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Video recordings of QuEST online training sessions

Note : Video access is restricted to course participants & QuEST subscribers

This session will explore how to set clear expectation and create positive interactions in your classroom. It will also cover what you can do if those expectations aren't being met. The session will explore the issue in the context of a contemporary classroom where as a teacher you can be managing one to one interaction between students, small group work and individual tasks. This session will explore the strategies you can implement to maximise student engagement. . Held 19 March 2019.
This session explores strategies that can reset and maintain a positive and successful classroom environment. Classrooms are dynamic and ever-changing environments and it is complex to maintain an ongoing positive environment. Sometimes classes get off track. Experienced teachers have learned that prevention is the first strategy, but opportunities also arise to reset and refocus a class. This session looks at how you can identify and make the most of those opportunities. Held 21 May 2019.
Creating a safe and supportive learning environment for students is complex and can be emotionally demanding of teachers. Expert teachers, who consistently succeed in creating these environments, recognise when individuals 'push their buttons' and trigger responses that amplify inappropriate behaviour. The focus of this session is learning those trigger points in yourself and choosing more effective responses.
This session supports early career teachers in their approach to classroom management. The presenter emphasises the importance of establishing clear expectations and the role of the teacher in establishing productive learning relationships. It includes practical tools and a focus on what to say to create healthy expectations. Despite our best intentions students often choose behaviours that make the classroom unhappy, unsafe and unproductive. As such educators need a toolkit of things to think, say and do to address these behaviours firmly and fairly, so that relationships are maintained, and expectations reinforced. Held 19 March 2019.
Providing feedback to students can be done quite formally and often subconsciously. Giving students effective feedback in a timely manner allows them to receive guidance and improve their work quickly and effectively. This session explores different ways for teachers to provide good feedback on submitted work, and immediate feedback during classwork, empowering students to inform their own learning. This session also identifies effective mentoring strategies, for experienced teachers to support colleagues to broaden feedback strategies. Held 21 May 2019.
Students with English as an Additional Language (EAL) often have specific educational needs which can extend on to the whole family. Parents who speak and read English as an additional language or dialect themselves often want to support their children at school but are unsure how to do so. This session looked at different ways that a teacher can set up programs to help engage students’ in a way that encourages family involvement with practical ideas and activities. Held 18 June 2019.
Held 10 July 2019 :Educators are great survivors and it’s easy to get caught in a cycle of survival at work: we survive until the end of the term, until reports are finished, until the holidays and sometimes just until the end of the day! This session will focus on helping you move from surviving to thriving. You will explore evidence-based knowledge, tools and practices to help you understand and improve your own wellbeing as well as being a model for those you lead and work with. This session equips you to manage and prioritise your own wellbeing, allowing you to successfully navigate the pressures and demands of your workload and leadership role.
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.
Educators are great survivors and it’s easy to get caught in a cycle of survival at work: we survive until the end of the term, until reports are finished, until the holidays and sometimes just until the end of the day! This session will focus on helping you move from surviving to thriving. You will explore evidence-based knowledge, tools and practices to help you understand and improve your own wellbeing as well as being a model for those you lead and work with. This session will equip you to manage and prioritise your own wellbeing, allowing you to successfully navigate the pressures and demands of your workload and leadership role
Working with pre-service teachers is a rewarding experience. The first questions they ask will usually relate to your teaching philosophy and pedagogical approach. This course will help you articulate your philosophy and pedagogy in a way that will support pre-service teachers. This session also identifies effective mentoring strategies, communication skills and explore how goal setting and feedback can lead to a positive experience for the pre-service teacher and yourself. This course is eligible for recognition for the Professional Certificate in Education Leadership. Held 21 May 2019.
A teacher’s voice is essential to their professional practice and to their wellbeing. Teaching places great strain on the voice and for some teachers damaged vocal chords have ended their career. In this session the presenter, a music and voice teacher, will help you to understand the structure of your vocal system, voice project and looking after your voice. This is about your wellbeing as a teacher and a person.
Students with Autism Spectrum Disorder may experience difficulty when planning, preparing for, getting started and completing work tasks. Poor executive function - the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully - is often a characteristic of ASD. Bearing this in mind, students will benefit from explicit teaching of how to approach work tasks. For a student with ASD, this may provide vital pieces to the confusing puzzle that is school. This session outlines practical ideas and strategies for teaching task skills.
Schools 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 school 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, parents and colleagues and maintaining high levels of respect. This is about your wellbeing as a teacher and a person
Students are not always great at completing work, particularly when they feel like they've been separated from their friends or have to do 'different' work. Learning difficulties that have the potential to amplify these feelings. This session identifies strategies that can be used to encourage participation in classroom activities and explore ways of approaching students in an inclusive way to minimise the effects of feeling like they are missing out.

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