# data[].attributes.headline
QCT  - Transitioning to Full Registration

# data[].attributes.subject
QCT  - Transitioning to Full Registration

# data[].attributes.attachment_link.title
English K-10 :: Suggested texts for the English K-10 Syllabus

# data[].attributes.attachment_link.description
Throughout 2011 and 2012, the Board of Studies NSW developed new K-10 syllabuses for English, Mathematics, Science (incorporating Science and Technology K-6) and History that incorporate agreed Australian Curriculum content.

# data[].attributes.headline
Highly Recommended Books - Reading Australia

# data[].attributes.subject
Highly Recommended Books - Reading Australia

# data[].attributes.attachment_link.title
Highly Recommended Archives - Reading Time

# data[].attributes.attachment_link.description
These books are highly recommended by the Reading Time reviewers.

# data[].attributes.body
Subscribe to the newsletter for ideas and support for behaviour strategies and teaching and learning strategies.

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.description
An online national publication for school educators, published by the Australian Council for Educational Research.

# data[].attributes.attachment_link.description
Throughout 2011 and 2012, the Board of Studies NSW developed new K-10 syllabuses for English, Mathematics, Science (incorporating Science and Technology K-6) and History that incorporate agreed Australian Curriculum content.

# data[].attributes.attachment_link.description
Reading Australia provides teaching resources for Australia's greatest literature and it's all mapped to the Australian Curriculum. Register for free today!

# data[].attributes.attachment_link.title
Our schools at a glance | Going to a public school

# data[].attributes.attachment_link.description
Alphabetical index of common topics of inquiry about NSW public schools including attendance, curriculum, homework, parent organisations, transport an

# data[].attributes.body
https://compass.twb.catholic.edu.au/communities/faithed/SitePages/Community%20Home.aspx

# data[].attributes.body
https://compass.twb.catholic.edu.au/communities/SIS/Early%20Career%20Teacher/Home.aspx

This site will provide you with all of the information you need  regarding transition to full registration

# data[].attributes.attachment_link.description
A calendar for Catholic teachers leading prayer in their classrooms. Produced by Religious Education Services at Brisbane Catholic Education.

# data[].attributes.attachment_link.description
Morality and Justice Scripture and Jesus Church and Community Prayer, Liturgy and Sacraments God, Religion and Life RE Curriculum

# data[].attributes.attachment_link.description
Together At One Altar is a resource for school age children in Australia to develop their formation in the Eucharist and assist their active participation in its celebration.

# data[].attributes.attachment_link.readable_text
If we were to evaluate the impact of our religious education programs in the Catholic Church today based solely on the number of students whose lives were transformed, do you think we would score well? What if our religious education programs and children's ministries were measured by the number of disciples that we made in...

# data[].attributes.attachment_link.title
The Religion Teacher | Catholic Religious Education

# data[].attributes.attachment_link.description
If we were to evaluate the impact of our religious education programs in the Catholic Church today based solely on the number of students whose lives were transformed, do you think we would score well? What if our religious education programs and children's ministries were measured by the number of disciples that we made in...

# data[].attributes.attachment_link.description
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

# data[].attributes.attachment_link.title
Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

# data[].attributes.attachment_link.description
Learn about Teaching Channel Plus for Schools & Districts

# data[].attributes.headline
5 Questions to Ask Yourself about Student Motivation

# data[].attributes.subject
5 Questions to Ask Yourself about Student Motivation

# data[].attributes.attachment_link.title
5 Questions to Ask Yourself About Your Unmotivated Students | Cult of Pedagogy

# data[].attributes.attachment_link.description
If we know what works to motivate students, why are so many students still unmotivated? These five questions will help you determine if your practice is really in line with research.

# data[].attributes.headline
Make an easy transition into on task learning time

# data[].attributes.subject
Make an easy transition into on task learning time

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.readable_text
In the first of this series on classroom discipline, I addressed how a teacher enables a calm, focused beginning to a lesson with a restless class. In this article the theme of a discipline plan is continued as the teacher moves into 'on-task' learning time.

