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Teachers Handbook
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Contents Programming & Planning ......................................................................................................... 3
Identifying and Reporting Risk of Harm ................................................................................... 5
Teacher Accreditation .............................................................................................................. 7
Classroom Organisation ......................................................................................................... 11
Grouping and Classroom Structure ........................................................................................ 14
Assembly Items ...................................................................................................................... 16
Professional Development ..................................................................................................... 17
Parent/Carers & Teacher Communication Plan ..................................................................... 18
Classroom Management ........................................................................................................ 22
Preventative Strategies ...................................................................................................... 22
Positive Learning Environments ......................................................................................... 24
RESPONSIVE STRATEGIES ................................................................................................... 24
EAL/D, ESL, NESB Resources ................................................................................................... 28
Aboriginal and Torres Straits Islander Students ..................................................................... 31
Refugees ................................................................................................................................. 34
Students with Special Needs. ................................................................................................. 38
EAL/D Students ................................................................................................................... 42
Differentiated Learning .......................................................................................................... 45
How can we Differentiate? .................................................................................................... 46
Teacher Aide Communication Plan ........................................................................................ 48
Acronyms and Abbreviations ................................................................................................. 52
Technology ............................................................................................................................. 55
References ............................................................................................................................. 59
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Programming & Planning
What is a program?
Programming is an important process for teachers, enabling them to plan for the delivery of
the curriculum in the classroom. During the process of planning for your program you will
select and sequence learning experiences that cater for a diverse range of students for a
particular stage.
A program is a record of planned learning experiences and should:
• Ensure that it caters to the diversity of students and reflects student needs and
interests.
• Are based on the syllabus outcomes and include a variety of learning and
assessment content.
• Be a flexible document, so it can change in response to student learning needs,
school context, teacher evaluation and feedback.
• Ideally include the adjustments for students with special learning needs.
• Be underpinned by the school values, priorities and initiatives
• Be a record of how you are meeting requirements of the syllabus (Board of Studies
2012).
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What should be in a program?
Writing a program is a collaborative, team-‐building exercise. Each team member contributes
their skills and knowledge. A truly collaborative program will take quite some time to write
and develop (Board of Studies NSW 2010).
Information in a program should be clearly presented and contain relevant information
under the following headings:
1. Title Page
2. Table of contents
3. Weekly timetable
4. Your personal philosophy of teaching
5. School values and initiatives
6. Classroom management strategies
7. Class List
8. A profile of each student (strengths, weaknesses, interests, needs, personal history
etc)
9. Any students in your class with special needs
10. A program for each of the KLA’s
-‐ English
-‐ Mathematics
-‐ HSIE
-‐ Science
-‐ PDHPE
-‐ Creative Arts (NSW DET 2001)
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Program Builder – Online programming tool
The Board of Studies NSW has an online tool to support teachers implement the new
syllabus document. Program builder is an easy online tool which allows teachers to select
outcomes and content straight from the NSW syllabus. Your program is then able to be
saved, shared and exported directly from the program. To gain access to program builder
you must have a DEC or Scootle login.
Program Builder -‐ https://pb.bos.nsw.edu.au/
Identifying and Reporting Risk of Harm
In an emergency, where there are urgent concerns for the child’s health or life, it is
important to contact the police, using the emergency line ‘000’.
In other circumstances, all mandatory reporters will report matters to the Child Protection
Helpline where they believe a child is at risk of significant harm. They can:
• call 13 36 27
• fax (02) 9633 7666 using the designated fax form in accordance with agency policy
• eReport (where available)
As a teacher you are a mandatory reporter and your role is to observe the safety and
wellbeing of children and young persons. As a mandatory reporter is required by law to
report to Community Services when they have reasonable grounds to suspect that a child,
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or class of children, is at risk of significant harm from abuse or neglect and that those
grounds are identified during the course of, or from the person’s work.
Before you make a report it is important that you consult the Mandatory Reporter Guide to
assess whether a child is at risk of harm and you must inform principal, workplace manager
if you have reasonable grounds to suspect any risk of harm to a child or young person.
When to report
• physical abuse
• neglect
o supervision
o physical shelter/environment
o food
o medical care
o mental health care
o education
• sexual abuse
• problematic sexual behaviour
• psychological harm
• relinquishing care
• carer concerns
o parent/carer substance abuse
o parent/carer mental health
o parent/carer domestic violence
• unborn child (NSW Government 2015).
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Teacher Accreditation Teachers in NSW schools must be provisionally or conditionally accredited with BOSTES.
Accreditation is imperative to teach within NSW schools. Teacher accreditation is
underpinned by the belief that great teachers inspire students to achieve learning
outcomes that prepare them for success in work and life.
Accreditation for teachers is the recognition that a teacher has met the Australian
Professional Standards for Teachers at one of the 4 career stages. These stages include:
-‐Provisional or Conditional Accreditation
-‐Proficient Teacher Accreditation
-‐Highly Accomplished Teacher Accreditation
-‐Lead Teacher Accreditation
How it works
Teachers who have received Provisional or Conditional Accreditation must work towards
Proficient Teacher Accreditation over a set timeframe. This involves collecting evidence of
your practice and demonstrating that you are meeting the Standard Descriptors for
Proficient Teacher, which are outlined in the Australian Professional Standards for
Teachers.
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Talk to your school principal or the teacher you report to
You are responsible for initiating and actively working towards your accreditation. Once you
start working in a school, it is important to indicate to your principal and/or the person you
report to, that you are working towards Proficient Teacher. Your school will give you
feedback and guidance to support you through this accreditation process.
Ongoing accreditation is a condition of your employment in any NSW school. Failure to meet
the requirements for Proficient Teacher, within the maximum timeframe, means that you
will no longer be eligible for employment in any NSW school.
Be clear about how long you have to complete your accreditation
Provisionally accredited teachers who are employed on a full-‐time basis have 3 years to
achieve Proficient Teacher, while part-‐time and casual teachers have 5 years. Conditionally
accredited teachers who are employed on a full-‐time basis have 4 years to complete their
qualification and achieve Proficient Teacher, while part-‐time and casual teachers have 6
years. Your timeframe is calculated from the date you were eligible to teach – you can check
this information by logging in to your online account.
Get to know the Australian Professional Standards for Teachers
The Australian Professional Standards for Teachers describes seven Standards outlining
what teachers should know, and be able to do, to teach effectively. To achieve accreditation
you need to demonstrate that you meet all the Standard Descriptors for Proficient Teacher.
The process for meeting these Standard Descriptors is used as a basis for assessing your
progress and developing and building your confidence and expertise. This will help you
recognise factors which influence the quality of teaching and learning. Accreditation is the
structure that supports teachers to meet these Standards.
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Be proactive during your accreditation period
Once you start your accreditation process, you must start collecting evidence of your
teaching practice against the Standards, communicate regularly with colleagues to discuss
your practice, and seek professional engagement with colleagues within and outside the
school. Attending professional development while working towards accreditation at
Proficient Teacher is expected and will contribute to your demonstration of the Standards.
A supervising teacher or mentor should be appointed by your school to support you through
this process.
