Mindfulness and wellbeing are becoming increasingly common conversations in our classrooms. This article from Teacher Magazine looks at practising mindfulness in the classroom.
Teachers who practice mindfulness in the classroom tend to be better organised, more attentive to students and better communicators, Associate Professor Craig Hassed says.
Hassed is a mindfulness expert and a Senior Lecturer in the Department of General Practice at Monash University. His teaching, research and clinical interests include mindfulness-based stress management, mind-body medicine, meditation and health promotion.
Work in growth mindset is becoming more popular and well regarded in education circles. This InformEd article provides a great list of 25 ways to foster a growth mindset.
What if your true learning potential was unknown, even unknowable, at best? What if it were impossible to foresee what you could accomplish with a few years of passion, toil, and training? According to Stanford psychologist Carol Dweck, this isn’t some hypothetical situation, dependent on any manner of factors from genes to environment. It’s a mindset. And it’s one you can cultivate at any point in life.
Girls’ engagement in school has long been a point of interest, particularly in the secondary context. This article from teachermagazine.com.au highlights the importance of the teacher-student relationship.
Research shows that students often become more disengaged in high school.
This is problematic because it means that students are also less likely to enjoy school, be less active participants in their learning, and be less interested in their schoolwork. When students are disengaged, their achievement also suffers (Skinner, Furrer, Marchand, & Kindermann, 2008).
School friendships can be the foundation of a lifetime relationship. The Conversation article looks at how parents can help.
Secondary school can be a lonely place for adolescents who don’t have a best friend or a group of trusted friends. Young people will be more skilled in the art of making genuine friends (and keeping them) if they know how to be assertive, are optimistic about life, have some basic social skills and have a relationship with a parent/carer that includes honest talk.
The National Catholic Education Newsletter’s latest edition has a thought-provoking article highlighting a call from the Gonski Institute to scrap NAPLAN.
A submission to the Council of Australian Governments’ (COAG) review of NAPLAN by the Gonski Institute for Education at UNSW Sydney recommends scrapping the current census approach to national testing and replacing it with sample testing of students across Australia.
Director of the Gonski Institute for Education, Professor Adrian Piccoli said there is little evidence NAPLAN, which was introduced a decade ago, has improved education outcomes for students.
No detentions, no libraries, no problems for this girls’ school –front page article recently published by The Age:
A school that recently abolished its library has been recognised as one of The Age’s ‘Schools that Excel’, with Siena College principal Gaynor Robson-Garth attributing the success to constant innovation.
“We have always been open to trying new things and taking risks,” she says.
It’s always worth keeping up with current trends. This article from Teacher website does that:
The charity Education and Employers recently asked some 20 000 primary school children to draw their own future, and the opportunities children see for tomorrow are amazing. At the OECD, these drawings have inspired us to look at the future of education more systematically.
Some people will question how we can talk about the future when we can’t even figure out what will happen tomorrow. But there is quite a bit we know about the global megatrends that shape education, and much has been written about the Fourth Industrial Revolution.
It seems an age old concern, but this article from Teacher Magazine says research is showing that Aussie kids are more stressed about school work than ever.
Australian high school students experience higher levels of schoolwork-related anxiety than their OECD peers, according to a new report released by the Australian Council for Educational Research (ACER).
PISA Australia in Focus Number 4: Anxiety uses data from the 2015 Programme for International Student Assessment (PISA), which surveyed 15-year-olds about their schoolwork-related anxiety, and earlier PISA surveys in 2003 and 2012, which looked more closely at anxiety about maths.
Reports will be out soon – the article from The Conversation provides some ideas around how to talk about it with your child.
It’s that time of year again when you receive your child’s school report. For some parents and carers, understanding what it means can be challenging. Some children will be happy and others may be disappointed.
Parents and carers need to interpret the information in the report so you can determine the strengths of your child, work out how their learning is progressing and what areas they’re having difficulty in. This may involve having a discussion with your child or a follow-up meeting with your child’s teacher.