Before the teacher directs the students to the 'on-task' phase of the lesson she reminds them of the core routines for this phase of classroom learning time: appropriate 'noise level' (using 'partner-voices'); appropriate movement around the classroom, and how to get teacher support without calling out. She also has spare pens, rulers, pencils, paper for the students who are lazy, forgetful or emergent 'task avoiders'. These are basic but crucial routines that will enable a more purposeful and cooperative learning climate.

She is aware that the transition between whole-class teaching and on-task learning time sees a natural rise in noise levels, kinaesthetic restlessness, and, in some students, time off-task (task avoidance).

She is focused on task clarity (particularly for visual learners) and behaviour clarity (in the routines above) by a positive reminder about the fair routines (above).

She - then - moves around the room to enable focus and refocus, to engage, micro-teach, clarify and give feedback to her students.

She notices a couple of boys wandering. She walks over quietly, and says, 'Ahmed. Hello.'

He frowns.

She begins with a brief descriptive cue. 'You're wandering around. What do you need to be doing now?'

When she uses a question she uses a direct question (positively, respectfully) to raise the student's awareness and responsibility. She doesn't ask him why he is wandering.

He says he's getting a pen from his mate.

She reminds him of the pens, pencils, rulers and paper box on her table. She then says, 'When you're back in your seat I'll come and give you a hand.'

'When' is an expectational cue to task focus. She then walks away, giving him take-up-time, again conveying her expectation of cooperation.

She also notices out of the corner of her eye Maddie and Taylor surreptitiously texting on their smartphones. She walks over and greets them, 'Hi, how's it going?'

They frown, their eye contact is skewed.

She doesn't immediately address the phones, instead she focuses on the task and chats about the work with them. She - then - gives a rule reminder and directed choice.

'The school rule is clear ... phones off and away or you can leave them on my table until break time.'

Maddie argues (sulkily) '...wasn't even using it!'

She partially agrees. 'Even if you weren't...' She then repeats the directed choice and walks away with a task reminder, 'I'll pop back to see how you're going later.'

She gives them take-up-time, and hears the overdrawn sigh behind her back. She tactically ignores this.

The primary issue/behaviour here is phones in class time. When students sigh, roll their eyes, pout, sulk, mutter, or whinge she will often tactically ignore these 'secondary behaviours' (Rogers, 2011). She doesn't easily reinforce such attention behaviour. When students prevaricate or argue, she will either firmly 'block' their protestations and refocus to the fair rule or expected behaviour.

On occasion (as with the phone) she will briefly - partially - agree. This is demonstrated when she says '...even if you weren't [using the phone]'. This refocuses to the rule or directed choice. Her tone is pleasant, respectful, yet decisive.

If after reasonable take-up-time they do not put the phone away she will make the immediate or deferred consequences clear. 'Maddie... Taylor... I've asked you to put the phones off or away. If you choose not to I'll have to follow-up with you in your own time.' This is a deferred consequence.

Where there is clear disrespect in any of her students, she will address such behaviour briefly, firmly, assertively. 'I don't speak disrespectfully to you - I don't expect you to speak disrespectfully to me.' She will then refocus to the expected behaviour. If she has clarified the consequence she will then leave the consequential-ball-in-their-court, as it were.
She has a plan.
Her plan is conscious of several key features of behaviour leadership:

Her aim in all behaviour leadership (particularly discipline) is to enable students to be aware of their behaviour as it affects the rights of others (including the teacher) and to 'own their behaviour'. Every discipline transaction, however brief, is her conscious attempt to enable these aims;

A focus on least intrusive (intervention) where possible, moving to more intrusive (intervention) as situation or the circumstance necessitates;

Using positive corrective language wherever possible;

Focusing on the 'primary behaviour' wherever possible/appropriate and avoiding over-servicing 'secondary behaviours';

Using take-up-time and tactically ignoring thoughtfully. All this is not mere 'technique' or 'formulaic'; she is consciously seeking to be respectful and positive within her discipline plan;

She will always follow-up one-to-one with students who are more persistently disruptive. She does this after class or via an appointment time with the student;

This framework plan shapes how she leads. This is balanced by the core routines and the positively stated rules. All this enables a positive approach to behaviour leadership, a respectfully positive relationship with her students and - crucially - a positive, workable, teaching and learning environment.