Work towards finalising your accreditation during the set timeframe
Your accreditation process is finalised when your supervisor or mentor is confident in your
achievement of the Standards and an Accreditation Report is written. Your supervising
teacher or mentor writes the report and submits it to the principal to sign and validate
before it is sent to your sector or school system’s Teacher Accreditation Authority (TAA).
Selected evidence of your work accompanies this report. This evidence is to be drawn from
your everyday teaching practice and is to be annotated by you to show how it links to the
Standard Descriptor/s. Once the TAA has made the decision about your accreditation, your
documents are submitted to the Board of Studies, Teaching and Educational Standards
(BOSTES).
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Talk to BOSTES if you have any questions
BOSTES oversees the system of accreditation and recognition of teachers’ professional
capacity against the Australian Professional Standards for Teachers. BOSTES advises and
helps your employer (TAA) with your accreditation. BOSTES also manages and supports the
use of external assessors in the accreditation process.
More information
How-‐to-‐guides, information sheets and presentations
http://www.nswteachers.nsw.edu.au/current-‐teachers/how-‐to-‐get-‐proficient-‐teacher-‐
accreditation/how-‐it-‐works/
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Classroom Organisation Furniture arrangement
When planning the arrangement of furniture in your classroom, the size of the room and
number of students will be major determinants. However, it is important your furniture
arrangements reflect your preferred pedagogies (Lyons, Ford & Arthur-‐Kelly 2011).
There is no ‘best’ way to arrange your seating, but it is your role to organise classroom
furniture, particularly student chairs and desks to maximise student engagement and
learning in every possible teaching scenario.
Rows
This seating arrangement reflects a teacher-‐centred pedagogy, focusing primarily on
individual deskwork. As a result, this can inhibit student-‐student interaction, restricting
opportunities for group work and collaborative learning options. Rows can also promote
positive behaviour by creating high expectations of individual students and their work. It
allows the teacher to effectively scan and monitor activity; assisting with non-‐verbal
correction and restricting student-‐student eye contact. Choosing this arrangement can be
useful as a tool when you need to establish control back in the classroom if lost under
different seating arrangements.
Groups
A group seating arrangement allows students to face each other, talk and collaborate during
class work, contributing to the promotion of positive behaviour and meeting their basic
need for belonging, freedom and sense of control (Lyons, Ford & Arthur-‐Kelly 2011). When
planning group-‐seating arrangements, the need for visibility, scanning and eye contact are
essential to consider. The desks in the learning space need to be positioned to ensure all
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students are able to see the teacher without physically turning their bodies. The teacher
should be able to stand in one point of the classroom and make eye contact with all
students, important to achieve redirection without disrupting the instructional flow.
U-‐Shapes
This arrangement attempts to minimise the disadvantages of row and group arrangements.
U-‐shapes are teacher-‐centred arrangements, but allows for increased student-‐student
interaction.
Teacher’s Desk
The location of the teacher’s desk is an important feature of the classroom to ensure a
positive teacher-‐student interaction. Within the learning space, the teacher’s desk is
positioned at the front of the classroom facing the students’ desks. This ensures the teacher
is in view of the students, allowing them to monitor the students at all times, important for
behaviour management. Partin (2009) supports this, stating the physical arrangement of the
classroom can influence the students’ behaviour and learning.
Access and movements
In order to ensure efficient, organised and safe use of the classroom, the location and
arrangement of resources, storage facilities and alternate workstations need to be planned
carefully (Lyons, Ford & Arthur-‐Kelly 2011). The location and storage of students’ work and
belongings in particular needs to be well-‐organised and clearly accessible to groups of
students at a time. Pigeonhole shelves should be placed at two different points in the room.
According to the seating plan, the students will be allocated a pigeonhole closest to their
table. This is to avoid crowding in a frequently used space where only a small number of
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students can gain access at a time, increasing time taken for students to be prepared before
an activity to commence, and creating more opportunities for disruptive behaviour.
Pathways between each desk are also essential, allowing for smooth transitions and
mobility around the classroom. You need to ensure there is a sufficient amount of space
when students move their chair in and out of their desk, allowing them to comfortably walk
in between when moving to different points in the room. Teacher movement is also
facilitated for effective monitoring of deskwork and individual small group instruction.
Classroom aesthetics
An essential aspect of the physical environment is the classroom aesthetics, important for
the overall development of the classroom ecology. With students spending 5 days a week
for 40 weeks each year in the classroom, it is important to create an environment that is
interesting and inspiring. A lack can lead to stimulus deprivation, which can lead to a lack of
motivation or problematic behaviour. Placement of materials such as students’ work,
artwork and posters can contribute to a vibrant and inviting atmosphere (Partin 2009). By
displaying student work or identifying features of the students such as hand prints for their
birthdays, it can assist in generating feelings of belonging (Lyons, Ford & Arthur-‐Kelly 2011).
However it is essential they be placed away from where the students are facing to avoid
distraction. This is particularly important for students with learning difficulties such as ADHD
for example that are unable to resist distraction and have more difficulty re-‐engaging with a
task (Wright 2006). Rows of fishing line can be attached at the back of the classroom, where
the students can see materials such as their artwork when walking in, or moving around the
classroom, however will not be in view whilst working at their desks.
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Grouping and Classroom Structure Studies show that a key challenge for educators is the link between classroom structure and
learner needs. Educators have found that grouping and organisation have an impact on the
way students interact and engage in student centred-‐learning. Studies further suggest that
21st century learning needs to encourage more interactive self-‐directed learning (J. Parker,
D. Maor & J. Herrington, 2013).
Therefore to address students’ development of these strategies, grouping and organisation
is imperative in supporting students to build strategies that will assist them in self-‐directed
learning. Denton (2012) suggests that, as teachers we need to provide a copious amount of
opportunities in engaging lessons for students to gain a deep understanding of strategies
being used, which in return allows them to excel in set outcomes of lessons. This suggests
that as teachers we needs to consider the pedagogical requirements for this to happen. For
example shared reading is considered to be such a powerful technique for teaching new
concepts to students-‐ it is an opportunity for students to develop word identification and
practice skills in well planned engaging lessons.
Theories for classroom structure
Constructing a classroom environment where students are active in constructing their own
learning and building on skills through peer interaction allows students to engage in tasks.
“Vygotsky believed that learning does not just take place within the individual. He argued
that learning is a social and collaborative activity where people create meaning through
their interactions with one another. For instance, instructors can harness the natural verbal
energy of students to promote a critical discussion of course content, so that students can
actively construct and internalize their own meanings of the concepts” ( Schreiber & Valle,
2013 pg. 397).
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Subsequently grouping students in in mixed ability grouping can allow students take on
different roles within group tasks which promotes students to take control of their own
learning.
While whole class instructions effectiveness is significant in modelling learning there is
evidence that support the process of small group approaches within classrooms as an
effective technique used by most teachers. For example having students work in small
groups allows students of different abilities to work together to use strategies, take turns
reading and support one another in identifying words they have worked on in class
(Schreiber & Valle, 2013 pg. 397). The study further justifies, having students work in small
groups allows students with levels of abilities to support specific skill instruction during
lessons. It provides teachers the time to support, scaffold and observe those groups of
students that need extra assistance and time to work in mastering the skills being taught.
