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Pace of the lesson is very important to ensure students understand what they are learning. The use of humour and moving around the classroom making your presence felt is very important. Important to be very approachable to the students 

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Pace of the lesson is very important to ensure students understand what they are learning. The use of humour and moving around the classroom making your presence felt is very important. Important to be very approachable to the students 

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I begin each unit with an appropriate meme! Many students say they 'hate' them or that they're not funny, but secretly they always laugh cause I'm hilarious!

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When I have a double block English/HaSS I use a brain break between blocks. Students are allowed to talk, use phones, go to the toilet, get a drink or something to eat. Students really appreciate this break

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When I have a double block English/HaSS I use a brain break between blocks. Students are allowed to talk, use phones, go to the toilet, get a drink or something to eat. Students really appreciate this break

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Facilitating meaningful relationships within and across the classroom.  Creating the emotional conditions that build trust to support students to share their learning journey.  This is done through routines, students know what to expect each lesson.  High expectations with accountability for every student. 

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Facilitating meaningful relationships within and across the classroom.  Creating the emotional conditions that build trust to support students to share their learning journey.  This is done through routines, students know what to expect each lesson.  High expectations with accountability for every student. 

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Involve students in the planning process (e.g. various types of assessment etc)

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Involve students in the planning process (e.g. various types of assessment etc)

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I enjoy debate and story telling - sometimes oral language can be really engaging and powerful, especially in the HaSS environment.

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explicitly explaining to students who a unit or section of work could be applied in the future is an important way to engage them and help them to see the relevance in what they are learning to do.

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Students seem engaged with lessons providing you are engaging as a teacher. I think students are inclined to learn if their teacher engages and shows he cares about their education 

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Students seem engaged with lessons providing you are engaging as a teacher. I think students are inclined to learn if their teacher engages and shows he cares about their education 

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anecdotes, sharing personal experiences, bad jokes

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anecdotes, sharing personal experiences, bad jokes

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Look for ways to link/relate to 'real world' experiences and ideas that are relevant to them.

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Look for ways to link/relate to 'real world' experiences and ideas that are relevant to them.

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Students are selected randomly to share. Increases a
ccountability

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Nearpod is excellent for those not familiar with it - an interactive version of Powerpoint essentially

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In science we constantly connect the concepts with examples for the real world and ask for students to suggest their own

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In science we constantly connect the concepts with examples for the real world and ask for students to suggest their own

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Linking units of work to real-world problems or practical problem solving activities

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Linking units of work to real-world problems or practical problem solving activities

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Routine of starting in a circle for attendance and to discuss focus of lesson, set goals, bring up any issues, give information etc.  A circle allows me to easily see all students at once and their body language is often very telling as to how they're feeling, especially if there's a problem. 

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Routine of starting in a circle for attendance and to discuss focus of lesson, set goals, bring up any issues, give information etc.  A circle allows me to easily see all students at once and their body language is often very telling as to how they're feeling, especially if there's a problem. 

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reviewing learning goals from the unit poster from the beginning of the unit allows students to mentally check where they are up to and what they have achieved so far.

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Create a welcoming environment, smile and engage the students in pleasant conversation. Answer their questions truthfully
and honestly.

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At the end of each unit, asking students to provide feedback about the unit itself and about how they engaged in it - what would have made it more engaging, etc. Also asking for concrete suggestions about what they would like to explore in future unites of work. Class discussion in relation to those suggestions to gauge the overall vibe and feelings toward the ideas

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At the end of each unit, asking students to provide feedback about the unit itself and about how they engaged in it - what would have made it more engaging, etc. Also asking for concrete suggestions about what they would like to explore in future unites of work. Class discussion in relation to those suggestions to gauge the overall vibe and feelings toward the ideas

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Authentic and interesting learning tasks can make a unit come to life for a student. I would like to work out how to change their goals from grade to skill based but this is still a work in progress for me.

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informal formative assessment - true/false questions (2 hands up for true, 1 for false)

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informal formative assessment - true/false questions (2 hands up for true, 1 for false)

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Set expectations regarding the amount of work the class will need to complete by the end of the lesson and then allow for individual negotiation of personal goals.

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Drop in random facts about the topic and how it fits with the real world (everyday life)

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Drop in random facts about the topic and how it fits with the real world (everyday life)

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At present students are not interested in History. They are not liking reading, watching then writing. Am trying something new this term...watch this space 

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At present students are not interested in History. They are not liking reading, watching then writing. Am trying something new this term...watch this space 

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Ensuring I speak individually to each student in my class each lesson. Depending on their circumstances, we may be the only ones who have interacted with them that day.

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Using relevant and contextual learning intentions and success criteria

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Using relevant and contextual learning intentions and success criteria

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When students are disengaged or appear not to be working, I see it as an opportunity to 'chat' with the student about how they are feeling/going to better understand how they are travelling before directing back on task

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When students are disengaged or appear not to be working, I see it as an opportunity to 'chat' with the student about how they are feeling/going to better understand how they are travelling before directing back on task

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Practical tasks to enhance in-class work, e.g science, sport science, HPE 

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Practical tasks to enhance in-class work, e.g science, sport science, HPE 

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The more that we rely on each other to improve our practice, the more that student engagement will improve.

