Author: Gail Preston


This course will outline the seven categories of special needs and the criteria required by the Victorian Education Department for students to gain funding support. We will discuss the challenges of the environment, accessibility, services and resources to support student needs. The presentation will discuss the diagnosis of students within each category, help teachers to understand the challenges experienced by students, apply classroom and curriculum adaptions, identify resources available and provide links to Victorian DET teaching resources, and how to access and use them. By the conclusion of the course teachers we have new knowledge or refreshed knowledge of special needs students and accommodations to put in place to enable students to access all components of the educational environment.


What has your experience been working with students who have additional needs?

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Author: Emily Paterson

You teach people how to treat you by what you allow, what you stop and what you reinforce. – Tony Gaskins

When you walk into a classroom it’s important to put your best foot forward as you set the tone for how the rest of the class will run.  So I ask you to look at what exactly you are projecting with the words you use, body language, tone, pitch, volume, rate and your listening skills.   Together we will talk through introductions, what makes them successful and how it can set up a positive spin on the rest of the class.

I encourage every teacher to look at what respect means to them and what are you doing in the classroom to create a mutual respect atmosphere.  Casual Relief teaching is a different culture to a class whom we regularly teach, how are you setting yourself up for success?


What have you tried that has successfully engaged students in your work?

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Author: Karen Mackay



Everyone deserves to be safe in their professional and personal lives – teaching staff and students.


This presentation will enable you to think about maintaining your own cyber safety and how to do this, as well as that of your students.  It will encourage you to look at the pros and cons of using social media, direct you to websites (especially the E-Safety website) where you can access classroom resources and sites where CRTs can find out more information about Social Media guidelines.


Knowledge is power; all teachers need to understand that it is important to know what’s happening behind the screen as Cyberbullying does more than hurt feelings and it can be relentless 24/7.


You will be asked to consider the types of Social Media you are familiar with; think about what schools and DET, Victoria do to prevent cyberbullying and foster cyber safety and to find out the Social Media and Communication Policies of the schools you work in.


As yourself: What can we do as a CRT? How can we avoid anyone else taking their own life as di Amy “Dolly” Everett, the face of Akubra?



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Author: David Vinegrad


Behaviour Management 101 looks at the need to balance curriculum, pedagogy and relationships so that lessons flow and students flourish. We will then briefly explore the history of behaviour theories and how deeply held teacher beliefs influence discipline classrooms.


 One key focus is the development of a set of classroom expectations and then how we ’systematically’ establish a best practice model of responses to student behaviour both positive and negative.  Towards the end of this workshop teacher ‘language’ is the focus and the need to have calm and assertive conversations is the key.  We look at conversation lines and how we can promote better behaviour through language, expectations, and calm and considered responses.

How have you approached conversations with students in your teaching practice?

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Author: Amy Cotton

Creative writing can be confrontational and therefore scary to both students and teachers alike. We all have imaginations, but the fear of being judged for the way we express ourselves can stifle expression.

Often students will complain that they don’t know what to write, or that teachers don’t understand what they write. Sometimes they’ll state they don’t know how to start.

The truth is that fluency as a creative writer takes constant work and practice. Some of the best writers in the world will take years to write a single novel, but we expect students to create whole stories in 40 mins. So, given that we can’t change the assessment of creative writing, what can we do to help our students?

Create safe zones for writing

Allow students time to write without the fear of their work being read, or worse, assessed. Writing sheer nonsense on a page is better than writing nothing at all in these circumstances, so even if they are stuck, encourage the student to write. They might want to write the same word over and over – that’s okay. Let them get bored with that and write something else out of frustration. Frustration is a good motivator for artistic expression (although not the only motivator!)


Take it back to basics

Before we ask them to write a story, let’s focus on getting the foundations right. Centring whole lessons on establishing a setting or developing characterisation allows students to work together to develop imagery. For instance, use a photograph of a setting or person and ask them to describe it. What you’re looking for is to elicit responses of increasingly complexity. For example, if the photo is of a man ask what does he smell like? Why does he smell like that? Do people notice the scent? Eventually the students will begin to disagree with each others’ ideas – that’s great. Now get them to justify why their idea shows more about the character. And when the students are adding meaning and justifying that meaning, step back to allow that discussion to self-perpetuate. At that point, the class is using literary techniques to justify what they are creating.


Make use of genres

Encourage students to explore the tropes of genres and use them in their storytelling. They might use them as expected, or subvert the genre for their creative purpose. Genres are often avoided by teachers, but they are a great way to explore literary techniques and common imagery. There’s no reason why students can’t tap into a genre to add depth to their creative writing.


Question why the story exists

Students can ask the following questions as they develop their stories:

·         What does the protagonist want?

·         What is the protagonist’s dilemma?

·         What is happening right now in the story that is urgent?

·         What happens if the protagonist does or doesn’t get what s/he wants?

Does plot matter?

It depends on the exercise. If you’re conducting just a writing exercise, plot may not be important. Eg, if you’re just working on building settings.

However, for a short story that is going to be assessed, plots will help. The hero’s journey is the most well known narrative structure, but sometimes can’t be replicated well in a student’s story. They might choose to do just a portion of the hero’s journey, or a simplified version such as:

·         Introduction to character

·         Introduction to dilemma

·         Reason for character’s impetus to doing anything at all

·         Conflict (what impediments must the character struggle through to fix the dilemma?)

·         Resolution – success or failure?

·         Coda – was there something to be learned?


Practice, practice, practice

The most important element is, again, practice. Articulating the imagination takes constant work and editing, and sometimes you have to be willing to just throw work out.

I ask hesitant creative writers to try 5 mins a day. They can do it on their phones, but they have to just write about something they saw, felt, heard, smelt or experienced. If they didn’t experience it in real life, I’m encouraging of what they experienced in their imaginations – just write it down! It won’t be perfect, and it doesn’t need to be, but the more they write, the more fluency they will achieve, and the more they can borrow and edit from their previous work when they need to write something new.

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