Table/Group Structure
According to research on classroom groups, “less than five students in a group indicated
that the group was too small, and above five too large, due to the restriction on the amount
of participation, intuitively, groups of five and no more than seven are considered to be the
optimum size in problem-‐solving and maximise learning potential.
Teaching Strategies
A central role of effective classroom management is designing tasks that are engaging and
motivating. Student’s perception of tasks and how confident the feel about them will affect
the way they learn within the classroom environment and group work. Providing a grouping
structure where all students are able to participate and utilise these skills will motivate and
develop self confidence in students (C.Ames, 1992).
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Providing a goal centred environment, where students are given goals will support student
motivation in set tasks. Studies support the goal centred approach to minimise challenging
student behaviour, therefore providing a goal centred environment supports student
engagement and competence with set tasks (H. Patrick, A.Kaplan & A. M. Ryan, 2011).
Assembly Items
Assembly items are designed for children to share something with their peers. Assembly
items should be seen as an opportunity for learning and if possible linked with the
curriculum. To follow are some useful links showcasing some successful assembly items:
• http://www.teachingideas.co.uk/more/assemblies/contents.htm
• http://www.primaryresources.co.uk/assembly/assembly.htm
https://sites.google.com/site/winchestercpd/ideas-‐for-‐assemblies
• http://www.assemblies.org.uk/pri/
• http://www.eteach.com/CMS/1/ResourcesAssemblies.aspx
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Professional Development
Professional development (PD) assists teachers to continuously improve, maintain and
provide opportunities to develop their careers. Engaging in PD is also an integral pathway to
high quality teaching and improving student outcomes. To follow are some relevant
websites to assist you with future PD courses:
• BOSTES:
http://www.nswteachers.nsw.edu.au/professional-‐development-‐providers/
• Pearson Professional Learning:
http://www.pearsonacademy.com.au/?_ga=1.162700092.185981066.1444795298
• AITSL:
http://toolkit.aitsl.edu.au/
• Professional development for primary school teachers:
http://www.nswteachers.nsw.edu.au/about-‐us/news/professional-‐development-‐
for-‐primary-‐school-‐teachers/
• Teach NSW public education-‐ Professional development pathways:
http://www.teach.nsw.edu.au/grp/orientation/pr-‐opportunities.htm
• Learning Cloud:
https://learningcloud.com.au/education-‐training-‐teaching
• NSW Government – Professional Development Providers:
http://www.schools.nsw.edu.au/edu_leadership/ple/providers.php
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Parent/Carers & Teacher Communication Plan One of the most beneficial aspects to successful teaching is building positive relationships
with parents/carers. Effective parent/carer and teacher communication is imperative for a
teacher to be successful. A child who knows that their parents/carers and teacher are
working collaboratively is more likely to be at an advantage in school.
Build Trust
Building trust with a parent is gradual process. As a teacher you need to prove to the parent
that you want the best for their child. This can be seen by going over and above to cater to
their child. Checking in with them about interests and concerns will help create the
relationship you need to further the child’s success in the classroom. Parents will trust you if
you are caring and understanding with their child. Further, do not unnecessarily discuss
other children with them as this shows you are discreet and treat their own child with
respect. Finally, ask the parents to tell you about their cultural traditions, interests, skills and
knowledge, this shows caring.
Consistent Communication
Consistent communication helps prevent a shock on Parent/Teacher interview nights. By
talking to the parent as soon as there is a concern it will demonstrate you care about the
child’s success and the family’s reaction is usually more likely to be supportive when you
need to voice concerns. Further to this, provide strategies parents can support their children
with at home. By taking the time to explain why you have made certain decisions at school,
it helps parents to understand how they can help their children, which will ultimately
support you in the classroom.
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Fake Relationships
The reality is that you aren’t always going to get along or like every parent of every child
that you teach. There will be some personality conflicts However, you have a job to do and
avoiding a parent is ultimately not what is best for that child. While you may not like being
fake, building some sort of positive relationship with their parent will be beneficial to the
student.
Document Every Conservation
Documenting all communication is very valuable. It can be a simple journal entry with the
names of the people involved, dates, times and a short paragraph regarding the event. If a
parent is ever upset with the way you have handled something they may bring it up weeks
or months after the fact. Then it will be a case of he/she said unless you have some
evidence. This small act of keeping a record will provide peace of mind.
Explain your Avenues of Communication (Establish boundaries)
Have allocated times to speak to parents. This way you are not constantly speaking to the
same parent or two every afternoon. Establish methods of communication such as providing
an email address for communication about absences, concerns etc. Further, you can also
have an online class newsletter available for parents to see what is happening with their
children as an ongoing form of communication. In the newsletter you can provide the
information about what is happening inside the class, highlighting student’s
accomplishments and growth.
Listen to Parents
Ask the parents about their children, they know them the best. Try to hear their opinions
and feedback. Ask them questions about their child such as interests, who their family
members are, ask them to describe their best/worst qualities. Don’t be defensive when
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parents bring up concerns or criticisms. By reacting to something negative it looks like you
are guilty. Clear up any issues by using a calm voice and a professional manner.
Keep them informed of the positive
Don’t just speak to parents when there is a problem. Share every success. By praising the
child the parents are more willing to accept if you have to share a concern.
Follow up on conversations/concerns
If you have raised a concern to a parent, be prepared to follow up on the topic. Never bring
up an issue without having a plan in place to fix the problem. Explain in detail what the plan
is and check on the progress. If you say you are going to do something, make sure you
complete the task.
Don’t feel pressured to respond immediately
Never feel pressured to make an important decision, evaluation, or assessment during a
parent conference or conversation. Instead, be prepared to take some time to think and get
back to the parent. For example, "You've made a great point, Mrs. Smith, and this is an
important issue. I'd really like to give it some serious thought and get back to you on it."
Then make it a point to tell the parent exactly when he or she can expect a response: "Let's
schedule another meeting/phone conference for Friday. Does that work for you?" This
allows you time to consider the issue, develop possible solutions, and consult with
colleagues, administrators, or other professionals, if necessary.
Initiate conversation in the beginning of the year
Tell them that you want to partner with them, that you appreciate their support, and look
forward to working together.
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Reflect on your relationships with parents
Are your relationships with parents successful, are parents responding to newsletters and
notes home? Are children coming to school prepared and are parents informed? Find out
what works best with your students parents.
Make sure you are consistent with whole school policies
If parents have children in multiple classrooms ensure that your information is reliable.
Parents will not only be hearing from you, they will be talking to other parents and teachers.
Make sure you are informed on school wide issues and rules so you are credible.
Explain the context of the classroom
This subtly helps parents recognise that you have an entire classroom to run. Make sure that
parents are aware that you’re responsible for more than just their student. Setting this
context will help parents see your point of view when/if you need to make a decision that is
best for the group, but which might not be ideal for each individual student.
