We have long known that the relationship with a teacher can be critically important to a student's self-efficacy, self-esteem and how well they learn. It’s also vital for classroom management - even the ‘toughest’ and most difficult student more readily accepts rules, procedures and discipline if they have a positive and strong relationship with their teacher. This module gives a clear picture of how teachers can build and leverage strong relationships with their students.
Data confirms a link between effective classroom management and student performance. This module provides explicit evidence-based instruction in developing effective classroom management techniques. The evidence points to five key proactive strategies as being more effective than others in creating well-managed classrooms. These strategies include student engagement, classroom rules, establishment of routines, reinforcing positive behaviour and effective management of misbehaviour. If you want to spend more time teaching and less time on controlling students’ behaviour, this module is the key. Online enrolment - start any time!
Expectations play a vital role in student learning, achievement and goal-setting. Learning how best to frame and communicate expectations is important in maximising achievement and motivation for every student, no matter the calibre of their starting point, to achieve more tomorrow than they did today. Building on the work of John Hattie and Carol Dweck, this module shares evidence based activities, ideas and resources crucial for ensuring that your influence on student learning is positive and motivating, rather than a factor that hinders success.
Feedback is one of the most powerful influences on learning and achievement – if you get it right! However, not all feedback is good feedback. Feedback given poorly actually discourages student effort and diminishes achievement. It is vitally important therefore to work out what good feedback looks like as this is one of the most important tools in an educator’s toolkit.
There is much debate regarding the ‘best’ way to instruct students in the classroom. While it is recognised there are numerous ways to achieve this outcome, research suggests that students who experience explicit teaching practices perform better than students who do not.
When educators work together, they form important professional and personal relationships. Teachers often draw support from each other and can delegate tasks that allow each teacher to feel effective. Teachers working together have a positive impact on each other and contribute naturally to school improvement and student success.
Positive Education Program (PEP) - K-12
Positive Education Program (PEP) - Early Childhood
Participating in this course further developed my knowledge on identifying children's strengths and acknowledging positive behaviour. The short videos gave me some ideas on classroom feedback and on other teachers’ ideas of their classroom in supporting identifying strengths. Jenny Fox-Eades example of one teacher’s idea of portraits was a really great idea.
Lisa, Early Childhood Educator, Sydney
It was perhaps the most useful PD I have done! When time allows I hope to complete a few more of the online courses on your site, they all look great. I enjoyed it so much and resonate with all your programs. I'm having a meeting with my principal soon and I want to share what I've been doing and what I plan to do. I hope I can implement some ideas from the bright happy schools and my own ideas across the whole school. Thanks again, your work is awesome.
Sophie, Primary School Teacher, Regional NSW
While previously I had done some research into mindfulness, I was yet to appreciate the impact of gratefulness, both on teachers and students. This module has helped me to explicitly teach ways in which people can be and can express their gratitude I feel that before undertaking this unit, I had a sound understanding of positive reinforcement. The PL has, however, helped to focus my attention on the practice and to develop a new protocol for one of my classes. It was a lovely activity for the end of term, both for the students and myself, which would encourage me to do something similar at the end of Term 3.
Rebecca, High School Teacher, Sydney
This project addresses standard 1 in knowing students and how they learn. If we know what students are grateful for we can get to know them better and build rapport. This will in turn benefit our teaching. In this day and society it is essential that all teachers are teachers of wellbeing and this will in turn help individual teachers be more aware of the effects of gratitude and how it can help in their every day lesson planning.
Angela, High School Teacher, Regional NSW
Content was meaningful and valued by myself and my students so it was easy to engage. Through modelling and encouraging students to adopt their own gratitude practice, students will affect their own experiences and continued learning in a positive way, as will I. I believe that the learning from this course helps me operate more effectively at all stages of the teaching and learning cycle including providing students with feedback and letting them know how thankful I am for all their efforts, work and more.
Primary School Teacher, Regional NSW