It’s important to remember to be supportive, consider the personality of your child and focus on their progress.
From Education Age, a good news story about Narre Warren South P-12 College – a school that turned itself around.
Three years ago, Narre Warren South P-12 College was not the school it is today.
It had failed to meet basic standards of learning and student wellbeing. As it wrestled with the challenges of teaching in one of the most disadvantaged areas in the state, it faced a priority review by the education department.
Rob Duncan became principal in 2015 knowing things had to change. He and his staff set out on a makeover mission that has now been so successful the south-eastern college has recently won awards and been classified by the department as a “school of influence”, setting a statewide benchmark.
Social media can be confusing. One of the biggest platforms is Twitter – here’s a quick guide from Education.com with some handy do’s and don’ts.
Chances are your teen has a page on Facebook, the social-networking website with a massive following among users ages 9 to 99. And, chances are, if you’ve heard of Facebook, you’ve probably also heard of Twitter, another player in the ever-expanding fray of social networking platforms, micro-blogs and the like. Perhaps you have a Twitter account. But does your child have one too? And as a parent, should you be concerned about Twitter in the hands of your child?
Authentic learning involves linking class-based learning to the ‘real world’. This article from InformEd explores how authentic learning is influencing education.
Authentic learning is a term used to describe instructional strategies that are designed to connect the subjects students are taught in school and university to the real world.
Authentic learning experiences help students understand the relevance of what they’re learning and how they can apply their skills in the professional world. Rather than discussing hypothetical situations or memorizing information, students are given the opportunity to put their skills and knowledge to practical use in the development of solutions or products that will be of immediate benefit to their communities and the world at large.
One of the big discussions in education is around quality of teaching and the focus on graduating excellent ready-to-go teachers out of degrees. The often neglected part of this discussion is the huge group of already-practicing professionals and development of quality in teaching. This Conversation article looks at just that.
Increasing the quality of teaching in Australia is a political hot issue. Popular solutions include restricting entry to teaching courses to the “best and brightest” and reforming teacher education.
The spotlight is rarely focused on the roughly 300,000 teachers who are already working in our schools except, all too often, when they are criticised for results in the latest round of high-stakes testing.
We all know how important reading is. This article from The Conversation gives some pointers about how to read with our kids.
There is magic in stories. We all remember hearing them as children, and we loved them. Imaginary adventures set in faraway places. Tales about how the dishwasher isn’t working. It doesn’t matter! Whether made up by parents or read from books, kids love to hear stories.
Our recent work showed reading to children positively impacts long term academic achievement more than many other activity (including playing music with them, or doing craft). We found the more frequently parents read to their children, the better their children’s NAPLAN scores in different areas.
From the Inform Ed website comes an interesting piece that lists 10 important studies from last year.
1. Learning styles probably don’t exist
The idea that there are different “learning styles” and that each learner should receive instruction in his or her preferred style of learning—be it visual, auditory, or tactile—has gained popularity in recent years. Despite its increasing popularity, there’s no scientific evidence to support the theory that teaching students according to their individual learning styles achieves better results.
Many kids have part time jobs and this article from The Conversation argues that exposure to industry and the world of work is exactly what kids need.
All students need to experience the world of work, particularly work of the future, long before they leave school, according to a new report out today.
The latest Mitchell Institute report, Connecting the worlds of learning and work, says collaborating with industry and the community is vital to better prepare children and young people for future work and life. And governments need to play a leading role to ensure this happens.
This article from The Age looks at how schools are increasingly turning to positive psychology as part of their programs.
A happiness revolution is sweeping through Victorian schools.
At Heathmont College in Melbourne’s east, students calculate “happy fractions”, fill out online surveys to determine their “superpowers” and have daily discussions about all the positive things they’ve experienced.
It’s part of a “positive education” movement which aims to teach students and teachers how to be resilient and flourish. It hopes focusing on people’s strengths protects them from depression.