Be careful of your oral language and body language
Never assume when dealing with parents. Never call a woman ‘Mrs’ and assume they are
married or even that they are heterosexual. Ask open-‐ended questions to gain information
on family history and background. Be aware of how you respond to the information
provided to you. Acting surprised or responding negatively will not help create the type of
relationship you need.
Thank Parents/Carers
Thanking parents shows you appreciate everything they do for their own child or by helping
out in the classroom. You could thank them individually or you could have a space set aside
in the class newsletter to provide positive feedback publicly.
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Classroom Management
Preventative Strategies
Rules
Rogers and Dreikurs emphasise the importance of collaboratively forming rules through
whole-‐class discussions (Lyons, Ford & Arthur-‐Kelly 2011), linking to Vygotsky’s sociocultural
theory that emphasises collaboration in cognition. Burley and Waller (2005), support this,
stating students who collaborate will be more motivated to fully implement the rules they
negotiate. Before forming the rules with the class, it is essential the purpose is clarified,
discussing questions such as: ‘Why do we need rules?; What would happen if there were no
rules to guide us?’ Rogers (2006, p54). When developing the rules, you need to ensure you:
keep them as simple as possible; link to school-‐wide rules; word them in a positive way,
state the behaviour you want to see; keep rules few in number; use inclusive language.
Some examples of classroom rules are: We will follow directions with a positive attitude; we
raise our hands and wait for our turn to speak or leave our seat; We will treat others how
we want to be treated; We will respect our classmates’ belongings; We will keep our
classroom tidy and organised.
Routines
Classroom routines allow ‘teaching and learning to proceed in a structured, predictable, and
efficient manner’ (Tomlinson & Imbeau 2010, p99). Once these routines are established,
teachers are given the opportunity to maximise time available for teaching the curriculum,
while also avoiding disruptions that often lead to misbehaviour (Lyons, Ford & Arthur-‐Kelly
2011). A routine established to gain students attention for instruction is the most essential
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of all routines and needs to be established early. An example of a gaining attention routine
is counting backwards from five. A routine established to gain students’ attention for
behavioural prompting is essential in maintaining a classroom atmosphere optimal for
learning. An example of this routine could be recognising and encouraging students who are
modelling the appropriate behaviour, identifying the behaviour you are looking for.
Effective Teaching Strategies
To ensure you meet the needs of your students, appropriate instructional pacing is
essential. The pace of instruction is influenced by a range of factors such as the difficulty of
the task and the capabilities of students (Wray et al. 2000; Hall 2002). When tasks are
presented at a brisk pace, students are provided with more information in teaching time
and are more engaged in the activity, decreasing opportunities for misbehaviour (Hall 2000).
Interaction between the teacher and student through constant monitoring of students work
and feedback all are factors of effective teaching and contribute to ensuring high levels of
engagement (Wray et al. 2000). Scaffolding has been used to explain this nature of teacher-‐
pupil interaction (Bruner 1986, cited in Wray et al. 2000). Through scaffolding, the teacher
can enable students to operate beyond their actual level of development, into their
potential level of development, known as the zone of proximal development as proposed by
Vygotsky (Vialle, Lysaght & Verenikina 2012).
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Positive Learning Environments
Physical
‘The physical arrangement of your classroom can influence your students’ behaviour and
learning’ (Partin 2009). For more information see ‘Classroom Organisation’ on page 11.
Emotional
In order to prevent the four mistaken goals of misbehaviour, it is important to increase the
student’s opportunity to achieve a sense of belonging and reach social equality (Dreikurs &
Dinkmeyer 2000). Encouragement is one of the most essential components of any
preventative strategy of misbehaviour. It is important to note the distinction between
encouragement and praise. Praise often focuses on the evaluation of the student, leading
them to focus on their individual status, making it potentially detrimental. Encouragement
on the other hand focuses on the activity and the student’s task to learn, encouraging their
positive contributing behaviours.
RESPONSIVE STRATEGIES
Least-‐Most Intrusive Steps
According to Rogers (2002), wherever possible and appropriate, it is important the teacher
keep the focus of management and discipline on the ‘primary behaviour’. Often students
want the teacher to engage in their ‘secondary behaviours’ (Rogers 1997, 1998, cited in
Rogers 2002), such as an exaggerated sigh, pout or rolling of the eyes. In these disciplinary
actions, Dreikurs emphasises the teacher should always avoid these power struggles with
students that fuel their pursue of attention (Malmgren, Trezek & Paul 2005). Instead, the
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teacher should tactically ignore these ‘secondary behaviours’ and re-‐engage the student on
the issue that is relevant now.
When focusing on the ‘primary behaviours’, language cueing is an essential feature of
behaviour management (Rogers 2011). Wherever possible, positive corrective language
should be used to focus the students’ awareness to the expected specific behaviour. It is
important to identify the goal of the undesirable behaviour (Dreikurs, Grunwald & Pepper
1998), ‘Are you trying to get me to notice you?’, then address the expected behaviour, ‘You
need to be facing this way and listening, thanks’.
If the undesirable behaviour continues, the teacher can use I-‐messages to assert their
position by describing the problem they have observed and how it makes them feel (Lyons,
Ford & Arthur-‐Kelly 2011). For example, ‘When I get interrupted during a lesson, I feel
disappointed because I get less time to teach’. By using I-‐messages, you give the
responsibility to the students to cooperate to reach a solution.
If an I-‐message fails to deliver the desired response, the student should be made aware of
the consequence that will automatically follow further misbehaviour, as well as the
consequence that will follow cooperative behaviour (Dinkmeyer & Mackay 1982, cited in
Lyons, Ford & Arthur-‐Kelly 2011). It is important to give students a choice as it seeks to
direct students to be responsible for their own behaviour (Rogers 2006).
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Consequences
If the student continues to misbehave, they have chosen to experience the consequence of
their actions. It is essential the consequence have a logical relationship with the behaviour
as it connects cause and effect (Dreikurs, Grunwald & Pepper 1998; Malmgren, Trezek &
Paul 2005; Rogers 2011). The connection between the behaviour and consequence can be
made clear through whole class discussions where the consequences for misbehaviour are
negotiated. Some examples of logical consequences are:
• If you do not complete your work, you will finish it in your own time (rather
than copying out school rules);
• Misbehaviour during an activity means you will not be able to participate in
the activity on the next occasion (rather than detention time); or
• Failure to tidy materials away means you will not be able to use them on the
next occasion (rather than picking up rubbish).
By connecting a logical consequence to their behaviour, the student is able to experience
the effect of their own actions, allowing them to learn from their experiences and not
repeat the behaviour in the future (Lyons, Ford & Arthur-‐Kelly 2011).
Rewards
With a theoretical approach directed at mostly student centred, intrinsic rewards – student
achievement – need to be considered over extrinsic rewards – praise, gold stars (Covington
& Müeller 2001). The offering of extrinsic rewards that are unrelated to the act of learning
itself may focus attention on the tangible rewards themselves, instead on reinforcing the
benefits of learning (Kruglanski 1978, cited in Covington & Müeller 2001). It is then feared
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that when extrinsic rewards are no longer available, students’ motivation and willingness to
learn will dissipate. Instead students should be encouraged to achieve personal meaningful
goals such as satisfying their curiosity, overcoming a challenge and value the process of
learning.