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Telling students stories which are relevant to the content allow students to feel the worth of what they are learning as well as improving student/teacher relationship. If you can include humour into the story its a real bonus

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Allow for students to have a voice in their learning add relevance to your teaching so that it relates to real world learning

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Allow for students to have a voice in their learning add relevance to your teaching so that it relates to real world learning

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Students reflect on their work and set goals for future tasks

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Students reflect on their work and set goals for future tasks

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Real world authentic learning experiences 

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Real world authentic learning experiences 

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It's usually clear from body language when students aren't engaged. They may be stifling yawns or rubbing their foreheads, etc. I find a quick break from the task - whether it's a personal anecdote or a question about something - it distracts enough for brains to wake back up from the calm state. :)

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Select "average" students who've done a good job and highlight their work as exemplars

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Select "average" students who've done a good job and highlight their work as exemplars

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Involve the students in the planning of the lessons and discuss the assessment outcomes. Explain the relevence of the learning.

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Quizzes. Scenarios, etc.... related to learning in a more 'fun' and interactive way

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Quizzes. Scenarios, etc.... related to learning in a more 'fun' and interactive way

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I use blended learning tools to support students to share their learning.  We have pop-quizzes as an exit pass.  Very casual atmosphere is created that supports banter to be competitive and learn. 

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I use blended learning tools to support students to share their learning.  We have pop-quizzes as an exit pass.  Very casual atmosphere is created that supports banter to be competitive and learn. 

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Self and peer assessments

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Definitely important to connect learning to students lives and ours as well. Have many times told stories of when I was at school or even as me as a parent.

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Ask students to come up the front to collect or drop off some material. 

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Ask students to come up the front to collect or drop off some material. 

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I am really enjoying the use of canvas to engage students, allow them to work at their own pace, look at what is coming up in the unit and access learning outside the classroom.

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sharing learning intentions and success criteria each lesson. 

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sharing learning intentions and success criteria each lesson. 

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Talking students through rubrics and examples of standards of work so they know what they are working towards

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Giving options within a research project - they might be able to choose certain aspects fo teh task.

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Giving options within a research project - they might be able to choose certain aspects fo teh task.

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Quiz questions at the start of the lesson based on previous lesson to show retained information

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Quiz questions at the start of the lesson based on previous lesson to show retained information

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Students know they are expected to offer constructive feedback on the work their peers are sharing.  They have a rubric on how to offer feedback in a supportive way; if they don't readily offer feedback they will be prompted with questions to support them in how to phrase and justify their opinions.

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Say hello, good morning, hi to every single one of them as they come into the room

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Say hello, good morning, hi to every single one of them as they come into the room

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Use prior knowledge where possible to provide an example of where the learning was used by the teacher.

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Begin an afternoon maths lesson with 10 quick questions that students share responses, then set a couple of on topic questions while they are more enervated.

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Begin an afternoon maths lesson with 10 quick questions that students share responses, then set a couple of on topic questions while they are more enervated.

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Am

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Provide several options for a task they need to complete. They might be at different levels, or presented in different formats, or abotu slightly different things - tehy can choose what is the most appropriate task that will challenge them realistically, and the one that they will enjoy the most, but each task will allow them to achiev learning intentions etc.

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Provide several options for a task they need to complete. They might be at different levels, or presented in different formats, or abotu slightly different things - tehy can choose what is the most appropriate task that will challenge them realistically, and the one that they will enjoy the most, but each task will allow them to achiev learning intentions etc.

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Always ask them about what they've been up to  or are going to do on the weekend/holidays.  Help friends with ideas on how to get together or do something together

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Always ask them about what they've been up to  or are going to do on the weekend/holidays.  Help friends with ideas on how to get together or do something together

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Always referring back to learning intentions and then linking these to current events/realities as well as to future pathways

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Always referring back to learning intentions and then linking these to current events/realities as well as to future pathways

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We are fortunate in the Arts that we can negotiate the curriculum.  Student voice is significantly important for culminating performances. 

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We are fortunate in the Arts that we can negotiate the curriculum.  Student voice is significantly important for culminating performances. 

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Asking random students to complete the next line of a worked maths example

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Asking random students to complete the next line of a worked maths example

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We all need to be lifelong learners. Small steps become big steps, differentiation helps students to make the first step.

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For new classes - having them write introductory letters to the teacher. Specific questions need to be answered bu thtey also have the opportunity to include any other information they would like the teacher to know. Then, the teacher provides personal responses to each student - commenting on their interestes and goals. If the teacher is then able to bring these things up in conversation later, or have tasks relate to certain things they know students are interested in, hopefully this will increase positive thought around perception of acceptance.

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For new classes - having them write introductory letters to the teacher. Specific questions need to be answered bu thtey also have the opportunity to include any other information they would like the teacher to know. Then, the teacher provides personal responses to each student - commenting on their interestes and goals. If the teacher is then able to bring these things up in conversation later, or have tasks relate to certain things they know students are interested in, hopefully this will increase positive thought around perception of acceptance.

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Providing regular timely feedback using rubrics, 1:1 interviews, small group conversations. 

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Providing regular timely feedback using rubrics, 1:1 interviews, small group conversations. 

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Most double lessons are started with a game or activity that targets some aspect of the lesson to come i.e. physical control, creative thinking, vocal development...

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Finding positive aspects in work from students across a variety of different standards and sharing these strengths with the class. Always using an appreciative inquiry lense and focusing on strengths prior to constructive criticism or feedback on areas for improvement.  

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Finding positive aspects in work from students across a variety of different standards and sharing these strengths with the class. Always using an appreciative inquiry lense and focusing on strengths prior to constructive criticism or feedback on areas for improvement.  

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I will use any opportunity to tell a story that links to the learning 

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I will use any opportunity to tell a story that links to the learning 