References
Rogers, B. (2011). You know the fair rule: strategies for positive and effective behaviour management and discipline in schools. (3rd edition) Aust Council for Educational Research: Melbourne.

Which strategies do you use to transition between whole-class teaching and on-task learning time?

Do you have a behaviour plan in place to deal with unexpected issues?

# data[].attributes.attachment_link.title
Make an easy transition into on-task learning time

# data[].attributes.attachment_link.description
In the first of this series on classroom discipline, I addressed how a teacher enables a calm, focused beginning to a lesson with a restless class. In this article the theme of a discipline plan is continued as the teacher moves into 'on-task' learning time.

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.readable_text
A beginning teacher sees her Year 7 class line up - haphazardly - outside room 17. She has been told there are some challenges with this class - she knows this all too well.

As they line up, several boys at the back of the line are play punching or low level strangling, several students have hats on, and many are fiddling with their smartphones.

She's at the door, waiting. She doesn't wait long. She cues them to settle, lifting the voice - relaxedly she says, 'Settle down everyone.'

She pauses, and repeats. They start to settle. She cues the boys at the back, 'Troy, Dean, Mohammed ... playtime's over.'

Her brief tactical pausing helps focus their attention on what she has said.

'We're just mucking around Miss!'

She repeats: 'Playtime's over. Remember where we're going.'

She takes her eyes off them as she refocuses her attention to the rest of the class to 'lead' them in. She gives a brief reminder to all: 'Hats off, phones away, chewy in the bin on the way in. Thanks.'

This hasn't taken long. She knows that 60 to 70 per cent of the students will settle and refocus and cooperate in this transition between social time and classroom time, so that when she needs to cue the more disruptive students, the 60 to 70 per cent give her that moral authority to lead as she does.

She has been brief, positive, respectful and expectant in her leadership language and manner. She has a plan.

This transition between social and classroom time is crucial. She knows that if she just lets the students come in noisily, pushing, shoving, and with their hats on, it will have a significant effect on the establishment phase of the lesson itself.

She is aware that when engaged in any corrective cueing (discipline) she uses language that connects to expected behaviour, and that her tone and manner is respectfully, and confidently, calm. This 'calmness' is not some bland anodyne holding in of emotion; there is a sense of self-control, expectation and respectful confidence in her manner.

As they file in, she smiles. While standing at the classroom door, she greets and directs them to their seats. She had previously developed a seating plan (with her year-level colleagues) which has been placed on a wall chart. The plan is not based on friendship patterns.

She stands at the front, centre, of the classroom, waiting for their initial (if noisy) settling in to their seats. There's a fair bit of social chatter.

She cues the class as she scans the eyes of her students, 'Settling down everyone.'

She pauses for take-up and communicates a sense of calm, clear expectation. She repeats the whole-class cue adding, 'Eyes and ears this way.' She pauses - again - for take-up, adding 'thanks'. This is more expectational than 'please'.

She does not say, ' Would you please face the front and listen ...?' or, ' Can you please be quiet?' It is not a request. She is giving a confident, reasonable, whole-class direction.
She has a plan.
Most of the class are now 'settled'. Several students are still chatting. She says, 'Several students are chatting - it's whole-class teaching time.'

She briefly describes the distracting behaviour. She doesn't say, for example, 'Why are people still chatting? Weren't you listening?' She uses descriptive cues to briefly raise behaviour awareness.

She pauses - briefly - for take-up.