However, when extrinsic are not offered beforehand, students will not make a connection
between the task and the reward (Cameron & David Pierce 2002). Therefore the reward
cannot be interpreted as controlling and affect intrinsic motivation. An example of an
extrinsic reward could be rewarding the class with time on the computers after they
impressed the teacher with their hard work.
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EAL/D, ESL, NESB Resources
Background
As we are preparing to receive large numbers of refugees from Syria, as well as continuing
to welcome migrants from a range of other countries where English is not spoken as a first
language, the inclusion of students from Language Backgrounds Other Than English (LBOTE)
in our schools will continue. As teachers we need to be aware of not only how to teach
these students, but also the range of support services that are available for both teachers,
students and the families of our students.
The Australian Curriculum states that it is inclusive of all learners, including EAL/D learners.
EAL/D stands for English as an Additional Language or Dialect, and these learners may come
from such diverse backgrounds as:
• Overseas or Australian born students whose first language is a language other than
English;
• Aboriginal and/or Torres Strait Islanders whose first language is an indigenous or
traditional language; and
• Aboriginal and/or Torres Strait Islanders who first language is Aboriginal English,
including creoles and other related dialects (Board of Studies NSW, 2012)
Useful Links
This website is the TESOL (Teaching English to Speakers of Other Languages) association of
Australia resource site. It has links to lesson ideas and plans, and suggestions for integration
of TESOL into lessons (Australian Council of TESOL Associations, 2008)
http://www.tesol.org.au/RESOURCES/SCHOOL-‐EALD-‐RESOURCES
29
Dave’s ESL Café is a site that has many facets – job advertising, courses and association
advertising, but it also has useful resources for teachers and students. In addition to
grammar, it has pages relating to idioms, phrasal verbs, teaching pronunciation, slang and
quizzes. This can be a great resource for helping teachers understand and use grammatical
terms to explain how English works to both English learners and mainstream classes. (Dave's
ESL Cafe, 2007) http://www.eslcafe.com/grammar.html
The Primary ESL Teacher’s Network has a guide to using the ESL Scales at school, with
numerous examples of implementation across stages and Key Learning Areas, with links to
the DET for further information, and information broken down into ESL K-‐2 and 3-‐6.
(Primary ESL Teachers' Network, 2015)
https://primaryeslteachersnetwork.wikispaces.com/USING+THE+ESL+SCALES
Programs
There are a variety of programs to support students and their families.
The ESL Guidelines for Schools has information on eligibility for schools to receive
assistance and/or extra funding for newly arrived students from overseas – the New Arrivals
Program (NAP) for Primary Schools and the Secondary Intensive English Program which
students may be eligible for assistance under. (NSW Department of Education and Training
Multicultural Programs Unit, 2004)
https://www.det.nsw.edu.au/policies/curriculum/schools/esl_guide/pd04_23_ESL_Guidelin
es.pdf
30
SCARF – Strategic Community Assistance to Refugee Families offers a range of free services
run by volunteers for children and families. They offer homework help clubs, youth
programs, family mentoring, and learn to drive lessons for adults. Their services operate
around the Wollongong area (SCARF, 2015). http://www.scarf1.org.au/
SSI – Settlement Services International work with new arrivals who are refugees and
asylum seekers. “Linkers” from Ability Links NSW link clients with services in the community
to empower them in their new situations. Examples of their work include teaching refugees
how to go to the doctor, or get an Opal Card, go to English classes, helping families enrol
children in school, etc. They also run Humanitarian Settlement Services which offer help
with airport pickups, accommodation, food packages, and case management support. They
are available in all areas (Settlement Services International , 2015) http://www.ssi.org.au/
STARTTS – NSW Service for the Treatment and Rehabilitation of Torture and Trauma
Survivors offers a wide range of targeted services to refugees and asylum seekers who have
experienced Torture and Trauma, including counselling and psychological services. Anyone
can refer a client to STARTTS -‐ http://www.startts.org.au/, by calling on 02 9794 1900 or
emailing [email protected].
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Aboriginal and Torres Straits Islander Students
With the introduction of the Australian National Curriculum, three cross-‐curriculum
priorities have been introduced – the first of them is “Aboriginal and Torres Strait Islander
histories and cultures”.
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The underpinning ideas of the cross-‐curricular priorities are listed as follows as Organising
Ideas:
(Australian Curriculum, Assessment and Reporting Authority, 2015)
There are a number of resources available to assist with ensuring that both the cross-‐
curricular priorities and Aboriginal and Torres Strait Islander students and their families are
catered for properly and taught in a respectful manner.
8 Ways wiki has an enormous amount of information to support teaching and learning for
Aboriginal and Torres Strait Islander students, and explains ways to integrate the 8 ways of
knowing into classroom practice. (8 Ways Wiki, 2014)
http://8ways.wikispaces.com/+Best+Aboriginal+Pedagogy+Practice
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What Works is a program that works within your school to help Aboriginal and Torres Strait
Islander students to increase school participation and results. Their programs exist to ensure
long partnerships between schools and communities are forged to continue improving
schooling outcomes for Aboriginal and Torres Strait Islander students. (Commonwealth of
Australia, 2015)
http://www.whatworks.edu.au/dbAction.do?cmd=homePage
Aboriginal Affairs has a number of initiatives and schemes such as connected communities,
as well as an extensive list of links across a range of issues, such as Aboriginal organisations,
Art and Culture, Health, Justice, Land and Legal help:
http://www.aboriginalaffairs.nsw.gov.au/links/
34
Refugees Currently Australia is preparing to welcome an additional 12000 refugees from Syria, and as
such there is a need for awareness about the specific needs and challenges faced by our
new community members, both at school and at home.
A refugee is -‐ a person fleeing persecution due to: Race, Religion, Political Opinion, Social
Group, or Nationality, who is outside of their own country, and unwilling or unable to
return.
An Asylum Seeker is someone who is seeking refugee status.
The Federal government in Australia has introduced Temporary Protection Visas (TPVs),
which means that holders are able to live in Australia for three years, and work and access
Medicare, but they are required to leave Australia and/or reapply after those three years.
Some of the issues experienced by refugees being resettled include:
• Language barriers and cultural shifts
• Laws and socially acceptable norms
• Working and Educational recognition – many overseas qualifications are not
recognised in Australia which leads to a loss of social status
• Isolation due to language barriers, being cut off from communities, and racism in the
Australian community
• Reactions to trauma and torture in their past leading to mental health issues
• Depression and anxiety about an uncertain future and the inability to put down roots
(in the case of TPV holders)
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Trauma affects the brain physically and enlarges the amygdala which increases anxiety,
stress, fear and aggression. Combined with traumatic experiences that refugees may
have had, these can lead to Trigger situations for many asylum seekers and refugees.
Trigger situations include:
• Questioning and people writing things down
• Figures of authority, and people in uniforms
• News from home on the internet
• Bright lights, shutting blinds
• Sounds, loud noises, smells
• Confined spaces
• Open or closed doors (eg a meeting room with a desk and a closed door may trigger
panic attacks from previous experiences being questioned or worse).
