS AND SCHOOL LEADERS IN STATE SCHOOLS AND TAFE FOR MORE THAN 130 YEARS.

Recordings of QuEST 2021 online courses

Classroom Management Series 2021

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.
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.
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.
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.
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.

Classroom Practice Series 2021

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.

Know Your Students Series 2021

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.
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.
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.
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.

Leadership Series 2021

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.
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.

Student Engagement Series 2021

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.
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.

Recordings of QuEST 2020 online courses

27 January 2021 : Videorecordings of 2020 courses may be accessed by participants of thoses courses and QuEST 2021 subscribers

Behaviour Management Series 2020

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.
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.
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 course was held 3 March 2020
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 Practice Series 2020

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.
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.
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.
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
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.
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.

Knowledge of Students Series 2020

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 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.
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.
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.
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 SETLN2027
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 SETLN2026 which will explore ways to engage students with dyslexia.
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.
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.
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.
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.
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.
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.

Leadership Series 2020

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.
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.
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.
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.
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.
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.
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 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.

Student Engagement Series 2020

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.
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.
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.
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.
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.

Teacher Wellbeing & Identity Series 2020

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.
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.
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
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
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.

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