All this has not taken long. Jack and Mohammed are noisily fiddling with the window blind's cord. She doesn't ask 'Why?' or the even more pointless, 'Are you being silly with the window blinds?'

Instead, she briefly describes and directs to the expected behaviour: 'Jack, Mohammed, you're fiddling with the window blinds.'

This descriptive cue is then followed by a directional cue: 'Leave the blinds and [face] this way thanks.'

She doesn't say, 'Don't fiddle with the window blinds.' This would only tell the students what she doesn't want. When she gives behaviour directions or reminders she focuses (where possible) on the fair - expected - behaviour.

She is aware that any short corrective discipline cue is a social transaction. It has an effect, not just on the distracting and disruptive student, but on all - a fact highlighted in the 2011 Bill Rogers book You know the fair rule.

She refocuses her attention to the whole class again, giving the boys take-up-time (as she takes her eyes off them). They lean back, sigh, raise their eyes to the ceiling, but leave the blinds. She tactically ignores these secondary behaviours.

The class is basically settled now - it hasn't taken long. She rescans the eyes of her class, and senses that they have returned to the calm state they were in prior to social time.
Initiating and sustaining whole-class attention
The ability to initiate and sustain whole-class attention and focus is a crucial feature of any classroom activity. If we are unable to lead a focused beginning with students, it will be increasingly difficult for there to be any meaningful teaching and learning in the lesson.

In the case of the above scenario, the early career teacher is:

Conscious of cueing for calmness by what she says, as well as how she says it. She is also aware of using a respectfully confident tone;

Is particularly aware of her corrective language; descriptive cues, directions and reminders to desired and expected behaviours. For example: 'Do' rather than easy use of 'don't', 'Looking this way and listening, thanks,' rather than 'Don't talk while I'm teaching';

She consciously - and tactically - ignores sibilant sighs, sotto-voce mutterings, and minimal eye contact. She keeps the focus of her behaviour language directed to the primary behaviour without over-servicing those 'secondary behaviours'.

It is after all this that she says 'Good morning.' She does not rush into a class greeting or talk over or through their chatting or kinaesthetic restlessness in those first minutes. Nor does she talk over, or through students who are calling out. In fact, she doesn't give the class a greeting until they're settled.

During whole class teaching time several students call out. She tactically pauses and says, 'Several students are calling out; remember our class rule. Thanks.' This incorporates a brief descriptive cue and a rule reminder.

When giving any rule reminder she uses inclusive language such as 'we', 'us', 'our' and 'everyone'. She also doesn't say 'all', instead 'several students'. She is always aware of the residually cooperative 60 to 70 per cent of students. She expects hands up, one at a time, without finger clicking or calling out.

When students chat (while she is talking or a student is contributing to class discussion) she will - again - pause to cue the distracting students. She will not ask the students why they are talking. She will briefly describe and direct.

Before she cues the distracting chatterers, she positively cues the rest of the class. They have after all, had to put up with distracting chatterers.

'Excuse me everyone,' Turning to face the distracting students she says, 'Lisa, Paula, you're chatting. This is whole class teaching time.'

This describes their behaviour. They frown, sigh, indulgently slouch, and raise their eyes. She tactically ignores these features of their behaviour.

She briefly focuses on the primary behaviour and issue at this point. She adds a brief direction, 'Facing this way, thanks.' She finishes with thanks and takes her eyes off them, giving them take-up-time as she re-engages the whole-class discussion.

Again, this brief corrective cue has been positive, respectful, behaviourally focused. She has a plan.
References
Rogers, B. (2011). You know the fair rule: strategies for positive and effective behaviour management and discipline in schools. Australian Council for Educational Research: Melbourne

Do Australian teachers agree that they lose a lot of time due to disruptive behaviour? Find out in thisTeacher infographic.

# data[].attributes.attachment_link.description
A beginning teacher sees her Year 7 class line up - haphazardly - outside room 17. She has been told there are some challenges with this class - she knows this all too well. As they line up, several boys at the back of the line are play punching or low level strangling, several students have hats on, and many are fiddling with their smartphones.