Services
Illawarra Multicultural Services offers a range of services to newly arrived refugees to assist
in their settling into our community, as well as targeted programs such as Intensive Family
Support Services which supports families with a child or young person with a disability,
Families NSW Supported Playgroups, which involves setting up playgroups with a support
worker and interpreter present so that families can enjoy a social gathering with others
from their community and also get help or advice about practical matters such as Centrelink
and help with filling out forms. (Illawarra Multicultural Services, 2015)
http://www.ims.org.au/
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Multicultural Communities Council of Illawarra also offers support for different age groups
in the multicultural community. They run the Multicultural Youth Development Program
which offers a range of activities for socially isolated young people ages 12-‐24 to empower
them to participate in all aspects of society. Importantly they also lobby and advocate on
behalf of Culturally and Linguistically Diverse young people. (Multicultural Communities
Council of Illawarra, 2015).
They also run the Links to Learning program which is for high school students and aims to
keep students in training or school and empower them to achieve at school.
The Home and Community Care (HACC) program for people with disabilities and their
carers and elderly people from a Culturally and Linguistically Diverse background offers
practical in home help and a Multicultural Meals on Wheels delivery service.
The MCCI also runs a Centre based day care service for elderly members of Culturally and
Linguistically Diverse (CALD) groups to help them connect with a community, speak to
people in a familiar language, have access to referrals to support services – these services
for the elderly may be of use to students’ families.
http://www.mcci.org.au/
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Recognising Trauma Symptoms
Symptoms of trauma surfacing may typically include:
• Pain
• Sleeping patterns
• Appetite changes
• Mood changes
• Social interaction changes
• Memory and concentration suffers
• Panic attacks and a state of hyperarousal
• Heightened alcohol and drug use
It is important to ask people:
1. Are any of these symptoms affecting their daily life, eg work, family, study?
2. Are they getting support for any of these issues? Is the support they’re receiving
enough?
If you find someone struggling with any of these symptoms, you can refer them to STARTTS,
or they can self-‐refer. Call the Carramar office on 9794 1900 and ask for the intake officer.
(Service for the Treatment and Rehabilitation of Torture and Trauma Survivors, 2015)
IMPORTANT: Trauma and Torture (Post Traumatic Stress Disorder) is now recognised as a
disability and therefore enables access and support from a range of disability support
services under the NDIS.
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Students with Special Needs.
The Disability Discrimination Act 1992 defines disability in the following terms:
• Total or partial loss of the person's bodily or mental functions; or
• Total or partial loss of a part of the body; or the presence in the body of organisms
causing disease or illness; or
• The presence in the body of organisms capable of causing disease or illness;
• The malfunction, malformation or disfigurement of a part of the person's body;
• A disorder or malfunction that results in the person learning differently from a
person without the disorder or malfunction; or
• A disorder, illness or disease that affects a person's thought processes, perception of
reality, emotions or judgment or that results in disturbed behaviour; and includes a
disability that:
• Presently exists; or previously existed but no longer exists; or
may exist in the future (including because of a genetic predisposition to that
disability); or is imputed to a person (DEC 2011-‐2015, p.3).
This legislation helps to support teachers in meeting their obligations under the Disability
Standards for Education 2005 (Commonwealth of Australia, 2006) to ensure that all
students with disability are able to participate in the Australian Curriculum on the same
basis as their peers through rigorous, meaningful and dignified learning programs. It builds
on the general Student diversity advice and applies to all educational settings and contexts,
including specialist schools and support classes.
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The Department of Education and Communities ‘People with Disabilities – Statement of
Commitment’ states that they will assist people with disabilities to gain the knowledge, skills
and understanding they need to successfully participate as citizens by working with its staff
and students to achieve the following goals: provided with the same opportunities as other
people in regards to accessing education, improve access, participation and outcomes for
people with disabilities, strengthen strategic alliances and have a coordinated approach to
the delivery of services for people with disabilities (DEC policy 2006, PD20050243)
Physical Disability
A physical disability can be temporary, short–term or long term. Some conditions may go
into remission; others may come and go with no particular pattern, or there may be gradual
deterioration. A person may be born with a physical disability or acquire it later in life
through accident, injury, illness or side effects of medical treatment.
Some examples of physical disability include: Cerebral palsy, Spinal cord injury, Amputation,
Multiple sclerosis, Spina bifida, Musculoskeletal injuries (eg back injury), Arthritis, Muscular
dystrophy (UWS, 2015).
In the classroom, physical adjustments need to be made for students with physical
disabilities in order for them to participate, learn new skills, gain better understanding and
knowledge and have access to an education as other students.
40
Intellectual Disability
Intellectual disability affects the functioning with every day tasks and cognition. A Person
with an intellectual disability may have difficulties with learning, communication, daily living
tasks (taking care of money, getting around independently), information processing, social
skills and problem solving.
Intellectual disabilities can have wide range of from mild to severe. Many people with
intellectual disabilities are able to live self sufficiently and only require a minimal amount of
support.
Intellectual disabilities are a lifelong condition-‐ people can be born with them or acquire
them through an accident or illness. (UWS, 2015)
In the classroom, students with intellectual disability may require lessons to be
differentiated for them. This will enable them to work at their individual level and be
extended from there.
Behavioural Disabilities
The most common disruptive behaviour disorders in children include oppositional defiant
disorder (ODD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD).
Treatment can include therapy, education and medication.
Diagnosing a behavioural disorder is a complicated and drawn out process to ensure the
whole child is taken into consideration. Children often display behaviours from several
illnesses. A child who had ADHD may experience anxiety, depression and a difficult home
life.
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Diagnosis methods may include:
• Diagnosis by a specialist service, which may include a paediatrician, psychologist or child
psychiatrist
• In-‐depth interviews with the parents, child and teachers
Behaviour check lists or standardised questionnaires (state government of Victoria, 2015).
In the classroom students with behavioural disabilities may require additional assistance
and guidance. This can be through providing additional resources to help with the
behaviours, a stress ball to hold and use whilst on the floor during whole class instruction to
help limited interruptions, or through differentiating (the content, process or product) of
the lessons to accommodate the varying ability levels in the classroom.
Learning Difficulties
The term 'Learning Difficulties' most often refers to difficulties in learning to read and write,
but is also applies to other areas of learning. Learning difficulties can be caused by internal
factors (inherent, medical, physical, neurological), and/or, external factors, (family,
communities, opportunities, experiences). Internal factors are specific to the individual, and
can cause a person to learn differently, they are usually life-‐long, and are usually considered
a learning disability. Dyslexia is generally considered to be a learning disability (Learning
difficulties Australia, 2015).
In the classroom special adjustments may need to be put in place for students. These may
take the form of physical resources to enable the students to learn more efficiently or
placing the student in a suitable area in the classroom, for example placing the student
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closer to the white board to ease visual disturbances or in direct sunlight to reduce glare
from fluorescent lights.
