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https://suzannebarry.com.au/what-is-responsive-teaching-and-why-does-it-matter/

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It's all about timing - an illustration of the delayed response strategy we discussed in Week 4. 

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It's all about timing - an illustration of the delayed response strategy we discussed in Week 4. 

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Be kind and respectful; respect people's personal space; use kind language; speak kindly/respectfully to everyone

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Listening to who is talking

Respecting everyone’s learning

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Follow safety precautions and instructions

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Follow safety precautions and instructions

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1. Everyone had the right to feel safe and secure at school

2. Students have the right to learn

3. Teachers have the right to teach

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Being prepared for learning

Pencils, books, laptops charged

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Hands up if you have something to say

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Use class tools only as instructed on the board.

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Use class tools only as instructed on the board.

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Provide the clear values and standards in the classroom. For example, we could provide a picture stick on to the wall to show those standards. 

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Provide the clear values and standards in the classroom. For example, we could provide a picture stick on to the wall to show those standards. 

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Respect, try your best (dowhat you can at your level), communicate 

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Respect, try your best (dowhat you can at your level), communicate 

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give everything a go, it’s ok if you don’t know

Ask questions

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Bring necessary materials to the class every single day.

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Bring necessary materials to the class every single day.

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or Eat only at break times in eating areas

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Call to attention routine

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Effective first activity / settling into class routine

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Effective first activity / settling into class routine

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Move tables if needed / move whiteboard if possible

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Move tables if needed / move whiteboard if possible

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Praise where some students are doing the right thing

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Praise where some students are doing the right thing

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Clear learning goals! Set at the level of the students

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Introduction to AERO's classroom management resources

Australian teachers and leaders want to make the biggest possible difference to students' learning outcomes and see all students flourish and succeed. They care about students' safety and learning, which means they care about their behaviour.

They know that engaging students through evidence-based, inclusive and culturally responsive practices is key, and that classroom management is a critical component of helping students thrive in their learning environments. Put simply, they want to know what works and how to put this into practice in their schools and classrooms.

The Australian Education Research Organisation (AERO) has developed a suite of foundational resources for beginning teachers, teachers working in new environments, or experienced teachers who want to refine or refresh specific elements of their classroom management practice. They can be used to individually reflect on and refine one's own practice, or as shared resources to support mentoring and other collaborative and whole-school approaches to improving classroom management.

This user guide explains the resources and provides suggestions for their use.

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Classroom management resources: User guide

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This user guide explains AERO's classroom management resources and provides suggestions for their use.

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Authors Ben Peddie, Megan Kelly, Tal Greengard, Catherine Whiting and Sarah Richardson

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This handbook contains a collection of AERO’s foundational classroom management practices.