# data[].attributes.headline
How to follow up with disruptive students beyond class 

# data[].attributes.subject
How to follow up with disruptive students beyond class 

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.readable_text
There are many reasons why a teacher will want - and need - to follow up with a student beyond classroom. Behaviour concerns are the most common. Such follow-up may be as basic as a five minute chat after class, or an informal lunchtime conversation. It may entail a detention or post time-out meeting, or it may involve a mediation meeting between the student (or teacher) in conflict.
Key protocols to any follow-up meeting with students
In any one-to-one meeting with a student that addresses their behaviour, there are essential protocols for teachers.
First, briefly tune in to how the student is probably feeling at this point
For example, when the teacher directed Mohammed to stay back for repeatedly calling out and he stood at the door sulking, the other students had left (some grinning).

The teacher left the classroom door open (ethical probity) and said, 'Look Mohammed, I know you're probably feeling annoyed; I know you want to be outside with your friends ... I won't keep you long.' We don't need to apologise for this consequential meeting by saying something like 'I'm so sorry I had to keep you back'. We're not sorry - this consequence was necessary, appropriate, and right.

Some teachers disconcertingly use this follow-up time to 'get back' at the student: 'You could be outside now couldn't you? What did I say? Didn't I say if you kept being stupid I'd keep you back? You said you didn't care - you're caring now aren't you?'

While this might be tempting, it is unprofessional and unnecessary. It will only breed unwanted and unhelpful resentment.
Be sure to focus on the behaviour without 'attacking' the student
It can help (particularly with boys) to briefly ask if you can show them what their behaviour looked and sounded like.

The teacher showed Mohammed what his repeated calling out behaviour looked and sounded like.

She then stepped back and said, 'That's what I'm talking about.'

Most boys laugh and respond with 'That's stupid'.

The teacher answers: 'Well it's stupid when I do it Mohammed, but that's what it looked and sounded like when...'

Students don't always see and hear how their behaviour comes across. Rogers (2003) states that respectful 'behaviour mirroring' is a way of raising the student's kinaesthetic memory. This approach is helpful for briefly 'simulating' sulky, pouting, eyes-to-ceiling, 'secondary behaviours'. For further information on this, see Make an Easy Transition Into On-Task Learning.

Note: We would not normally use this behaviour mirroring with students diagnosed with autistic spectrum.
Always give the student a right-of-reply - even in a five minute, after-class chat. If students prevaricate or even deny they did or said what they did, refocus. 'I did hear you say/do ...'
Most students will say things like 'I don't do that all the time ...' or 'I'm not the only one' or 'I was just mucking around...'

Again refocus; 'I don't know if you do that [the behaviour you've been addressing] however that's what you did [or] said ...'

'When you call out like that it's unfair to others because ...'

'That kind of mucking around affects everyone's right to learn ... and my right to teach ...'

When doing this use age appropriate language and focus on the expected behaviour and be sure to keep the focus on the behaviour under issue that day.

In a more extended follow-up, say, a detention, we can direct or encourage the student to write their response via proforma. The key questions to ask are:

What did I do?

What rule (right for older secondary students) was affected or broken by my behaviour?

What's my 'side' of about what happened?

What can I do to fix things up, make things better?

How can my teacher help me?

Be sure to refocus the student back to the right, responsibility or rule that was affected by their behaviour. In one way or another, distracting or disruptive behaviour affects the right to feel safe; the right to be treated with fairness and respect; the right to learn without distraction and disruption. This is the core of any whole-school behaviour agreement with students.

Remind them of the expected behaviour next time class is in session and then always separate amicably - or as amicably as possible. Remember that, as teachers, we are the adults. We may feel like a 'parting shot'. For example, 'Do that again [or] speak to me like that again and you won't just be speaking to me!'

Instead say, 'Thanks for staying back Mohammed, I'll see you on Thursday.' This keeps the tone and the manner respectful.