EAL/D Students
EAL/D students are those whose first language is a language or dialect other than English
and who require additional support to assist them to develop proficiency in English. EAL/D
students come from diverse multilingual backgrounds and may include:
• overseas-‐ or Australian-‐born students whose first language is a language other than
English
• Aboriginal and Torres Strait Islander students whose first language is an Indigenous
language, including traditional languages, creoles and related varieties, or Aboriginal
English.
In the classroom it is important that students are supported and adjustments made to
incorporate their learning needs in the classroom.
Teachers can achieve this by:
• Identifying a student’s level of language proficiency using the EAL/D learning progression.
• teaching explicitly
• using students’ cultural understandings
• building shared knowledge (ACARA, 2015).
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Gifted and Talented Students
Gifted and talented students vary in terms of the nature and level of their abilities; there is
no single homogeneous group of gifted and talented students. Gifted and talented students:
• vary in abilities and aptitudes — they may demonstrate gifts and talents in a single area or
across a variety of domains; they may also have a disability
• vary in their level of giftedness — this means that two students who have gifts in the
same field will not necessarily have the same abilities in that field
• vary in achievement — while having gifts is often associated with high achievement,
achievement can and does vary across high-‐potential students and over time, and
some gifted students underachieve and experience difficulty translating their gifts
into talents
• are not always visible and easy to identify, and their visibility can be impacted by cultural
and linguistic background, gender, language and learning difficulties, socio-‐economic
circumstance, location, and lack of engagement in curriculum that is not matched to
their abilities
• exhibit an almost unlimited range of personal characteristics in temperament, personality,
motivation and behaviour — no standard pattern of talent exists among gifted
individuals come from diverse backgrounds and are found in all cultures, socio-‐
economic levels and geographic locations.
It is recognised that ability or giftedness needs to undergo some transformational process if
it is to be reflected in high levels of achievement or talent, and that while there are a
number of factors that influence the conversion of gifts into talents, the school plays a
44
critical role in giving students appropriate opportunity, stimulation and experiences in order
to develop their potential and translate their gifts into talents (ACARA, 2015)
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Differentiated Learning
Differentiated learning is the key to creating an inclusive classroom environment.
Differentiation supports student engagement and allows students to work to achieve set
tasks within the classroom. Burgess & Kelly (2013), further define that an inclusive
education requires a focus on teachers shifting away from the functional limitations and a
need to see learning as an individualised process that caters for the well-‐being of students in
the classroom. Introducing Individualised Learning Plans (ILP’S) will support teachers to find
out more about their students learning, which they can draw upon when planning lessons.
Studies further justify that the use of Individualised Learning plans (ILP’S) assist teachers to
understand their student’s abilities, interest, strengths and where they need further
support. Burgess & Kelly (2013), further suggest these plans will set out individual needs and
priorities for learning. They focus on the key learning goals which will help students
maximise their learning.
Studies further indicate that differentiated classrooms focus on approaches and teaching
planning based around students’ knowledge, skills and abilities rather than a one way
approach to teaching. They study further that differentiation learning promotes lessons
based on student interests and experience (Moyle, 2012). Smith (2009), explains that
students come into your classroom with different abilities, interests, strengths, as teachers
we need to be aware of these different abilities and focus on preparing lessons that foster
learning that caters towards these abilities.
Teachers are now developing new curricula, teaching approaches, grouping strategies and
delivering learning, which will allow students to participate in classroom activities
46
successfully, regardless of gender, ethnicity and social class. Teachers of today need to use
detailed knowledge of their students to plan for inclusivity and assessment. As a result
students will be motivated to perform and engage in set tasks and feel included within the
classroom environment (Westwood, 2009).
How can we Differentiate? There are many ways of fostering differentiation within the classroom. One way is using
Gardner’s Theory of The Multiple Intelligences. The theory looks at catering for the
strengths of students by integrating different learning styles within lessons. Gardner
outlines the different intelligences as linguistic, logical-‐mathematical, musical, spatial, bodily
kinaesthetic, interpersonal and intrapersonal. He further outline that students will perform
better if teaching fosters these intelligences. Research emphasises that applying this theory
within the classroom allows children to develop strategies to overcome weaknesses and
develop their strengths. It allows students to enhance their abilities and interests (Szpringer,
Kopik & Formella, 2014).
Gardner says “Each person possesses a certain range of all intelligences and uses them in
accordance with the preferences and tasks performed. The theory of multiple intelligences
reveals how to recognise potential abilities and then apply them to support human
development”, (Gardner 2006, p. 27, cited in, Szpringer, Kopik & Formella 2014).
Using the Multiple Intelligence Theory is helpful in the way we assess our students. Studies
indicate that this allows students to express their understanding of set tasks to the best of
their potential. For example this can be students expressing understanding through power
point presentations, or verbally rather than written. It is critical for teachers to make
47
accurate observations of student’s abilities as well as gain information from parents or
carers to support the educational needs of students (Szpringer, Kopik & Formella, 2014).
By allowing students to foster these intelligences they foster a high self-‐ esteem and
motivation in learning, which hence allows personal and academic growth. The teacher
need to foster growth and flexibility to be able to foster these intelligences. Significantly
Gardner’s theory is a breakthrough of traditional teaching styles and allows for this flexibility
to take place (Wilson 1994).
Some teachers just can't come to grips with different students doing different things at
different times; they often perceive this as a management issue. Using Multiple Intelligences
can be a complicated in the planning and it can be more time consuming when planning
units of work. Often teachers think it is more efficient to choose intelligence and apply that
to a particular activity. However, teachers need to be reassured that the more you do
something, the better you get at it. Wong, 2002 quotes "Providing Multiple Intelligence
activities ensure that children with different learning styles have the opportunity to work in
their preferred modes of learning much of the time. These activities draw learners into the
excitement and fun of discovery and generate real 'can do' attitudes” (M. Wong 2002, pg.
28).
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Teacher Aide Communication Plan
Teacher Aide Role with EAL/D students
Your aide's principal role is to complement you in the classroom, helping to carry out your
lesson plans, and supplementing and enriching what you have taught. The most helpful
areas are:
Translating (if the aide is bilingual)
• When there is a breakdown in communication or a problem, acting as
interpreter to explain or sort out the difficulty
• Translating school notices, permission slips, and so on
• Providing initial orientation, and explaining school and classroom rules and
regulations to students and parents
Working with individual or small groups of students
• Developing stories
• Developing reading readiness skills
• Reading to students
• Working on math concepts that EAL/D students may not understand
• Breaking down activities into smaller, more comprehensible units for students
who need extra explanation
• Coordinating with content-‐area teachers, previewing a lesson, then recapping it
for EAL/D students in their language
• Reviewing and reinforcing concepts taught to the class as a whole
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Acting as a bridge with the community
• Attending parent-‐teacher conferences and acting as translator
• Getting permission slips signed
• Accompanying parents to school
Teacher's aides can play an important role in the success of English language learners. They
may work with EAL/Ds or bilingual students in a variety of settings, including:
• in the EAL/D classroom, content classroom, or mainstream classroom
• during class, before school, or after school
• in small groups or one-‐on-‐one
Establishing a positive and mutually supportive relationship with your paraprofessional can
make a critical difference in how well you work together. One of the most important steps
in that process is to clarify roles and establish expectations about topics like interpreting
from the beginning.