If we have had to keep a student back for several such meetings (even brief one-to-one behaviour interviews) we need to check with the year advisor to see if there is any pattern of distracting or disruptive behaviour across several classes and teachers.

In such cases a year-level personal support behaviour plan needs to be developed with at-risk students. This would - normally - be conducted by a senior colleague on behalf of all teachers and communicated to all colleagues in the year level team who work with the student in question. For further information, see Rogers (2011) and Rogers (2003).
References
Rogers, B. (2011). You know the fair rule: strategies for positive and effective behaviour management and discipline in schools. (3rd edition) Australian Council for Educational Research: Melbourne

Rogers, B. (2003). Behaviour recovery: Practical programs for challenging behaviour and children with emotional behaviour disorders in mainstream schools. (2nd Edition) Australian Council for Educational Research: Melbourne

# data[].attributes.attachment_link.title
How to follow up with disruptive students beyond class time

# data[].attributes.attachment_link.description
There are many reasons why a teacher will want - and need - to follow up with a student beyond classroom. Behaviour concerns are the most common. Such follow-up may be as basic as a five minute chat after class, or an informal lunchtime conversation.

# data[].attributes.body
Remember that students may not have to same permissions to see some eLearning tools. Check with your APRE or Teacher Librarian

# data[].attributes.attachment_link.description
Add your information about the school Charism here. The task is to identify:
Which religious order founded your school? ��What is the charism of your school?�� 3 interesting things about the history of your school��. 2 ways that you’ve noticed the charism is evident in your school (pictures). ��1 way that you have incorporated an aspect of the charism into your classroom practice.

# data[].attributes.headline
What Does It Mean to Be A Teacher in the Catholic School in the Diocese of Toowoomba

# data[].attributes.subject
What Does It Mean to Be A Teacher in the Catholic School in the Diocese of Toowoomba

# data[].attributes.headline
Gradual Release of Responsibility Playlist

# data[].attributes.subject
Gradual Release of Responsibility Playlist

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
A tool for shortening long urls in class.

# data[].attributes.body
QR Code Creator - no need to sign up!

# data[].attributes.attachment_link.readable_text
Create Free QR Codes

Our QR Code Generator is FREE for anyone to use with no sign-up or account required - fully functional, 100% ad-free, permanent QR codes that don't expire. Generate as many QR codes as you need for FREE with no restrictions on commercial use. No time limits, just free QR codes you can use with confidence straight away.

Dynamic QR Code created without a subscription are subject to 50 scans per month per QR Code.

23 Free QR Code Data Types

Free users can access 23 of our 26 QR code data types (PDF, Image and Attendance Tracking require a paid subscription). Websites, YouTube, Google Maps? Meh! Everyone gives you those, but our free users can create fully functional non-expiring QR codes for App Store Downloads, Dropbox file sharing, SMS and email messages, Bitcoin, Paypal and more. And you can create as many of them as you like.

Download, Print Or Email Your QR Codes

Once you've created your QR Codes you can download them as PNG image files, print them as sheets of stickers, or email them to yourself or someone else. Just choose the Output Type you need.

100% Ad Free QR Codes

Our QR codes are guaranteed 100% ad-free, even for free users, so you can get on with promoting your product without someone else's brand getting in the way. By the way, if you do see an ad after scanning one of our QR codes, the scanning app that you're using put it there.

Custom QR Code Printed Products

Generate your own QR Code and then you and your code are sent to the Zazzle print-on-demand website to add your QR code to a t-shirt, a coffee cup, a hat, business cards, stickers, and more - all ready for immediate purchase, printing and delivery direct to your door.

# data[].attributes.attachment_link.description
Our QR Code Generator is FREE for anyone to use with no sign-up or account required - fully functional, 100% ad-free, permanent QR codes that don't expire. Generate as many QR codes as you need for FREE with no restrictions on commercial use. No time limits, just free QR codes you can use with confidence straight away.

# data[].attributes.body
Simple feedback tool