The Ideal Aide
The ideal classroom aide has all of the following characteristics:
• Good English-‐language skills including a proficiency in reading and writing
• A positive attitude
• A working knowledge of classroom management: how to motivate students,
how to discipline, how to reinforce what you teach
• Cultural savvy; enough understanding of both cultures to work, at ease, with
both
• Patience
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Using Your Classroom Aide
You must first decide whether the classroom aide is there merely to be an assistant or will
have a more responsible role within the classroom. An aide is a valuable resource, and
though keeping records, grading papers, and running off photocopies are all useful tasks,
your aide can be used to advantage in many other areas.
Some teachers give their aide complete responsibility for their EAL/D students. This may be
tempting, as you have many other students to work with, but the aide, who lacks both
training and experience, is not the teacher. Your aide should be there to complement your
role, not to take over and work exclusively with EAL/D students. The teacher, must be the
driving force and role model, give clear directions, set expectations and parameters, and use
the aide to your advantage, make the most of on his or her strengths and personality.
The Teacher's Role
Your main role with regards to an aide is to offer guidance and supervision, as well as to
provide an environment that is conducive to rapport and open communication among you,
your aide, and your students. Here are some suggestions for going about it:
Strengths and weaknesses
Find out the strengths and weaknesses of the aide and what he or she feels most
comfortable doing. Ask your aide for written (rather than verbal) responses to the following
questions:
What do you — or could you — do especially well in this classroom?
What do you feel unprepared to do in the classroom?
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Expectations
Clarify your expectations of the aide. We suggest that both you and the aide respond, in
writing, to the following four-‐part question-‐
What do you see as each person's responsibilities in the following relationships:
Teacher's responsibility to the teacher's aide
Teacher's responsibility to the students
Teacher's aide's responsibility to the teacher
Teacher's aide's responsibility to the students
The answers to these questions will alert you to your aide's expectations of you and to
possible differences between your two sets of expectations. It will also help you define your
perception of your own role and responsibilities. There is nothing as destructive to a good
working relationship as two people operating under different assumptions about their roles.
If these aren't spelled out and clarified at the beginning, frustration and resentment can
lead to job dissatisfaction, unhappiness, or an inability to work together, which may lead to
the aide resigning his or her position.
Roles and responsibilities
Clearly define duties and responsibilities for both yourself and the aide, and draw up a
written contract that outlines these. This contract can be renegotiated from time to time
and referred to throughout the term.
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Acronyms and Abbreviations There are many acronyms and abbreviations used in teaching, both informally and by the
Department of Education and Training. This list is not exhaustive but aims to be a guide to
the common acronyms and abbreviations that teachers will come across in schools
ADHD – Attention Deficit Hyperactivity Disorder
AEO – Aboriginal Education Officer
ALEA – Australian Literacy Educators Association
ASD-‐ Autism Spectrum Disorder
BOSTES – Board of Studies, Teaching and Educational Standards
CALD – Culturally and Linguistically Diverse
CD – Conduct Disorder
DET – Department of Education and Training
EAL/D – English as an Additional Language/Dialect
ESL – English as a Second Language
GA – General Assistant
HTANSW – History Teachers Association of NSW
IAC – Illawarra Aboriginal Corporation
IAMS – Illawarra Aboriginal Medical Service
IEP – Individual Education Plan
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LBOTE – Language Background Other Than English
LOTE – Language Other Than English
MCCI – Multicultural Communities Council of Illawarra
NAP – New Arrivals Program
NDIS – National Disability Insurance Scheme
NESB-‐ Non-‐English Speaking Background
OC – Opportunity “C” Class – Dedicated class for gifted and talented students in Years 5 & 6
ODD-‐ Oppositional Defiant Disorder
OOSH – Out of School Hours (Before and after school care)
PETA – Primary English Teachers Association
PTSD – Post Traumatic Stress Disorder
SAM – School Administrative Manager
SASS – School Administrative and Support Staff
SCARF – Strategic Community Assistance to Refugee Families
SIEP – Secondary Intensive English Program
SLSO – School Learning Support Officer
STANSW-‐ Science Teachers Association of NSW
STARTTS – Service for the Treatment and Rehabilitation of Trauma and Torture Survivors
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TA – Teacher’s Aide/Teaching Assistant
TESOL – Teaching English to Speakers of Other Languages
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Technology Students live in a rapidly changing technological world. ICT including hardware and personal
digital devices, software, and systems that manage, store, process, create, produce and
communicate information, has become an important part of everyday life (BOSTES 2012).
To follow is a list of useful links related to ICT that can assist in the planning stages or can be
implemented in the classroom to enhance student learning:
Cybersmart:
Cybersmart provides activities, resources and practical advice to help young kids, teens and
parents to safely enjoy the online world. Australian Communications and Media Authorities.
https://esafety.gov.au/
Teacher Resources
http://www.sparklebox.co.uk
Planning Resources
http://activated.act.edu.au/ectl/design/planning.htm
Sustainability Resources
http://www.sustainability.vic.gov.au/~/media/resources/documents/services%20and%20ad
vice/schools/5star%20sustainability%20certification/waste%20module/waste%20module%
20resources/sv%20rs%20reducereuserecycle1.pdf
Study ladder:
https://www.studyladder.com.au/
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Teachstarter
www.teachstarter.com
Scholastic Resources
http://teacher.scholastic.com/products/paperbacks/downloads/library.pdf
CAPA Resourcs
https://www.songsforteaching.com/index.php?p=cart
Social Justice Resources
http://www.seedsofcompassion.org/why/curriculum/K-‐2%20Compassion%20Lessons.pdf\
Primary Teacher Network
http://www.ptn.org.au
ICT Resources
http://www.digiexplanations.com
Professional Development for Teachers interested in Gifted and Talented Education
https://education.arts.unsw.edu.au/about-‐us/gerric/resources/pd-‐package/
Literacy Planet
Play educational games and improve spelling, reading, comprehension and grammar.
http://www.literacyplanet.com/
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Blooms Taxonomy:
http://issuu.com/ktenkely/docs/lg_alpha
Aboriginal Resources
http://www.waitoc.com/2014/Aboriginal-‐history
Resources for schools:
http://www.australia.gov.au/information-‐and-‐services/education-‐and-‐training/resources-‐
for-‐schools
Education for sustainability:
http://www.educationforsustainability.com.au/resources/useful-‐websites
ABC Television Education:
Schools TV programs and extended resources.
http://www.abc.net.au/tveducation/
Webquest:
Learning experiences designed to encourage research skills over many different subject
areas and year levels.
http://webquest.org/search/index.php
Brainboxx
http://www.brainboxx.co.uk/A0_shared/pages/index.htm
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Teaching Ideas
http://www.teachingideas.co.uk/english/morningspellings.htm
Eduwebinar-‐
Inquiry learning phases and web tools.
http://eduwebinar.com.au/web-‐tools-‐to-‐support-‐inquiry-‐based-‐learning
Teacher Resources Store
https://www.dominie.com.au
59
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